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According to recent research, gun violence at schools has become a public health issue. Teachers, administrators, students, and communities are trying to cope with the aftermath of gun violence at schools. The purpose of this qualitative phenomenological study was to identify coping mechanisms among teachers and administrators after experiencing gun violence at school. The theoretical framework was the transactional model of stress and coping, contending that a person's capacity to cope and adjust to challenges and problems is a consequence of transactions. Data collection included Zoom interviews with 10 participants. Findings from coding and thematic analysis indicated that experiencing gun violence can result in risk factors that can be reduced by implementing coping mechanisms. Findings on emotional stress and physical issues provide information on decision making and planning for teachers and administrators who have experienced gun violence and needed resources for adverse mental health outcomes. Findings may be used to address positive social change through trauma-informed practices, safe space in classroom settings, and interventions for teachers and administrators. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study examined the experiences of Iranian-American and Iranian female leaders within higher education institutions. Utilizing a qualitative phenomenological approach, the research actively engaged a cohort of 18 participants through purposive sampling and semi-structured interviews. Four research questions guided this study, highlighting the experiences, perspectives and complexity of these women in their journey towards leadership roles in higher education. The research questions focused on highlighting challenges, methods to overcome them, measures of success and recommendations for aspiring Iranian and Iranian-American leaders. This study aimed to showcase the distinctive intersections of identity, culture, and gender within a lens of leadership experiences of Iranian women in higher education. The narratives provided by these women, not only provide great insights into their personal and professional development, but also offer significant perspectives on the wider context of diversity, equity, and inclusion within academic leadership. As the narratives from interviews were explored and connected to literature, a deeper understanding of challenges Iranian female leaders have overcome emerged. These challenges include, but are not restricted to, a lack of a support network, balancing family and work life, misogyny in the workplace, along with other challenges in the workplace, such as being dismissed or not taken seriously as well as immigration challenges and mental health challenges. Following that, to overcome these challenges, they relied on personal and professional communities to lean on as well as leaning on personal characteristics such as resiliency, being flexible, having strength of character and confidence to overcome those challenges. Measures of success were revealed as reaching professional milestones, publishing, relying on feedback and meeting the needs of their family. Furthermore, recommendations were given to aspiring leaders to build a network and community, support those in those communities, to be confident and persevere, to keep learning and ultimately, to embrace your unique Iranian background. A model was developed for Iranian female and Iranian-American leaders and aspiring leaders in higher education. The model was developed to help Iranian women evolve, grow and sustain through four different areas of internal and external areas of identity, introspection, community and organizations. [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.]

Academicians, administrators, and policymakers in New Orleans have pointed toward a disproportionate academic and life-cycle outcome where Black American males are particularly disadvantaged as compared to White students. An often-cited cause of these disproportionate outcomes for Black male students is inequality and mistreatment in schools. Therefore, this study explored the educational experiences of 10 Black males aged 18 or over from four alternative public schools in New Orleans via individual interviews. The purpose of this hermeneutic phenomenological qualitative investigation was to explore Black male students' encounters with non-Black teachers and staff in New Orleans and gain their perspective on their educational experiences. Incorporating their perspectives will help bridge the gap in counseling literature and enhance the knowledge base essential for educators, school counselors, administrators, staff, and policymakers in their interactions with Black males. The research questions centered on the lived educational experiences of 10 Black male students in New Orleans when interacting with non-Black teachers and staff. The following six themes emerged from the study: implicit bias and stereotyping, discipline disparities, lack of cultural competence, differential treatment, underrepresentation, and academic achievement. The data were analyzed using hermeneutic phenomenological analysis. The results of the study support positive social change through discourse on policy and school reforms as well as an individual reflection by non-Black teachers and staff which can facilitate more equal educational opportunities and better life prospects for Black male 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 replicated phenomenological study was to describe teachers' lived experiences with self-efficacy teaching face-to-face instruction during the COVID-19 pandemic in a public school district in Southwestern Louisiana. The theory guiding this study is Bandura's (1977) theory of self-efficacy, which was used to answer the following research question: What are math teachers' lived experiences with self-efficacy teaching face-to-face instruction during the COVID-19 pandemic? Fourteen teachers from two schools described their lived experiences teaching face-to-face instruction during the pandemic. Data was collected through semi-structured interviews (digital or written) and a focus group. Data analysis followed Moustakas' (1994) methods of epoche, phenomenological reduction, and thematic development and synthesis for textual and structural descriptions of the phenomenon, to present the essence of the phenomenon. The study focused on four themes and nine sub-themes. The themes were perseverance, awareness, a need to socialize, and challenging. The findings revealed that teachers' self-efficacy in teaching face-to-face instruction continuously fluctuated and was influenced by their classroom experiences and perceptions of their classroom environment. Teachers experienced increased self-efficacy through mastery experience, vicarious experience, and verbal persuasion, which increased teacher commitment and relationships, however, teachers also experienced decreased self-efficacy through emotional arousal because they perceived their environment as challenging, which intensified teacher stress. [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 hermeneutical phenomenological study was to understand the mindsets of preservice educators regarding mandatory training in pre-violence indicator patterns at XYZ University. Pre-violence indicator patterns are defined as behaviors symptomatic of violent or aggressive behavior. The theory guiding this study was Dweck's implicit theory of intelligence. The central research question was: What is the mindset of preservice educators regarding mandatory training in pre-violence indicator patterns? Qualitative hermeneutical phenomenological methods were used to study the beliefs of 12 preservice educators through a questionnaire, individual interviews, and a group discussion. The data were examined through line-by-line coding and thematic analysis to understand each participant's process, narrative, structure, and values. The findings revealed deficiencies in current training and collegiate conversations on pre-violence indicators, the need to integrate growth mindset principles and situational awareness to improve educator preparedness and safer educational environments, and an overall mindset shift toward pre-violence indicator pattern 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.]

Trauma negatively impacts a student's ability to build trust and relationships, which in turn can negatively impact their ability to learn and maintain knowledge. Research shows that K-12 institutions that lead through a trauma-informed lens can have a positive impact on learning outcomes for students. However, the relationship between a trauma-informed approach in college classrooms and student rates of academic success has not yet fully been studied. This qualitative phenomenological study aimed to explore the relationships between trauma-informed pedagogy and the perceptions of student success. A total of eight formerly incarcerated, trauma-impacted students participated in semi-structured interviews to gain insight to their experiences in higher education. The results demonstrated the following: students see success as more than their GPA; when students feel connected and supported, they are more open to learning; the way teachers speak to and treat their students, especially when it comes to seeking support, can have great impact on how they see themselves in the academic milieu; rigid classroom policies have a detrimental impact on students' abilities to feel successful. The findings of this study contribute to knowledge of trauma-informed pedagogy for higher education and provide theoretical evidence for further education and support for higher education teachers in order to meet the needs of their trauma-impacted 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.]

Student affairs professionals in four-year universities are increasingly reporting feeling overwhelmed, stressed, job dissatisfaction, and potential burnout, resulting in decisions to leave their positions. High rates of turnover in these institutions may hinder the effective management of student affairs departments. The majority of studies on job-related stress and burnout of university student affairs professionals use quantitative methodologies. The study used interpretative phenomenological analysis, a qualitative research design, to explore the lived experiences of four-year university student affairs professionals and their perceptions of job-related stress, potential burnout, and effective individual and organizational coping strategies. Participants were selected from a large public four-year university located in the Southwest region of the United Studies. The qualitative approach of the study was used to fill the gap in empirical research on this growing higher education organizational problem and provide potential guidance for student affairs leaders and practitioners in similarly situated four-year universities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This dissertation explores the experiences of East Asian international doctoral students in clinical supervision within counselor education programs in the United States. With the increasing enrollment of international students in these programs, understanding their unique challenges and strategies for success in supervision is essential. Using a phenomenological lens and Bandura's human agency theory, this study examines the personal, proxy, and collective agency of 10 East Asian international students (N = 10) in navigating their supervision experiences. The study identifies several barriers that these students face, including linguistic, sociocultural, professional, and systemic barriers. Despite these challenges, the study reveals that East Asian international doctoral students employ self-initiated development strategies, supervisors, and support networks. The study offers significant implications for students, counselor educators, and administrators on enhancing the supervision experience and professional development of East Asian international doctoral students, ultimately contributing to the diversity and cultural competence of the counseling profession. [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.]

Federal government policies have shifted the financial burdens of paying for college away from the public (e.g., grants and scholarships) to more onus placed on students and their families (Elliott & Friedline, 2013; Robb, 2011). However, budget cuts due to economic challenges often increase tuition rates (Orfield, 2002) that outpace what families can pay for with loans, scholarships, or out-of-pocket resources. This vulnerability posits college students as more susceptible to financial indebtedness and high levels of financial stress (Joo et al., 2008). One element of financial stress is financial self-efficacy, defined as a "belief in one's capability to mobilize the cognitive resources, motivation, and courses of action needed to meet task demands" (Wood & Bandura, 1989, p. 408). Perceived self-efficacy amongst college students is how they assess their ability to complete a task and engage in beneficial behaviors to achieve future goals. It is a core tenet of Bandura's (1986) social cognitive theory, applied to triadic reciprocity (the dynamic relationship of personal, behavioral, and environmental factors) in students' financial help-seeking behaviors. Grable and Joo's (1999; 2001) framework operationalized this process into five steps: (1) financial behavior exhibition, (2) financial behavior evaluation, (3) causes of identification, (4) deciding to seek help, (5) provider choices and alternatives. Steps 4 and 5's outcomes restart the process through adjustments and feedback (Grable & Joo, 2001). Those steps are potentially areas students can receive the most financial support or advice within academic support services departments (academic programs with a guidance or mentorship component). The impact of financial counseling in moving students from an emotional state of distress to one of hope or increased ability reduces financial stress from a social cognitive application. Thus, the purpose of this study is to explore the financial help-seeking behaviors of undergraduates with post-graduate degree goals using academic support services. This investigation will be a phenomenological study to contribute to the paucity of qualitative literature on financial help-seeking behaviors and financial aid support in higher education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

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.]

Tennessee's future will be determined by the number of post-secondary credentials of its residents to support economic development. Additionally, Tennesseans must earn living wages to support their livelihoods. Finally, the psychological development of Tennesseans must be supported, which allows individuals to reach their fullest potential. While critical state initiatives such as Drive to 55, TN Promise, and tnAchieves have been in place for nearly a decade, Tennesseans are not graduating from post-secondary institutions at the rate that is critical for individual and state success. In reviewing initiatives and success in higher education, the study was informed by important place-based promise programs and the various definitions of student success. An understanding of self-actualization, humanistic education, and measurement of selfactualization informed how the study identifies the essence of the experience. Utilizing a phenomenological research approach and an interpretive framework of social constructivism, this study has informed the essence and lived experiences of self-actualization among tnAchieves students at Motlow State Community College. Overall findings indicate the essence of self-actualization among students persisting toward a post-secondary credential is represented by a sliding scale-factor duality of shared support and independent motivation. The implications of these findings to policy and practice are addressed. Specifically, implications for policy outlines considerations for policy makers related to revisioning a state master plan in the future, as well as various degrees of tnAchieves program success. Implications for practice support the humanistic education model, as well as effective student support services, peer-to-peer support models, and family engagement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This dissertation examines the possibilities and anxieties that attend a notion haunting Western thought since at least Kant--that reality itself is a revisable construct, a kind of collective game with social and physical rules that simultaneously delimit and solicit radical interactivity. Investigating experiments in the gamification of reality avant la lettre, I consider select authors and game designers from the mid nineteenth century to the present who not only depict otherworldly fictions but also insist that such endeavors have the potential to make the world otherwise. This project draws on recent scholarship in game studies, cognitive science, social constructivism, Black studies, and current headlines regarding climate denialism, the "big lie," and the metaverse, to argue that increasing investments in reality's "hackability" over the past two centuries hold forth the prospect of both greater freedom and greater constriction, expanded capacity and enlarging forms of control. Viewed ever more as a game, reality has never been more, or less, in play--for better and for worse. Chapter One contends that Edgar Allan Poe's Eureka (1848) is an earnest cosmological attempt to chart a dynamic, coextensive relationship between individual and environment by using a form of knowledge he calls "intuition." Poe's intuitive detective, Auguste Dupin, in "The Purloined Letter" (1844) and "The Murders on the Rue Morgue" (1841) defines intuition through a game called "Even and Odds," which I argue showcases how game systems can be used to navigate reality's newfound flexibility. Whereas Poe's playful paradigm highlights a positive, crime-solving outcome, Chapter Two reads Lovecraft's mythos as a system written with a racist source code that contemporary video game adaptations, such as "Call of Cthulhu" (2018) and "Control" (2019), fail to transcend. However, I analyze Victor LaValle's "The Ballad of Black Tom" (2016) as successfully recodifying racism as the true monster of Lovecraft's worldview, embodying transgressive and transcendent "game" play despite being a generically conventional novel. Arguing for an intensification of personal and social immersion in evolving media technologies over time, Chapter Three positions Virtual Reality (VR) as a space capable of either reinscribing societal limitations or fashioning responsible, just realities. I build on Stewart Brand's experimental New Games movement in the 1970s and Karl Groos' theory of social evolution through play to argue that radical play in virtual spaces is essential to combat the condensation of the self into marketable data. Finally, inspired by LaValle's precedent, the Coda chronicles my development of a theoretical game design that reworks Lovecraft's cosmos into an experiment in collaborative, anti-racist world-building. [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 national average Microsoft Office Specialist (MOS) Excel certification exam pass rate on the first try is relatively low. The problem addressed in this study was the effectiveness of asynchronous instruction with adult learners using computer-based instruction (CBI) programs and if these interactions affect the successful completion of the Microsoft Office Specialist (MOS) Excel certification exam. The purpose of this qualitative phenomenological study was to gain a better understanding of the lived experiences of adult learners' asynchronous interactions using computer-based instruction (CBI) programs and if these interactions affected the successful completion of the Microsoft Office Specialist (MOS) Excel certification exam. The theoretical framework that guided this study was Knowles's theory of andragogy. Andragogy is the study of adult learning. In this qualitative phenomenological research study, 10 adult learners who used a CBI program to prepare for the MOS Excel certification exam participated in an in-depth interview process. From the findings of this qualitative phenomenological study, it was revealed that adult learners enjoyed interacting with CBI programs and felt these programs contributed to the successful completion of the MOS Excel certification exam. Three major implications were found during this study: (a) adult learners enjoy asynchronous CBI programs that are self-directed and put the learner in charge; (b) adult learners interacted positively with CBI programs that include interactive media; (c) adult learners felt that the learning material of asynchronous CBI programs needed to focus on relevant goals and learner outcomes. Recommendations for future research should explore the lived experiences of adult learners who did not use a CBI to prepare for the MOS Excel certification exam. The second recommendation is to conduct a qualitative exploratory case study to provide an in-depth understanding of the experiences of the phenomenon and possibly collect new perspectives from adult learners. The third recommendation is to embark on a quantitative ex post facto study to discover if there is a correlation between the amount and length of time spent interacting with CBI programs and the successful completion of the MOS Excel certification exam. [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 teacher turnover and a pervasive teacher shortage has the education industry investigating new ways to attract and retain talent. Texas, specifically, has invested in compensating teachers for performance in hopes of retaining top teachers in the classroom through the Teacher Incentive Allotment (TIA), which was established and authorized by the 86th Texas Legislature (Texas Education Agency [TEA], 2022c). The intent behind TIA is to recognize and reward teachers for the work already being done and at the same time encourage them to work in schools that need them most (Lee et al., 2021; TEA, 2022c). The purpose of this qualitative phenomenological study was to understand the perceived influence of the TIA on teacher retention through the lived experiences of designated teachers and their principals. Semi-structured interviews were utilized as a hermeneutic phenomenological method that allowed participants to vividly describe their experiences (Peoples, 2021). The interviews were recorded and transcribed for analysis using NVivo 14. Data analysis revealed emergent themes and nodes about teacher and principal retention. The findings about the influence of incentive pay on teacher retention were mixed and inconclusive, but emergent themes revealed other influential factors in teacher retention, namely the following: connectedness, administrative support, competitive compensation, and school culture. Principals in the study also described from their leadership point of view their experiences regarding the implementation of the TIA and the influence it has on principal retention. The results of this study provide district and campus leaders with insight into the experience of designated teachers and their principals and into the perceived impact of the incentivization on retention. The results also reveal how incentive pay can be used in conjunction with the emergent themes for improved retention. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study addresses the need for educators who are well-prepared to meet the needs of emergent bilinguals in the context of increasing cultural and linguistic diversity in U.S. schools. Using interpretative phenomenological analysis, this study explores the experiences of five classroom teachers in professional development (PD) related to emergent bilinguals. Six themes emerged through interviews with educators: including (a) PD promotes empathy, (b) PD as a catalyst for change, (c) importance of the PD context, (d) the content teachers want, (e) a community of practice, and (f) lack of pre-service preparation. These findings underscore the need for comprehensive and ongoing PD to better support teachers and students. School districts and policymakers must prioritize comprehensive, ongoing PD for educators to support emergent bilingual students effectively. Additional implications for teacher preparation programs, school leaders, policymakers, and future research 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.]

Using a phenomenological approach, this action research study explored the influence of culturally sustaining teaching practices (Ladson-Billings, 2014; Paris 2012, 2021) to impact African American students STEM identity (Collins & Roberson, 2020). Qualitative data were generated through interviews with students, practitioner reflective notes, and classroom observations during the intervention. Analysis and interpretation of the data indicated student-participants had positive experiences during the intervention and the culturally sustaining STEM lessons positively impacted African American middle school students STEM identity. The implications of these findings for STEM curriculum writers, STEM education and STEM educators, particularly those in K-12 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.]

As the number of Black college students who have enrolled in federally designated Hispanic serving institutions (HSIs) has risen, it has become necessary to examine how their sense of belonging has been fostered, particularly given the educational disparities and equity gaps in retention, persistence, and graduation rates. Furthermore, the focus on initiatives geared towards Latinx students may contribute to feelings of inadequacy among Black students, which is compounded by racialized experiences that have occurred in educational settings both prior to and during college. This phenomenological study explored the experiences of nine Black undergraduate students at a private four-year HSI in the Midwest with the aim of understanding how they define sense of belonging and the factors that influence it. The study also examined the institution's role in mitigating or perpetuating barriers to its development. Findings suggest that a one-size-fits-all approach to fostering a sense of belonging is insufficient among Black students, particularly when the HSI lacks Black representation. Instead, Black students desire safety found within the Black campus community, validation and encouragement from faculty and staff, and a belief that they are seen, heard, and valued by institutional leadership. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Executive functioning has been a buzz word in education for a few years, especially since the COVID-19 pandemic. The research around executive functioning is exploding, as teachers are seeking to support students entering their classrooms with what seems like a wider variety of needs and less independence than ever before. Many districts are technology rich, students often have their own computer, and teachers are looking for ways to support students in developing their working memory, cognitive flexibility, and response inhibition, the skills that make up executive functioning. These skills are of uppermost importance as students transition from elementary school to middle school, where students are suddenly expected to transition to seven or eight different classes in one day, learn seven or eight different teachers' expectations, shift between seven or eight different subject areas, and keep everything organized with increased independence. An almost impossible task, this can challenge even the highest achieving students. The purpose of this qualitative phenomenological study was to explore the lived experience of middle school teachers supporting executive functioning development of the students in their classroom and to learn about the resources teachers access in this area. Six middle school teachers, teaching a variety of subjects, in grades six through eight participated in this study. Data were collected through a semi-structured three interview format along with classroom observations. Eight themes emerged from the data analysis: (1) Insufficient information in teacher preparation programs, (2) Understanding of executive functioning and brain development, (3) Lack of assessments, (4) Technology, (5) Supports are environmental in nature, (6) Limited instructional strategies, (7) Inconsistent family support and expectations, (8) The need for targeted professional development within the MTSS framework. Based on the findings of this study the researcher concluded that executive functioning supports must be embedded within schools already functioning MTSS processes. Grade level expectations for executive functioning must be set, informal assessment tools must be adopted, and universal support should be embedded into instruction across all content settings. Students who require additional support, based on the assessments should be provided targeted and intensive interventions which must consist of explicit instruction including modeling and think alouds. Overall, executive functioning is a necessary component of instruction and is a life skill that must be addressed and supported, especially in middle school where expectations increase significantly. [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 phenomenological study was to discover the college graduate experience of a junior officer who decided to finish their bachelor's degree despite any temptation to drop out of school; participants were selected from a midwestern military installation. The guiding theory of this study was Duckworth's grit theory; the study related to her theory by examining participants' passion and perseverance and their relation to the motivation in the context of choice to finish the goal of graduating from college and commissioning as an officer in the U.S. Army. This qualitative design used a hermeneutic phenomenological approach; data collection consisted of an interview, a letter to their former self, and a focus group. The participants were all junior military officers who leaned heavily on their family values and school standards, and each had established goals to match their plans; their chosen institution was culture-driven, cared for the wellbeing of the individual, and constantly worked to change the student's outlook. The study revealed that these one-time students expected both their college and military training to be a difficult lifestyle, but all were set to make the sacrifice and enrolled in school with the intention of joining the military. Each step of the study aimed to help participants clarify background information, bring to light behaviors, and help recall past events. The central research question addressed the experience of the participant's decision to push through their trials; the study described how motives affected them and what drove them despite the challenge. It also revealed the power of connection and the need for belonging in the context of 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.]

In the U.S. public educational system, the superintendent role is crucial for shaping student outcomes, yet it is predominantly occupied by White males (73%), with African American females making up less than 1% of these positions. Historical research on superintendents often overlooked gender and racial diversity, contributing to the underrepresentation of minority and female leaders. Studies indicate a stark contrast between the demographic composition of educational leadership and the increasingly diverse student populations they serve, particularly in urban districts. This discrepancy underscores the necessity for research focused on the unique experiences of African American female superintendents. This study aimed to explore the factors contributing to the professional advancement of African American female superintendents, shedding light on the challenges, support systems, and the role of race, gender, and ethnicity in their career trajectories. By emphasizing the lived experiences of these women, the study sought to address the literature gap and inform policies for enhancing diversity in educational leadership. Black feminist epistemology was used in this phenomenological study to capture the perspectives of six African American female superintendents as they pursued and assumed the role of superintendent. To gain knowledge of African American women's lives, one must learn to center in another one's experience (Hooks, 1992; Williams, 1996), validate it, and neither compare it nor try to force it into the Eurocentric idea of the White middle class (Collins, 2002). Two in-depth interviews were conducted with each participant, and a data analysis was conducted using an iterative process between the data collection and analysis. The findings included six themes, four emerging from a positive perspective and two detailing the challenges faced due to their race and gender. Participants described experiences as they progressed from high school to college to the workplace and their perseverance, resiliency, and dependency on family and mentors as keys to their successful rise to the superintendent position. However, the challenges faced as an African American female are vast, and they spent a lot of time navigating racist behaviors and political pressures due to their race and gender throughout their career path. The significance of this research lies in its potential to inspire actionable strategies for increasing the representation of African American females in superintendent roles, mirroring the broader societal shifts toward inclusivity observed in historical political milestones. Through a focused exploration of the African American female's journey to leadership, this study added to the limited research on creating equitable opportunities for this minority group in educational administration. [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 phenomenological study explores U.S. principals' challenges, successes, and best practices in leading Mandarin Chinese immersion programs in high-need rural schools in a Midwestern state. The study addresses cultural efficiency, increasing student enrollment through principalship preparation, and attracting the interest of parents and students. Purposive and snowball sampling associated with semi-structured interview protocols were used to interview 12 participants (N=12), including 10 females and two males. Participants included two elementary principals, two secondary principals, one administrative assistant, one paraprofessional, three English language arts teachers for Mandarin Chinese immersion program, and three native Mandarin Chinese immersion teachers. Findings reveal three major successes for principals: (1) integrating achievement capacity, parental expectations, and language proficiency; (2) offering students more choices with bilingual talents; and (3) creating a unique multicultural learning community. The study identifies three challenges: (1) resource deficiency, (2) human behavioral issues, and (3) cross-cultural communication barriers. Principals need to strengthen (1) cross-cultural competence, (2) professional knowledge for building multicultural communities, and (3) culturally responsive pedagogy and leadership strategies. Best practices include (1) festival celebrations and cultural activities, (2) teamwork, and (3) community support. Three strategies to promote transformational leadership for communities of practice are (1) community engagement, (2) shared vision, knowledge, and resources, and (3) networking and partnership. Future research should explore the role of principals in creating a leadership framework that enhances stakeholder engagement. A longitudinal study should analyze a decade of student learning data in Mandarin Chinese immersion programs to identify factors correlating with academic performance and well-being. [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.]

Purpose: The purpose of this qualitative phenomenological study was to explore the lived experiences of Oneida women who completed doctoral degrees and are enrolled members of the Oneida Nation of Wisconsin tribe of Indians. Theoretical Framework: The framework for this study is based on Weiner's 1985 attribution theory of motivation. Weiner identified four attribution factors that are related to academic success or failure, namely: ability, effort, task difficulty, and luck. Methodology: This study employed a phenomenological research method to explore the lived experiences of women of the Oneida Nation who have earned a doctoral degree and the impact motivation had on their success. The researcher interviewed five participants, using purposeful and criterion-based sampling. Validity and reliability were established using the constructs of credibility, transferability, dependability, and confirmability. Participants were interviewed using open-ended questions. Findings and Conclusion: The recorded interviews were transcribed and reviewed to identify significant statements. 42 codes from the significant statements emerged, and after further analysis, three major themes emerged from the data. The themes were explained and supported by significant statements from the interviews. Finally, the essence of Oneida women who completed doctoral degrees was described. The findings of this study suggest Native Americans encounter motivation, barriers and support throughout the experience of earning a doctoral degree. Examples of their motivation, barriers and support to complete a doctorate degree included family, promotions at work, being a first-generation college student, support from the Oneida Nation and school community and increasing representation of Native American in higher education. Recommendations: Further research may consider utilizing different research methodologies to quantify the data. Another research consideration may be to take a more generalized approach by expanding the population to validate this study's results. Future studies may consider either including Oneida women at all levels of higher education as well as inclusion of men and their higher education journeys. Finally, it would be useful to expand the study to larger samples, which could include other tribes, to determine whether the findings continue to align with the results of this 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 transcendental phenomenological study examined the factors that led to the successes of Latino males' persistence in obtaining their bachelor's degree. Through the lens of participants' lived experiences, first-generation Latino males unpack their experiences and describe how those experiences impacted their academic achievement to graduate with their bachelor's degree. Participants' stories illuminated Latino males' resiliency to persist without dropping out when facing adversity in both their academic and home environments. The results of this study indicated the necessity for both K-12 and four-year institutions to examine Latino males' educational experiences and how family, sense of purpose, school environments, and academic and social supports are integral to their success in obtaining a bachelor's degree. Moreover, this study strongly suggests that four-year institutions need to fully recognize and evaluate the programs and practices that may be causing Latino males to drop out without obtaining a bachelor's degree and, in turn, increase Latino male postsecondary bachelor's degree attainment and close the equity achievement gap. The future of the nation's Latino male students depends on it! [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

While research on career paths has been studied for years, the impacts of identity rarely make it into the discussion. Leung et al. (1994) looked specifically at the factors that influence career aspirations in Asian Americans, but no South Asians were included in this work. To fill this gap, this research focused on the experience of South Asian undergraduate women considering their career path. As it relates to career, the cognitive mediation that comes with making a decision regarding the future is influenced heavily by one's own beliefs of themselves (Lent et al., 2000). In the case of second-generation South Asian women self-efficacy is impacted by gender, cultural, and contextual variables. The purpose of this transcendental phenomenological study was to discover the experience of second generation South Asian female undergraduate students engaging in professional discernment. The goal of this research was to answer the questions: What is the career path you have chosen and what has it been like to choose that path? What led you to that path and how did you choose it? Four undergraduate South Asian women were interviewed to understand their experience with professional discernment. The researcher identified the following themes, after analyzing interviews, that influenced professional discernment: high school activities and classes, financial considerations, personal goals and self-reflection, encouragement and exemplification from others, political climate/news cycles, and stress/challenge. While this research is not meant to be generalized to the South Asian female undergraduate population, it is meant to provide insight into the ways in which identity and context may be considered when counseling this population through career decisions. [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 millions of U.S. citizens began to shelter in their homes due to the COVID-19 global pandemic in 2020, another phenomenon began to take shape in the late spring. The murder of George Floyd had been committed and shared widely on the news and social media. As it did, a groundswell of discussions and social activism through a revitalized Black Lives Matter (BLM) movement further shifted the narrative of racial equity and justice in the United States. The impact of this narrative was broad, and corporations began to change their public statements, branding, products, services, workforce, and management structures. This qualitative descriptive phenomenology study aimed to investigate and describe the shifts in corporate social responsibility (CSR) behaviors as observed through corporate engagements at Association of Independent Technological Universities (AITU) schools. Using the framework of stewardship theory as presented by Davis et al. (1997), research was conducted through semistructured interviews with corporate relations officers and gift recipients at AITU schools to understand the shifts in corporate behaviors and the philanthropic impact on universities and their underrepresented student populations. As a result of the literature review and the analysis of the data collection, the research uncovered three conclusions: (a) Corporate philanthropy maintained its status as a partnership tool through the phenomena; (b) the social context in which corporate entities were operating had shifted as a result of the murder of George Floyd and, therefore, the direction of corporate funding changed; and (c) corporate philanthropy became more focused at AITU schools with more targeted support for DEI-related programs and initiatives as well as workforce development efforts. Academics and corporate leaders who are evaluating corporate philanthropy priorities may find this study helpful as it explores both perspectives of the partnership. [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 phenomenological research study used interviews of Title I Secondary School principals regarding their leadership styles and how they get buy-in from their teams. The data collected was analyzed by transcribing the interviews and reading to find common trends in the information. The data collected was compared to each school's performance on standardized tests in Texas to see any commonalities in how the chosen leadership style effects student performance. The achievement gap between economically disadvantaged and non-economically disadvantaged students was compared to the same existing achievement gap in the data of the state of Texas. The study results support the notion that the use of transformational leadership components aligns with best practices of leadership by principals and when utilized, the achievement gap between economically disadvantaged and non-economically disadvantaged students lessens. [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 phenomenological research study was used to interview bilingual teachers on their perception regarding the referral process for Spanish-speaking students in emergent bilingual programs. Creswell's (2009) six-step method for analyzing phenomenological studies was used to analyze the interviews. The study results support that bilingual teachers have limited to no training in the areas of special educational and bilingualism prior to entering the teaching profession. Ninety percent of participants noted that training in the intersection of bilingualism and disabilities is nonexistent once they entered the school system. Other findings from this study conclude that teachers encounter obstacles related to language development, sociological, lack educational opportunity, and when referring students for a Learning Disability with the condition of Dyslexia. This study provides public elementary schools with an overview of the needs for training and support for teachers in the bilingual education programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

International students' experiences with race and racism in U.S. higher education has received increasing scholarly attention, especially in light of a series of recent environmental hostilities (e.g., anti-Asian hate associated with COVID-19) that have affected the population. This growing body of research has primarily focused on how international students experience racial discrimination and hostilities. However, few empirical studies exist regarding how these populations resist and develop critical agency in response to systemic racism. This is a critical gap given that international students can serve as important transnational allies of racial and social justice movements in the U.S. and global community. To fill this research gap, this dissertation employs a phenomenological approach to examine the development of critical agency among 19 international students in U.S. higher education. In doing so, this study aims to expand the scholarly discourse surrounding international students, challenging the prevailing deficit paradigms and fostering a more empowering and nuanced understanding of this population. Additionally, the findings of this study can provide valuable insights to higher education researchers and practitioners, informing them on how to effectively support the development of critical agency among international students. Such support can empower these students to drive positive social change transnationally and expand the institutional anti-racism agendas and practices of U.S. higher education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This phenomenological research study explores the lived experiences of full-time faculty experiencing both organizational and instructional changes within their institution. Higher education organizations are facing increased challenges to sustainability, forcing them to make structural changes within the organization. When organizations adopt new instructional designs and models, it is imperative to understand the faculty experience to improve the institution's overall success. This qualitative study employed a hermeneutic phenomenological approach, conducting in-depth interviews with twenty faculty members from three merging institutions who experienced organizational restructuring and instructional changes. Interviews with participants were analyzed using the hermeneutic circle, showing the importance of administrative choices during change, the role of organizational culture when merging cultures, and faculty need for support when adopting new instructional modalities. This study illuminates the lived experiences of faculty amidst institutional transformations, offering valuable insights for higher education leaders to support faculty and navigate change processes effectively. [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 phenomenological study explored the perceptions and experiences of Black men who participated in the MOCI. The study uncovered insights into what aspects of the program were effective and where improvements could be made according to the student participants. Employing a phenomenological design, the research identified commonalities among the participants' experiences (Creswell & Creswell, 2018; Moustakas, 1994; Rubin & Rubin, 2012). The structure of understanding surrounding participants in the MOCI program was meticulously facilitated using phenomenology (Creswell & Creswell, 2018). The interviews were not just semi-structured but also empathetic, with prepared open-ended questions followed by probing inquiries, all aimed at capturing the essence of the students' experiences (Creswell & Creswell, 2018; Crouch & McKenzie, 2006; Saunders & Townsend, 2016). Three research questions guided the study in elucidating the perceptions and experiences of Black men who participated in the MOCI program. This transcendental phenomenology research revealed that participants consistently expressed a sense of brotherhood, valued program activities and networking opportunities, and felt supported and cared for throughout their involvement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

With the 84th Legislature's House Bill 505 expansion of dual credit in Texas in fall 2015, students became eligible to begin coursework as early as ninth grade. Allowing students to begin college earlier in their high school journey triggered questions about their college and career readiness during transition to postsecondary coursework, which has made the issue of academic and social readiness for college a continual topic due to the silo-approach towards secondary and postsecondary education college academic and social preparedness in the United States. The purpose of this study was to investigate whether participation in dual credit had any role in high school exit-level testing outcomes, and in student perceived levels of preparedness for postsecondary education. Using Schlossberg's transition theory, this mixed-methods explanatory sequential study consisted of a quantitative strand retroactive examination of dual credit enrollment levels using 2016-2019 of archival data to determine participation rates across four high school graduation cohorts, and a qualitative phenomenological interview strand based on the four self, situation, support, and strategies tenets of Schlossberg's transition theory. The key results and conclusion of the study found dual credit programs have a weakness in the social transition preparedness for students despite having positive overall reviews. Implications include inclusion into social clubs and organizations, modified instructor training, and revisions to student orientations. The main recommendation for future research is a mixed-methods study at the baccalaureate level where students come from various dual credit programs to identify any inequities between them. [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 dissertation was to provide teachers, principals, district administrators, and local, state, and national legislators with an understanding of what the perception is of Hispanic American Immigrant parents regarding their access to parental engagement and agency through the American public school system, specifically elementary schools. This was a phenomenological qualitative study. There were ten participants that participated in the study. The criteria for the participants were: (a) They had to have been born in a Hispanic country, (b) Spanish must be their first language, (c) they must have immigrated to the country as adults, and (d) must have at least one child in elementary public schools in Texas. The Hispanic population in Texas and across the nation continues to grow. How schools, districts, and policymakers interact and make decisions for this specific community matter. Through this research, the audience has a better understanding of Hispanic immigrant perception on: (a) access to social capital provided by the school, (b) how and why they become involved in education, (c) and their agency and engagement in their children's education. The conclusions found in this study were: (a) public elementary school's lack of providing social capital to Hispanic American immigrant families to help break down their barriers and provide equitable opportunities and (b) public elementary school's lack of embracing Hispanic American immigrant parents in their school communities. Overall, American elementary public schools needed to rethink how they implemented parent engagement for the growing immigrant populations, specifically Hispanic American. [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 my mixed-methods approach with an explanatory sequential design study was to explore what role extreme poverty backgrounds play in social skills development and the academic performance of children in a rural central region of Angola, in southern Africa. Therefore, triangulation of interview data was achieved by a quantitative archival data focus on how students living in backgrounds of extreme poverty in central Angola perform academically across four schools, three core subjects, three teachers per school site, and three 2018, 2019, and 2020/2021 academic school-years. A quasi-experimental ex post facto design was applied in my quantitative strand, which involved archival data from the four consenting schools in the same central region of Angola. A phenomenological design was applied in my qualitative strand, which consisted of individual in-depth interviews with 12 elementary teachers who worked in the same four consenting schools in the central region of Angola, and who completed brief scheduling survey responses. Study results revealed that extreme poverty backgrounds play a debilitating role in the social skills development and academic performance of the students, especially in relation to linguistic barriers, extreme hunger/lack of nutrition, severe resource shortfalls, lack of parental involvement, constraining teacher training deficits, constraints to social emotional wellbeing of students and teachers, and misaligning cultural differences among others. These results highlight the importance of providing extreme poverty mitigating resources to support these students who are at greater risk of falling behind in potentially life transformative academic mastery/ performance and social skills development. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This qualitative study explores the lived experiences of former high school African immigrant students (AIS) in US classrooms. Using a theoretical framework that drew from funds of knowledge and racist nativism, the literature review focuses on risk factors and factors that promote success for AIS, including both deficit and asset-based approaches to language. The methodology used for this study was phenomenology using hybrid inductive and deductive thematic analysis. The study offers implications for teachers and schools and recommendations for future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Rising levels of burnout among medical providers have been noted with the phenomenon being identified in the academic setting for these emerging professionals (Dyrbye et al., 2008; West et al., 2018). Recognizing the link between excessive stress, burnout, and low well-being is crucial. (Dyrbye et al., 2010; Loehr & Schwartz, 2001). As outcomes associated with low levels of wellbeing and burnout are known to negatively impact the individual and the organization in which the individual functions, interventions to improve the phenomenon are needed (Dyrbye & Shanafelt, 2016; West et al., 2018). Literature suggests that the causes of burnout and low levels of well-being are rooted in conditions with learning and/or work environments rather than an individual's characteristics (Dyrbye & Shanafelt, 2016). While there is an abundance of research on physicians and medical students, there has been limited research on the physician assistant (PA) population (Dyrbye et al., 2008; Johnson et al., 2020c; West et al., 2018). A phenomenological qualitative study was conducted to identify primary factors influencing PA student experiences, their impact on stress, well-being, and burnout. The goal was to better understand the PA student experience such that a toolkit could be created for institutions to use to improve student stress and well-being thus preventing or mitigating burnout. Primary findings highlight the influence one's environment has on stress and well-being. The study produced four distinct themes with a fifth, culture, identified as a contributing thread to each of the other four. As a result of the research, recommendations and interventional strategies are offered to organizational leaders to prevent burnout and improve stress and well-being of their PA 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.]

Technology use, education technology, and innovations continue to grow in the 21st century. Information is abundant, and it can be challenging to process and decipher. Students are deficient in critical thinking and experience negative effects from the overuse of technology. Liberal education philosophy focuses on building critical thinking and educating the whole person. The purpose of this qualitative phenomenology study was to explore and describe the experiences of K-12 leaders and teachers implementing education technology while following a liberal education model focused on supporting critical thinking, cognitive ability, and the whole person. Semi-structured interviews were conducted with eight leaders and five teachers to understand real-lived experiences and perceptions of building critical thinking skills within a liberal education while utilizing education technology. Cognitive load theory and humanistic learning theory provided the theoretical framework for this study to explore utilizing education technology tools within a liberal education model that supports critical thinking for the whole person amidst challenges faced today and in the foreseeable future. The foundation of cognitive load is processing new and old information and looking at how we learn, gain knowledge, and use memory. Humanistic learning theory acknowledges the whole person, experiences, and environment to gain authentic learning and reach self-actualization. The findings of this study revealed an understanding of liberal education with aspects of Charlotte Mason as a priority for decision-making in implementing education technology. The increase in negative effects on the whole person due to societal overuse of technology has caused leaders and teachers to limit technology within the classroom purposely. Leaders and teachers shared the significance of narration for building critical thinking skills. In addition, they explained the impact of nature for supporting cognition and physical and mental well-being. The findings suggest a complexity of maintaining balance with technology for those in current practice. Further research recommendations include studying habits and the benefits of nature in relation to education technology. Integrating education technology can bridge liberal education with the 21st century with an understanding of cognitive load and individual well-being. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study examined graduate students' perceptions of academic bullying and its influence on their mental health and academic success. Graduate students are critical to higher education institutions for research and teaching. Student retention is essential to post-secondary education because it reassures a continued flow of revenues and institutional support (Scott, 2016 & Isaac, 1993). Bullying creates several mental health obstacles affecting graduate students, which could lead to them potentially dropping out and not earning their degree. There is a gap in research focusing on academic bullying in higher education institutions as well as its impacts on the educational journey for graduate students. This study aimed to understand graduate students' perceptions and experiences of academic bullying and explore graduate students' needs in overcoming the challenges of academic bullying. The overarching question for this study was: "What are model policy components that support graduate students in overcoming the challenges associated with perceived academic bullying?" [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.]