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This quantitative comparison study was conducted to determine if there is a significant difference in multicultural and social justice competencies (MSJCC) between urban and rural school counselors in Pennsylvania. The purpose of the study was to discover how school counselors in different geographical areas assess their work within a multicultural and social justice framework when assessing their cultural competence. National initiatives by professional organizations within the counseling profession outline the need for school counselors to become more active leaders of multicultural and social justice practice. Studies in counselor education have not produced inventories to assess the MSJCC of school counselors generally. There has been no comparison in the research literature between urban and rural school counselors. This study used a quantitative method with a comparative design to investigate the multicultural and social justice counseling competency level between urban and rural school counselors. Participants included certified school counselors in public elementary, middle, and high schools across Pennsylvania employed in urban or rural districts (n=134). A MANOVA analysis identified a significant multivariate effect. Upon thorough analysis, none of the competencies exhibited statistical significance at the 0.05 level, suggesting an absence of notable disparities in perceived multicultural and social justice counseling competencies across school district locations. Although variation in raw score means was observed in certain components, none reached statistical significance. Limitations of this study included the method by which participants were selected. Emails were sent to over 3,000 Pennsylvania school counselors, with only 137 responses. There was a significantly higher number of urban school counselor participants because the urban districts were larger than the rural ones; therefore, there were a larger number of counselors in each of those schools. Secondly, self-reporting has been a common practice in counseling instrument development. The results of this study showed the presence of confounding variables and extraneous factors that could have influenced the participants' responses, along with the possibility of falsified responses to appear more culturally competent. The researcher predicted that the urban school counselors would have reported a significantly higher response rate in their self-perceived multicultural and social justice counseling competencies, which did not occur through the self-reporting measure. Future research for this particular study includes administering and validating the Multicultural Social Justice Counseling Competency Instrument with different populations by comparing school counselors in different states or countries along with different independent variables, such as age, gender, and race, to see if they differ individually from the components of the MSJCC-I. Furthermore, future research should use a quantitative method to determine the difference between groups with two or more dependent variables. A t-test should also be considered as there are two means to allow a future researcher to study urban and rural school counselors' competence levels without a multivariate effect to gain a different perspective on a statistical technique used to test the mean difference between the two groups. Additionally, recommendations for future research are discussed in Chapter 5. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

In the dynamic realm of virtual education, the successful execution of Multi-Tiered Systems of Support (MTSS) becomes essential for promoting student achievement. This study examines a particular aspect of this educational framework, explicitly investigating the teachers' perceptions of the fidelity of implementing an MTSS framework within an online middle school environment. MTSS is a significant advance in evidence-based practices for improving learning outcomes. However, most school districts find it challenging to maintain elevated levels of fidelity in the implementation of each framework element. Without following the implementation process, it is difficult to determine the main cause of poor academic achievement and performance. This undermines the effectiveness of the MTSS framework. This mixed methods study aims to examine the teachers' perceptions of the fidelity of implementation of the elements of the MTSS framework within a cyber school. Examining teacher perceptions of fidelity of implementation can be a complex task, which is best measured through a mixed methods approach using Q-methodology. The study investigated the teachers' perceptions of which components, structures, processes, and practices facilitate and hinder the implementation of the MTSS framework. This research has been conducted within a middle school of a cyber charter school in Pennsylvania that has been open since 2002. The concourse statements for this study are adapted from certain sections of the Pennsylvania MTSS Needs Assessment, a survey formulated by the Pennsylvania Training and Technical Assistance Network (PaTTAN). This tool was created to assist district teams in evaluating the processes and frameworks that either facilitate or impede the creation of a MTSS. In addition to the statements within the Q-sort, an online survey was included which collected basic demographic data such as what grade level they currently teach, as well as their years of virtual teaching experience. Participants fell into four distinct groups related to their perspectives on the fidelity of MTSS: "This is Why We Can't Have Nice Things"; "Long Live"; "Mastermind"; and "You're on Your Own Kid." Those participants that were outliers and did not fit into a specific factor will be referred to as "Glitch." Teachers believed that Teaming Structures and Shared Leadership had a more pronounced influence on implementing MTSS in a virtual environment than other processes and practices. Teachers reported the value in collaboration and consistent support from leaders to increase the effectiveness of the MTSS framework. These findings emphasize the importance of cultivating distributed leadership and robust collaboration to achieve high fidelity in the implementation of MTSS within virtual middle schools. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Most recent data confirms that the transition and learning "gap between youth and young adults (ages 14-24) with and without disabilities remains significant despite decades of federal and state legislation intended to improve education and employment opportunities" (Cheng & Shaewitz, 2020, p. 28). Researchers have highlighted that further research should focus on student perspectives of transitions "since transitions are likely to be a 'make or break' period in the academic development of students with clinically relevant EDs" (Metzner et al., 2020, p. 232). The phenomenological qualitative research study answers the following research question: What are the lived transition experiences of students who have exited from high school carrying an emotional disturbance diagnosis? In adherence to the cognitive career theory, the data analysis presented three significant themes regarding research participants' perceptions of their lived transition experiences. These themes included mental health factors impacting post-secondary transition outcomes, participants' progress toward their post-secondary IEP goals, and current circumstances informed by late secondary school experiences. Recommendations from the research conducted in this study include conducting an expanded study, finding programs that are achieving successful transition outcomes and conducting additional research related to post-secondary transition outcomes. Recommendations for practice resulting from the data collected in this research include expanding mental health services for individuals in high school and district-run restrictive educational placements. [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 explanatory sequential mixed methods study examined factors relating to principal job demands, resources, satisfaction, well-being, and joy. The study investigated the relationship between the experienced duties of principals and the feelings of joy and satisfaction obtained. A literature review evidenced that a new generation of research regarding principal well-being needs to address the shifting expectations and duties placed on principals as the leaders serve in ever-changing and highly demanding positions and principal turnover is increasing (Buckman & Sloan, 2022; Jones, 2022). Previous research demonstrated a lack of attention to principal well-being as well as a lack of training in preparing leaders to balance and overcome the demands of the position (Mahfouz, 2020; Mahfouz & Richardson, 2021). For this study, 144 principals from 81 of Pennsylvania's 500 school districts representing diverse regions responded to a survey of questions from the Job-Demands Resources Questionnaire (Bakker, 2014). 12 outliers were identified who maintained the highest levels of job demands coupled with the highest levels of job satisfaction. The outliers participated in a semi-structured one-on-one interview via ZOOM which informed the qualitative analysis. For the quantitative portion of the study, multiple linear regression analysis yielded data regarding the relationship between principal job demands, job resources, well-being, and satisfaction. The quantitative findings indicated that principal job satisfaction is positively influenced by the practice of self-selected strategies for supporting well-being and by opportunities to have positive interactions with others. Intentional time spent on activities to promote well-being, as well as time spent with family, support positive principal well-being. The qualitative interviews supported the quantitative findings as the principals interviewed indicated supervisor support, staff relationships, and strategies for well-being as key factors in overcoming the impacts of experienced job demands. The findings from the research demonstrate life factors and wellbeing strategies leaders can work to implement to maintain joy and satisfaction in their work despite managing high levels of job demands and stresses. [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.]

Military and veteran students face many challenges when navigating their journey in higher education. These non-traditional students have varied support needs when attending institutions of higher education that are different than the traditional student today. The purpose of this study is to determine the level of their satisfaction with the current academic and holistic support they are receiving at their college in Pennsylvania. The literature review of this situation shows that the support needed focuses on the areas of these military students' physical and mental wellness, their identity and campus culture, and the barriers and challenges they encounter in the higher education environment. Three research questions will guide the present study: (a) What are SSM/V students' level of satisfaction with the support they are receiving from their current college or university; (b) How comprehensive are support services for SSM/V students; and (c) What additional services may be required as perceived by SSM/V students? The study will survey military students at colleges in Pennsylvania with their responses providing feedback on the level of satisfaction at their institution of higher education. Many of the student veteran populations are now at or near 5% of the total student body at these participant institutions (PASSHE, 2023). The data revealed three main findings. First, SSM/V satisfaction with their institutions support was 94%; indicating that the sample population is satisfied with the support and services received at their respective institutions of higher education. Second, universities maintained or increased support to SSM/V students and met the demands needed for them to pivot to and succeed in online learning platforms and hybrid curriculum during the COVID Pandemic. Last, the results indicated a medium positive correlational relationship between satisfaction and a military friendly environment, with the military friendly variable being the strongest predictor of overall SSM/V satisfaction. [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 multi-site case study explores the self-identified traits of four Philadelphia schools that demonstrate growth in grade four proficiency on the Math Pennsylvania System of State Assessment (PSSA). Obtained proficiency/advanced scores on the PSSA show a drop from third to fourth grade cohorts during 2017, 2018, and 2019. In Philadelphia, only four schools (out of over 200 School District of Philadelphia (SDP) and Charter Schools) demonstrated an increase in Math proficiency from third to fourth-grade cohorts on the combined 2017, 2018, and 2019 PSSA exams. The narratives of the staff at these four schools give insights into the perspectives surrounding their experiences and fourth-grade math. This study was guided by the following research questions: What are the self-described qualities, systems, and backgrounds that staff believed contributed to their success. Success is defined by the increase in Math proficiency/advanced percentages, as many of the sites also had increases in the percentage of students below basic during the period studied. Data was collected using one-to-one interviews and document analysis. In the findings section, 17 themes were explored across the four schools with unique findings related to changes in school population, comparative levels of experience of the third/fourth grade teams, and two schools specializing in Math. Recommendations include schools explicitly focusing on instructional practices and interventions at a fourth-grade level. Further research is recommended into the impacts of departmentalization/specialization, the impact of organizational knowledge of teachers and PSSA scores, and the impact of changes in the student population on state exam performance. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this mixed methods collective case study was to explore the utilization of assistant principals as instructional leaders to identify and explain factors that influence instructional leadership effectiveness of assistant principals, and the potential effect on school performance in northeastern Pennsylvania secondary schools. The desired outcome of the research was to establish a relationship between the instructional leadership of the assistant principal role and school performance. The research provided justification for exploring the job descriptions, preparation programs, and evaluation processes of the assistant principalship to better align them with instructional leadership objectives, as opposed to managerial and disciplinary functions. "Despite their importance as school leaders and future principals, the role of the assistant principal is not well understood" (Moyer & Goldring, 2023, p. 41). The three research questions that were answered were: (1) What is the relationship between the utilization of APs and the academic performance of high schools in northeastern Pennsylvania? (2) What are assistant principals' perceptions of their roles as instructional leaders in northeastern Pennsylvania high schools? (3) How are assistant principals' instructional leadership activities measured and evaluated in northeastern Pennsylvania high schools? Data was collected using one-to-one semi-structured interviews, instructional leadership surveys, activity logs, and artifacts. Qualitative analysis was conducted using In Vivo and Concept Coding methodologies, while quantitative analysis included Pearson Correlation techniques. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Understanding fractions, especially their magnitude, is essential for success in mathematics. Unfortunately, fractions are one of the most challenging mathematics concepts to teach and learn. Several studies have examined preservice teacher (PST) knowledge of fractions, but very few studies have looked for ways to improve this knowledge. This study aims to add to the limited literature on using technology to help improve PSTs' knowledge of fractions. This quantitative study explored the impact of using Khan Academy as supplemental material on PSTs' conceptual and procedural knowledge of fractions. This study involved thirty-eight PSTs enrolled in a mathematics for educators course at a Western Pennsylvanian University. For this study, the participants completed twenty-three assignments within Khan Academy that focused on the concept of a fraction as a part of a whole and placing a fraction on a number line. Data collection occurred throughout the study in the form of five-question assessments, pre- and post-intervention assessments, and a five-question assessment embedded in the final exam for the course. Initial baseline data revealed the participants had limited conceptual and procedural knowledge of fractions. They were especially weak in the areas of multiplying and dividing fractions. The findings of this study indicate that the use of Khan Academy as supplementary material can prove effective in enhancing the conceptual and procedural knowledge base of PSTs in the domain of fractions. Other findings from this study indicate a need for a greater focus on teaching the five roles that fractions play in mathematics, as well as more time spent on working with multiplying and dividing fractions. [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 underrepresentation of Black girls in high school STEM courses is a pressing issue reflecting broader societal inequities and diminishes the potential for innovation in science, technology, engineering, and mathematics. The problem of low enrollments of Black girls in high school STEM classrooms impacts not only the educational outcomes for Black female students but also the diversity and inclusivity of STEM fields at large. The purpose of this qualitative exploratory multiple case study aimed to explore STEM teachers' perceptions of their roles in encouraging and supporting Black girls in STEM education. The ecological systems theory guided the research, which considers the multiple environmental systems influencing an individual's development and emphasizes the importance of various social contexts in shaping educational experiences. The study employed a multiple case study with invited and gathered data from twenty high school STEM teachers in Southeastern Pennsylvania, USA, and Ghana, Africa, through online surveys; nine of those high school STEM teachers participated in semi-structured online interviews. The analysis involved coding the data to identify themes related to the research questions, which aimed to uncover how teachers perceive their influence on the encouragement and support of Black girls in their STEM courses and identify the barriers their students face. The results revealed a consensus among teachers on the importance of culturally responsive teaching and creating inclusive learning environments. Teachers acknowledged significant barriers, including societal stereotypes and a lack of resources, which hinder Black girls' engagement and success in STEM. Furthermore, the findings highlighted the necessity for ongoing professional development to equip teachers with the skills to support Black girls effectively. The study concludes addressing the underrepresentation of Black girls in STEM requires systemic changes across educational, community, and policy levels to foster an inclusive and supportive educational environment. Future research should continue to explore the long-term effects of these interventions and expand the scope of studies to include different educational settings and comparative analyses between diverse geographical locations. Recommendations for practice include implementing comprehensive professional development programs and curricular adjustments to better reflect students' diverse backgrounds. [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.]

During the nineteenth century, the federal government forced many natives to move from their ancestral homes to remote territories in the central and western United States. Also during that century, the United States opened off reservation boarding schools for native youth. The first of those institutes was the Carlisle Indian Industrial School, located in Pennsylvania. In addition, the federal Government considered Native Americans to be a long-term problem. The military would create a bureaucratic system intended to control every aspect of life for indigenous nations. As white people began to migrate west, they would cheat the natives out of their land which caused tension between the groups. As a result of this hostile takeover, the federal government made pledges to the Native Americans to make amends for the wrongdoing. To help improve the quality of life for the Natives, strategies were created intended to train them in life skills, money management, and assimilation into White American culture. The voices of Native Indians would be notoriously omitted from historical accounts which would not properly detail their experiences during this period. This historical study filled the gap in research caused by those omissions by examining the lives of two Native American students; Nellie Carey and Richard Davis, lived, worked, and studied far from their families and homes. Carey and Davis's biographical sketches give Native Indians an important historical voice that speaks of their resilience and survival in the face of odds endemically present in federal policies towards American Indians. [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 American family is changing (Brown, 2017; Pew Research Center, 2015; Seltzer, 2019). While grandfamily formations are becoming more common throughout the United States, they are particularly prevalent in specific counties of north-central Pennsylvania. Data obtained from the American Community Surveys between 2012 and 2021 suggest that incidences of grandparents raising grandchildren in this area have increased by 54% over ten years, with most of the children in these families between six and eleven years of age, which falls in the range of compulsory school attendance. Epstein et al. (2021) report that these family formations are often informal due to previous negative experiences with child welfare agencies, fear of jeopardizing relationships with their biological children or family members, and fears of government intrusion. The decision to avoid a legal arrangement complicates caregivers' ability to enroll a student in school, make educational decisions, or access the child in an emergency. Meanwhile, federal and state laws and local regulations constrain school leaders' responses to this growing population, establishing positional conflict where partnership is vital. This qualitative study, conducted with a constructivist worldview, utilized a critical phenomenology approach and portraiture methodology to present the lived experiences of grandparent caregivers and school leaders, focusing on the culture and systems that shape their circumstances. The realities of the participants, connected by their roles in the lives of the children, give voice to the experience of a growing population and the systems that must respond to these changes for the communities they serve. The data suggest that educators must build cultural competencies centered on their communities' unique composition. These competencies, essential to successful classroom and district leadership, require all stakeholders to assume and share the roles of leader and advocate within the school and external communities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this quantitative, quasi-experimental, nonequivalent comparison-group design was to determine if "How to Learn Math: for Students" (Boaler, 2018) had a statistically significant influence on eighth-grade students' mathematical anxiety and mathematical achievement. Participants included eighth-grade students (n = 28) in a suburban public school in eastern Pennsylvania. Participants were divided into a control group and an experimental group depending on the class period in which they had mathematics class. Participants in both groups took a pretest and a posttest to measure mathematics anxiety and mathematics achievement. Participants in the experimental group completed the online course "How to Learn Math: for Students" (Boaler, 2018) between the pretest and the posttest in addition to their teacher lessons while participants in the control group participated in mathematics class as usual. The results of the paired-t tests showed a statistical difference in mathematics achievement from the pretest to the posttest, but no statistical difference in the mathematics anxiety scores. Therefore, one null hypothesis was accepted, and one null hypothesis was rejected. The findings show that the course had an effect on mathematics achievement, but not on mathematics anxiety scores. While the results were mixed, the findings of this study provide implications and recommendations for future research using the "How to Learn Math: for Students" (Boaler, 2018) course. [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.]

Adolescents with intellectual and developmental disabilities (IDD) tend to receive inadequate comprehensive sex education (CSE). This problem could be addressed by providing sex education taught by general education health teachers to students with IDD in high school, a cost-effective yet underutilized and under researched service model. This qualitative study sought to determine the types of support health teachers need to effectively teach CSE to adolescents with IDD and to identify any misconceptions they have about the sexuality of individuals with IDD. Nine health teachers from 3 public school districts in Northeastern Pennsylvania were studied using a revised version of the Attitudes to Sexuality Questionnaire - Individuals with an Intellectual Disability (ASQ-ID) and semi-structured interviews. Data was analyzed by cross-case pattern analysis to generate a list of recommendations for local districts on how best to support their existing health teachers in the implementation of formal CSE for young adults with IDD. The three primary supports participants need are: (1) support from special education staff; (2) assistance in developing the curriculum and adapting instruction; and (3) additional training. With these supports, general education health teachers can provide effective CSE to adolescents with IDD so they can be equipped with the relationship and sexuality knowledge and skills necessary to lead safe, fulfilling lives. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study employed quantitative descriptive statistics, including time series analysis, to explore how special education enrollment rates in Pennsylvania changed in the school years during the COVID-19 pandemic compared to previous trends. Data were gathered from publicly available annual reports of special education enrollment between 2010 and 2021. Time series analysis was conducted for each of Pennsylvania's 29 intermediate units (IUs), the aggregate for the state of Pennsylvania, and the national trend (n = 31). The results of the regression analysis indicated strong, positive correlations between special education enrollment rates and years between 2011 and 2019 for 18 out of the 29 IUs, for the state of Pennsylvania, and nationally. A paired samples t-test was conducted for the 29 IUs and the state of Pennsylvania (n = 30) to evaluate the change in root mean square error ("RMSE") values for the 2011-2019 data along the previous trends compared to the "RMSE" values for the complete data sets 2011-2021. The results of this paired samples t-test and visual inspection of the regression scatter plots revealed a statistically significant decrease in special education enrollment rates in Pennsylvania in the 2020-2021 and 2021-2022 school years compared to previous trends. These results lead to the rejection of the null hypothesis. Implications of these findings include a projected number of students who were not, at the time of this study, being served by special education services who might be if previous trends continued. Recommendations for continued analysis of trends and increased resources through IUs are presented. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The problem addressed in this study was the trend of students completing health sciences stackable credentials not pursuing the related health sciences associate degree after completing the stackable credential, despite the availability of the streamlined pathway. The purpose of this qualitative exploratory case study utilizing semi-structured interviews and thematic analysis was to understand the effectiveness of community college leadership in the health sciences by applying multi-dimensional leadership qualities for improving student development practices that guide students to complete an associate degree in the health sciences through streamlined pathways of stackable credentials. The study participants were health sciences students enrolled in stackable credentials. They participated in two semi-structured interviews, where they shared their academic and career goals, the challenges they faced on their academic journey, their specific needs, and the kinds of leadership qualities they believed would be necessary to address their needs. This qualitative exploratory case study determined, through thematic analysis of the collected data, that health sciences students enrolled in stackable credentials needed increased engagement opportunities, where student development was the focus. The recommendation for systemic change was that leadership, faculty, and staff develop, implement, and provide ongoing structured mentoring services to health sciences students directly in the health sciences center. Through the recommended mentoring services, students enrolled in stackable credentials would develop much-needed critical thinking and self-efficacy skills for goal development and decision-making. Recommendations for future research include repeating the study with a larger sample across multiple community colleges, learning more about designing a robust health sciences mentoring center, and gaining a better understanding of student development experiences among different demographic populations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Teacher preparation programs are institutions where future teachers acquire the pedagogical content knowledge needed to deliver quality instruction that promotes student achievement. Teacher preparation is the best-determining factor for student achievement. As of 2018-2019, there were 2,172 teacher preparation providers: 1,453 traditional and 495 alternative teacher preparation programs. This study aimed to compare urban school principals' and assistant principals' perceptions of the quality and effectiveness of teaching between alternatively and traditionally certified teachers. This study used survey data to explore the quality and effectiveness of instructional practices using the Charlotte Danielson Framework for Teaching. The study utilized descriptive statistics to describe the overall nature of the data for each of the four domains and 22 components of the Framework for Teaching for each type of teacher preparation program. Four Mann-Whitney U tests were performed on each domain to determine the statistical significance between the two types of teacher preparation programs. Participants were 49 principals and assistant principals from schools within local education agencies in small, medium, and large cities in Pennsylvania. The findings revealed that alternatively certified teachers were perceived as effective in classroom management (M = 2.54) and professional responsibilities (M = 2.65) but less effective in planning and preparation (M = 2.32) and instruction (M = 2.37). Traditionally certified teachers were perceived as effective in all four domains: planning and preparation (M = 2.72), classroom management (M = 2.77), instruction (M = 2.63), and professional responsibilities (M = 2.72). The Mann-Whitney U tests found a statistically significant higher mean perception rating for traditionally certified teachers in one domain: planning and preparation. The results of this study can be used by school leaders recruiting alternatively certified teachers, teacher preparation programs training alternatively certified teachers, and future researchers exploring similar topics. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Students with chronic health conditions are living longer lives, thanks to medical advances. This group of students spend more time in classrooms, and teachers have become tasked with meeting the needs of this growing population. Teachers require supports on best practices for educating students with chronic health conditions who are in their classrooms. The knowledge of teachers supporting this population of students can be insubstantial, but the experiences of teachers can begin to add insight to how to meet the needs of the teachers educating this group of students. The purpose of this qualitative study was to understand the teaching experiences of a total of 10 general and special education teachers in Grades 6-12 who educate students with chronic health conditions, particularly those with cancer, sickle cell disease or blood disease, diabetes, and seizure disorder. In this study, Bandura's social cognitive theory and its subset of self-efficacy provided insight about the experiences of teachers in two counties in Pennsylvania. Participants participated in semistructured interviews, where data was analyzed using an open coding system so that themes emerged and were identified. The results of this study identified four themes the emerged from the experiences of teachers. Those themes are, barriers to education, chronic health conditions in classrooms, teacher strategies in supporting students with chronic health conditions, and equal access supports. The themes related directly to the literature and the conceptual framework used to guide this study. This study can contribute to positive social change by using the information to assist general and special education teachers to successfully implement strategies of accommodations and modifications to improve outcomes of students that experience chronic health conditions. [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 quantitative, exploratory study examined the budget decisions made by administrative leaders and academic leaders at 15 Pennsylvania community colleges as measured by the Budget Criteria Instrument (BDCI). Sixty-two leaders ranked 15 budget criteria items on the 4-point Likert scale used by the BDCI and the responses were analyzed based on leadership role and institutional revenue. The mean and frequency of the 15 budget criteria for the two groups of leaders indicate that Number of Students Affected is the most relevant criteria when making budget decisions. External-Community Political Pressures was the least relevant budget criteria for both groups of leaders. Chi-square analysis indicated there was a statistically significance difference between the responses of administrative leaders and academic leaders when rating the relevancy of National and Regional Curricular Trends when making budget decisions. Academic leaders' responses indicated that National and Regional Curricular Trends is more relevant when making budget decisions when compared to administrative leaders' responses. The other 14 budget criteria measured by the BDCI showed no statistically significant difference between the responses of administrative leaders and academic leaders on the BDCI. To analyze responses on the BDCI based on institutional revenue, the Pennsylvania community colleges were separated into four groups based on revenue amounts. When analyzing responses using Chi-square based on the institutional revenue of the respondents' place of employment, there were no statistically significant differences. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This instrumental mixed methods case study investigated Grades 3-5 classroom teachers' perceptions of teaching for creativity and the effects of a researcher-developed, one-day, online professional development creativity module intervention within a suburban school district in south-central Pennsylvania. Creativity has been identified as a sought-after skill by employers in the 21st century and is significant in developing an individual's self-actualization. Yet teaching for creativity remains largely unpracticed in Grades 3-5 education. Teachers' lack of knowledge on teaching for creativity, their perceptions and misconceptions regarding creativity, and educational systemic constraints may inhibit teachers' ability to teach for creativity. It is, therefore, important for Grades 3-5 teachers to engage in professional development to potentially provide the knowledge and skills that can enhance their perceptions and ability to teach for creativity. The foci of the study were the Teacher Participants' perceptions of teaching for creativity pre- and post-participation in the creativity module intervention. Utilizing a sequential explanatory mixed-methods design, quantitative measures, including a pre- and post-intervention survey, and qualitative measures, including one-to-one interviews, were administered in two phases to explore the extent to which any perceptions changed, and what aspects of the researcher-developed professional development creativity module intervention the teachers attributed any perception change. The findings of this case study suggest a positive change in Teacher Participants' perceptions regarding teaching for creativity after engaging in the one-day professional development creativity module. [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 schools and districts include character education in their curriculum, the content of which is decided on a local level. These programs flow through multiple grade levels and are often part of career planning. However, it is unknown if youth in juvenile residential placement facilities, who could benefit from these programs, are offered character education. Character education has been not only a focus of the Pennsylvania Department of Education, but also a part of the Pennsylvania standards for career education and work. Reading standards include discussing and analyzing literature as well as speaking, listening, and writing about the chosen selection. Research suggests the effectiveness of embedding character education, as well as the use of novels and stories to incorporate character education into the reading curriculum. There is evidence that suggested coalescing character education into the reading curriculum in a prison setting is beneficial. This study explored teachers' perceptions regarding the implementation of character education including the use of novels and stories in their reading classes as a source of character 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 cross-sectional survey questionnaire study explores the Petrides Model of Trait Emotional Intelligence (TEI) of school principals in the Commonwealth of Pennsylvania, employing the Trait Emotional Intelligence Questionnaire (TEIQue). This research study explored statistical differences in TEI components (Global Score, factor scores, and facet scores) for demographic factors such as gender, experience level, education level, geography, locale, and school level for 155 participating school principals representing 161 schools. More importantly, this study attempted to examine whether any correlation existed between TEI components and student achievement and growth outcomes. Noteworthy findings indicated that female school principals, on average, exhibit higher emotional intelligence than their male counterparts, aligning with existing literature emphasizing females' enhanced interpersonal skills. Intriguingly, novice principals with five or fewer years of experience attained significantly higher TEI scores than their intermediate and experienced counterparts, challenging the expectation that experience positively affects TEI. Educational levels show mixed results, with master's degree holders generally outscoring their doctoral counterparts. Geographic and locale-based analyses reveal higher TEI scores among eastern region and rural principals, presenting novel insights into potential regional disparities. TEI and student achievement correlations indicate significant relationships with PSSA English Language Arts scores, mainly linked to Emotion Perception and Self-Motivation. However, no conclusive correlation could be determined regarding student growth, suggesting a need for nuanced understanding or potential scaling discrepancies in growth assessments. This study contributes to existing literature by addressing gaps in research methodology and focusing on the specific context of the Commonwealth of Pennsylvania. Recommendations for future research emphasize the need for more empirical studies, exploring generalizability, perceived versus externally evaluated TEI, qualitative analyses, and longitudinal investigations. The findings underscore the pivotal role of emotionality in a school leader's ability to create an environment conducive to student achievement and 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.]

The issue of teacher shortages has long been a concern in schools across the nation. Currently, the majority of states have reported persistent shortages, with special education experiencing the most severe gaps. The purpose of this study is to explore the effects of school climate on teacher retention in special education schools. Special education teachers are inclined to remain in their current teaching positions when they perceive a favorable school environment. This mixed-methods explanatory sequential design study explored the effects of school climate on teacher retention in special education schools in Pennsylvania. This study researched the perceptions of special education teachers and school climate in addition to the factors that have the greatest effect on their decision to remain in their current position. This study was grounded in the social exchange theory. The data were collected in two phases. The quantitative phase included participants (n=25) completing two surveys and the employment status report was documented. The qualitative phase (n=10) included participants completing one semi-structured interview. The findings suggest that school climate has an impact on teacher retention and community factors such as relationships and connections have the greatest effect on their decision to stay in their current teaching position. Support from administration and colleagues was a common theme that participants noted as a factor swaying their decision. Future research on tools to assess school climate, implementing mentoring programs, and exploring the effect of the special education teacher shortage on special education student achievement is suggested. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The first goal of this study was to better understand the differences between rural and urban students' selection of academic program upon entering a public university in Pennsylvania. The second goal of this study was to better understand if particular academic programs impacted rural to urban migrations after graduating from the university. The study utilized two data sources with the first source the selection of academic program (two-digit CIP Code) for two years of entering first-time, full-time freshmen and a second source of alumni data on graduates six to eight years after graduation. The independent variables were originating from a rural or urban locale, Pell grant eligibility, and two-digit CIP Codes of academic programs. The results found that in some cases there were statistically significant correlations between the selection of academic program between rural and urban students. Further, while Pell eligibility also impacted the selection of academic program, it did not have any correlation to the independent variable of rural or urban originating students. Finally, the level of brain drain (rural to urban migration) was identified for the university graduates six to eight years after graduation and how each academic program had varying levels of rural and urban migrations. It was hoped that those interested in pursuing higher education and those working in higher education may use this information for future planning and serving all students and communities from where they originated. [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 phenomenological study was to explore how mid-career elementary school principals in the suburbs of Philadelphia experience their interactions with parents who participate in social networking as a form of school engagement. Analysis of the accounts of the lived experiences of 11 elementary school principals produced four experiential themes, categorized under two main ideas, one of which represented constraints and the other, opportunities for principals as they engage with these parents. These themes provided insight into how interactions with parents who take part in social networking make principals feel and also how they impact the principals' ability to lead. The themes also led to the development of a toolbox of strategies principals use to navigate these interactions. This study found that while parent social networks pose significant challenges for school leaders, strategic leadership and engagement strategies can be used both reactively to address those challenges and proactively to avoid them. Principals in this study valued parent school engagement and sought ways to leverage these parent social networks for positive relationships between the school and the community. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this transcendental phenomenological study was to understand the lived experiences of secondary English language arts teachers implementing personalized learning in Southeastern Pennsylvania. Teachers who personalize learning must currently determine their own method of doing so without adequate research about the process to inform their pedagogy. The theory guiding this study was Vygotsky's theory on social development, as it highlights the necessity of social interaction to help students stay within the zone of proximal development even in a personalized learning framework. The ten participants for this study were selected by purposive sampling, and data were collected through semi-structured interviews, non-participant observations, and document analysis. Data analysis was conducted to organize information into themes. The four main themes that emerged from the data analysis process were: (1) student engagement; (2) time and resources; (3) positive relationships; and (4) multitasking and balancing. [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 use of simulation holds promise for the future of dietetics education in its ability to replace up to 30% of the 1,000 required supervised practice hours for the training of future Registered Dietitian Nutritionists. Even more so, simulation is a teaching tool. When done well, such alternate learning experiences can challenge students in a safe environment where they can receive constructive feedback from expert guides and meaningfully reflect on their learning. This practice can thus potentially rocket the student to higher levels of performance when they do enter the real clinical settings. Yet, while much literature exists in other health professions on the use of simulation in health education curricula, very little information is available in the field of dietetics. This is a critical gap in the knowledge base of dietetics as maximizing the use of simulation can benefit the quality and training of dietetics students as well as provide relief to an already saturated market: student site placements and preceptors. The goal of this study was to explore the attitudes and motivations of dietetic internship directors on the use of simulation in their programs, targeting the heavily program-congested states of Pennsylvania, New Jersey, and New York. Participating directors were interviewed using a semi-structured interview format. Results suggested that while real-life experiential learning is considered the "'gold-standard'" by most, program directors would consider using more simulation in their programs if it could benefit their interns. As all directors voiced ACEND and NDEP as their major source of information on using simulation, more resources should be made available to dietetics educators on best-practices in using simulation. [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.]

Pregnant and parenting teenagers in the United States face academic, social, and emotional hardships (Baney et al., 2022; Kinser & Masho, 2015; Masterson et al., 2021). Schools, programs, and policies can aid pregnant and parenting students by alleviating burdens or improving schooling outcomes (Brouwer et al., 2019; Modesto, 2018; Zief et al., 2020). Pregnant and parenting students may choose to attend a virtual school, creating a need for these schools to support pregnant and parenting students. This study revealed the programs, policies, and other supports that a cyber charter school offers to aid pregnant and parenting female students in Pennsylvania by analyzing one cyber charter school in the Keystone state. By understanding the supports a cyber school provides, implications can be produced for stakeholders, and parenting students can make better informed decisions when determining what type of school will best fit their needs. The study is framed through the lens of Bronfenbrenner's (1979) ecological systems theory to understand the school's influences on pregnant or parenting female students. Utilizing a case study design, interviews and documents were analyzed to answer the following research question: What is a Pennsylvania cyber charter school doing to support pregnant and parenting female students? The study revealed that the cyber charter school supports pregnant and parenting students by providing pregnant/parenting-centered supports; providing for students' academic and emotional needs; creating a supportive, welcoming community and school; generating connections and utilizing communication; and harnessing technology. [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.]