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This research study's goal was to understand the factors that influence the perceptions of professional identity (PI) in athletic trainers across a variety of employment settings. Years' experience, mentorship behaviors, social influences and experiences were also investigated to see how they impact professional identity formation (PIF) in athletic trainers. This study was guided by the social identity (SI) theoretical framework. The present research study utilized the modified Profession Identity and Values Scale (PIVS; Eason et al., 2018) to assess whether there are differences in patient care and advocacy (PC&A), professional engagement and collaboration (PE&C), and personal wellness and values (PW&V) in athletic trainers amongst employment settings. No differences were noted in any of these factors across employment settings. Post hoc data analysis revealed that athletic trainers with less experience (0-3 years) had significantly higher PC&A, PE&C, and PW&V scores than athletic trainers in the more experienced groups. Open-ended questions and semi-structured interviews were utilized for qualitative data collection. Qualitative findings from the survey revealed that SI and PI coincided among the majority of the participants. Experience, having a growth mindset, gaining confidence, mentorship, and different social influences were the main factors that influenced PI in athletic trainers. Interview data revealed that setting/environment, developing relationships, being an educator/mentor, and having a better appreciation for the athletic training profession influenced PI. The importance of feedback from mentors and colleagues was also evident in the development of PI among our participants. [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.]

Quality physical education, pivotal for the development of physical, social, and emotional skills for an active and healthy lifestyle (Society of Health and Physical Educators [SHAPE] America, 2014; United Nations Educational, Scientific, and Cultural Organization [UNESCO], 2021), has been globally marginalized, necessitating a heightened focus on policy advocacy engagement (Hardman, 2013; van der Mars, 2021). Policies touch nearly all aspects of physical education (UNESCO, 2014), and a significant barrier is the 'policy illiteracy' that contributes to the field's neglect (van der Mars et al., 2021). Many educators receive little to no policy education, often not identifying as policy actors (Lorusso et al., 2020). However, innovative approaches such as case stories are emerging in undergraduate programs to address policy education (Lorusso et al., 2023; Scanlon et al., 2022). While most literature is derived from outside the United States (Lambert & Penney, 2020; Penney, 2016), this area has garnered increased attention (van der Mars, 2018), yet empirical research remains scarce (Marttinen & Beighle, 2024). This study aimed to explore physical education stakeholders' policy work in the United States through the Narrative Policy Framework (Crow & Jones, 2018; Jones et al., 2022; Shanahan et al., 2015). Using a mixed-methodology approach, this study combines case study and narrative inquiry (Richmond, 2002) to explore the policy work of physical education stakeholders at micro-, meso-, and macro-levels. Semi-structured interviews were conducted (N = 15), and additional qualitative data (e.g., policy documents and other artifacts) were collected (N = 32) to gain a comprehensive understanding of each case. Data collection began in December 2023 and continued through March 2024. Data were analyzed using both inductive narrative analysis (Riessman, 2010) and thematic analysis (Braun & Clarke, 2006), with triangulation across sources, participants, and cases (Patton, 1999). Findings suggest how strategic advocacy efforts can be effective in physical education work across micro-, meso-, and macro-levels. At the micro-level, themes of advocacy champions within and beyond school walls, redefining the role of physical educators, and navigating policy challenges shed light on the important role of individual efforts and school-community support in overcoming barriers. The meso-level analysis emphasized a "students first" advocacy focus, the rationalization for more resources, navigation of policy processes amidst battles of marginalization, and advocacy principles. At the macro-level, strategic coalition-building, a clear advocacy "ask" for improved access to quality physical education, and effective use of stories, data, and tailored messaging emphasize the importance of diverse, strategic coalitions and nuanced advocacy strategies in influencing state policy. This dissertation exposed the complexities of physical education policy advocacy at school, district, and state levels, highlighting the need for resilience, innovation, and the use of narratives as a powerful advocacy tool. Emphasizing the role of educators as policy actors and the effectiveness of storytelling supported by evidence, this study presented a compelling case for the integration of policy education within physical education teacher education (PETE) programs and/or professional development settings, as well as enhancing stakeholder engagement in policy endeavors to improve access and implementation of quality physical education in the United States. Thus, this work serves as a call to the field to embrace their roles as policy actors and prioritize capacity-building for impactful policy advocacy for physical 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.]

The journey of Black women into senior leadership roles within higher education institutions is characterized by a complex interplay of personal and professional realms shaped by the intersecting forces of racism and sexism. This dissertation examined the lived experiences of these trailblazing leaders, revealing the systemic barriers they encounter, the resilience they embody, and the strategies they employ to navigate and transform the academic landscape. Through a rigorous qualitative approach, this study gives voice to the narratives of Black women in positions such as university deans, vice-presidents, and provosts. It explores the multifaceted challenges they face, including the questioning of their legitimacy, marginalization, and the persistent confrontation with racist and sexist stereotypes. The research underscores the emotional labor and toll these experiences can have on their well-being and their decision to remain in or leave their leadership roles. Central to this study is examining workplace factors that contribute to or detract from Black women leaders' sense of belonging, job satisfaction, and intent to remain. It highlights the critical importance of supportive networks, mentorship, and institutional policies promoting diversity, equity, and inclusion. The study explored these leaders' strategies to navigate adversities, build support systems, and advocate for change within their institutions. Furthermore, this dissertation sheds light on the institutional factors and policies that can foster the retention and advancement of Black women in higher education leadership. It emphasizes the need for comprehensive mentorship programs, targeted professional development initiatives, and inclusive spaces celebrating diversity. The research also underscores the significance of work-life balance policies that acknowledge the holistic needs of Black women leaders. Through this in-depth exploration, the study contributes to a deeper understanding of the systemic issues influencing the career trajectories of Black women in academia. It calls for a concerted effort to dismantle barriers and create a more equitable and inclusive higher education landscape where Black women's unique perspectives and contributions in leadership roles are valued and amplified. Overall, this study is an essential resource for advancing knowledge and understanding in the field, and its implications can potentially influence positive change in academia. [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 aimed to understand the relationship between School Counseling Site Supervisors' (SCSS) characteristics, Social Determinants of Health (SDOH) training, cultural humility, advocacy competency, and SDOH competency (n = 69). SDOH refers to the factors that inform an individual's physical and mental health. Cultural humility refers to an innate openness and curiosity about individual experiences, perspectives, and culture. Advocacy competency refers to the ability to implement advocacy efforts within an individual's community. Having competency with addressing SDOH in schools, practicing cultural humility, and advocacy competency can help SCSS improve supervision practice within school communities. This study followed a non-experimental, correlational survey research design. Multiple linear regression analyses were conducted to measure the strength of the relationships between the variables. The data supported statistically significant relationships between SDOH-based supervision training (F(12,51) = 2.59, p < 0.05, R[superscript 2] = 0.38), cultural humility (F(1,67) = 6.17, p < 0.015, R[superscript 2] = 0.08), and advocacy competency (F(1,67) = 9.7, p < 0.003, R[superscript 2] = 0.13) as predictors of SDOH competency. Similar findings were reported in research related to incorporating SDOH trainings with preservice school counselors (Brookover et al., 2022; Johnson & Brookover, 2021; Johnson, Brookover et al., 2022). Furthermore, the study's results support the need for counselor education programs to enhance SCSS training programs to build greater competency in addressing SDOH within the supervision experience and in school communities. Future development of school counselor site supervisor training to address SDOH should include components of cultural humility and school counselor advocacy. [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 role of the principal includes various obligations and responsibilities, including leading the school's special education (SPED) program. Many aspects inform how SPED students respond to the curriculum, including their learning needs, race, socioeconomic class, and other aspects that intersect and make their needs more complex. The researcher sought to understand the experiences of principals at large, urban high schools in Texas who led SPED programs. Given the importance of intersectionality in education, the researcher reviewed the principals' narratives through the lens of social justice. Doing so elucidated how principals ensure equity in their SPED services. This study followed a basic qualitative design and included in-depth, semi-structured interviews with 10 high school principals. The interview questions centered on their experiences as a leader for their school's SPED programs, whether social justice issues like equity and human rights informed their practices, and whether legislation regarding SPED services guided their decisions. With the understanding provided by the participants' narratives, the researcher presents recommendations for practice that principals can follow to increase access to the curriculum and growth for their students with special needs. [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.]

Philanthropy does not exist without democracy in civil society in America. Higher education is a major builder of a civil society. The central research question is: What do university presidents need to know about philanthropy to provide relational leadership supportive of the advancement of democracy in American civil society? The study population included four groups (18 participants): five presidents who lead or have lead universities or colleges, five development professionals who serve or have served specifically in the implementation of the philanthropic process in higher education institutions, four philanthropists who have chosen to align themselves with the mission of higher education institutions, and four researchers and thought leaders who pursue the study of the role that philanthropy and democracy play in American civil society. The method of data collection used was the interview. The participants provided understanding of what philanthropy means and how they engage in philanthropy through their history of experiencing it and enacting it. Participants were asked to elaborate on their experiences in making meaning out of the experiences they have encountered. Through relational leadership, what the participants know about philanthropy and how that influences their advancement of democracy in American civil society was investigated. Interviews demonstrated the interdependence (as opposed to independence) of the interview participant's experiences with democracy, philanthropy, civil society and higher education while involved in leading the philanthropic environment in the community in which they are engaged. A small pool in the philanthropist category was a limitation. The majority of interviews were limited to participants living on the west coast. The qualitative research study has identified four primary and two secondary findings. The primary findings are philanthropy is a mission-driven activity, the president and the chief development officer must act as a team, the president is the center of relational leadership of philanthropy at the university, and the president animates the philanthropic culture at the institution. The secondary findings are the president is the primary advocate for the institutional mission in relationships with donors and the university is a philanthropic voice for building democracy in 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 study was to unveil how school leaders, particularly school principals, navigate Eurocentric curricular structures in the implementation of bilingual programming. This is a relevant study given the widespread issues and concerns circulating around the achievement of English Learners, recent immigrants, and the politicized arena of testing and accountability. The research question that guided this study was: 1) How do school leaders navigate Eurocentric curricular structures in efforts to implement EL programming? In order to build background knowledge and layout the framework for this study, critical race theory, LatCrit, testimonio and eurocentrism had to be explored with a detailed situated literature review laying that foundation. "Testimonios" are a pathway for Chicana/Latinas to bring forth their stories and find solidarity with others who share their struggles (Saavedra, 2011). The findings in the study suggest that school principals navigate perceived notions of their leadership roles and demands by basing advocacy on the heroes in their lives -- in this case the parents and teachers. In addition, school principals navigated the tensions between viewing their roles as parent and leader. The impact of lived experiences on leadership role suggest that they view leadership contingent upon how well they can provide enough support and resources to teachers and students. Research on describing and creating a Latino/a leadership style is in early stages and there are yet so many things to be learned in this area. The findings in this study may have the potential to guide further investigation in this area. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Since the Individualized Education Program (IEP) meeting is so important both to a student's progress and educational growth as well as the school's legal obligations, it is imperative that researchers work to understand parent perceptions of Individualized Education Program meetings (Fish, 2006). Family participation and advocacy are also important at the IEP meeting (Boshoff et al., 2016; Cavendish & Connor, 2018; Duquette et al., 2011; Fish, 2006). This study examined the family's perceptions of the IEP process and meeting for their child through semi-structured interviews. In order to support the family at the IEP meeting, families participated in coaching sessions to develop one or two new advocacy skills to apply at their child's next meeting with school staff. Results and findings showed this intervention was effective in teaching families new advocacy skills and the new skills changed how the families were positioned within the meeting. However, learning new skills did not solve all of the issues present at the meeting. Recommendations for the field 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.]

Embracing parental advocacy is pivotal in navigating the challenges associated with autism spectrum disorder (ASD). Such challenges include stress, stigmas, educational challenges, and access to support and services. This study's purpose was to examine parents' and adult primary caregivers' perspectives when advocating for an individual with ASD. It examined encountered challenges, too. The grassroots theory of change, the social-relational model of disability, and an asset-based approach were utilized for the theoretical and conceptual frameworks. An exploratory Q methodological approach was used to examine their perspectives. The study gathered data from a qualitative open-ended questionnaire, then collected quantitative data via Q Methods Software and qualitative data via an open-ended survey. The key findings of this study identified four groups from the Q-sort composites: The Esteem Builders, The Proactive Pathfinders, The Collaboration Crusaders, and The Knowledgeable Advocates. Through the exploratory process, the Three Es of Grayson's Theory emphasizes intentional decision-making to overcome challenges for individuals with ASD and their caregivers through empowerment, enlightenment, and elevation. [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.]

There is a paucity of research on the experiences of rural school counselors' advocacy for and with marginalized students. Specifically, rural school counselors' advocacy experiences for and with students who identify as LGBTQ+ are not well known. The advocacy experiences of rural school counselors for all marginalized students are exigent, yet this study focuses on the particular phenomenon of rural school counselors' advocacy experiences for and with LGBTQ+ students. The researcher uses an interpretative phenomenological analysis design to explore the lived experiences of rural school counselors' advocacy for and with LGBTQ+ students and how they make sense of these experiences. Data was gathered through semi-structured interviews with eight participants. The research provides critical insight into the experiences of rural school counselors advocacy for and with LGBTQ+ students, situated within a social constructivist and Theory of Planned Behavior (TPB) framework. Data analysis revealed seven group experiential themes: resources are crucial, becoming an advocate, advocacy in action, change doesn't happen unless you push back, building the plane while flying, education brings awareness, and rocking the boat. Implications are discussed for the fields of school counseling and counselor education to assist in impacting LGBTQ+ students' ability to thrive in rural schools. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This research study explores the phenomena of secondary inclusion teachers' perceptions of their self-efficacy and behaviors when teaching Black students with special needs in courses with state-mandated assessments. Teacher self-efficacy has been well studied, yielding abundant research on the connection between teachers' self-efficacy and student achievement. Some research is present relating to teachers' sense of self-efficacy and the academic success of students with individualized plans under the exceptional children's umbrella. However, there is a gap in researching general education or mainstream teachers' sense of self-efficacy who teach students receiving special education services from a qualitative phenomenological lens. Interviews were conducted to discover general education teachers' academic, behavioral, and relationship strategies that they perceive to positively influence academic achievement for Black students in special education programs in courses with state-mandated assessments. The researcher also explored how educators' school administrators and central office support, home, community environment, and background experiences may shape general education inclusion teachers' perceptions and experiences as educators of Black students with special needs. Nine themes developed from the interviews of 13 participants: Recollections of Prior Winning Experiences, Relentless: The Will to Win, Relevance to Life, Relationships, Reflecting on Intentionality, Reveal: Power of Exposure, Resources, Reinforcement: Co-Teachers and Relative Reliability. Exploration of the beliefs, challenges, and requirements of general education teachers who teach Black students with special needs will benefit superintendents, principals, and teachers because they will be privy to research on potential professional development trainings and techniques that may best impact students in their building of the same demographic. This study may motivate educational stakeholders to understand practices that potentially assist with fostering high teacher self-efficacy, building the collective self-efficacy of staff, positively impacting the academic achievement of Black students with special needs, and closing the opportunity gap between Black students with special needs and white students with special needs. [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 School Counselor Association has placed an increased emphasis on school counselor leadership. School counselors play an essential role within the educational setting (ASCA, 2019). Leadership embodies the overarching role of a school counselor and is a key component of each school counselor's professional identity (McMahon et al., 2009), which begins to take shape during graduate school. School counselor trainees are expected to assume a leadership role immediately upon entering the professional work field. It is not known what the perceptions of school counselor trainees' leadership practices are from the school counselor trainees, and in comparison, to site supervisors at the conclusion of the school counselor trainees' internship experience, prior to entering the professional work field. This study used a quantitative comparative analysis to compare the perceptions of school counselor trainees and site supervisors who oversee school counselor trainees, regarding school counselor trainees' leadership practices. More specifically, a survey approach was used and investigated the following five key dimensions identified in the School Counseling Leadership Survey [(SCLS); (Young & Bryan, 2015)] of school counselor trainees' leadership practices: 1) interpersonal influence, 2) systemic collaboration, 3) resourceful problem solving, 4) professional efficacy, and 5) social justice advocacy. Data was analyzed using Independent-samples t-tests. The tested hypotheses found one of the five factors to be significant, interpersonal influence. There were no significant differences in site supervisors among the levels in which they work (elementary, middle, or high) or their years of experience. The findings from this study indicate avenues of future study connected to school counselor trainees' leadership practices and is important for school counselor trainees, site-supervisors, and counselor educators. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Using an interpretative phenomenological analysis this study explored the rich experiences of seven racially minoritized student affairs professionals (RMSAPs) who experienced racial battle fatigue (RBF) and the impact it had on their health at a predominantly white institution (PWI). Social psychological research has identified both blatant and subtle forms of racial discrimination have adverse which lead to deleterious mental health outcomes for racially minoritized individuals. The findings indicated that these racially minoritized student affairs professionals were experiencing racial microaggressions and racial battle fatigue at their predominately white institution. In order to reclaim their wellness, participants shared the strategies they used to sustain their commitment to advocating and supporting minoritized students. These findings also included the recommendations that participants had for their PWI and how they could support their health and well-being and diversity, equity, and inclusion initiatives. [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.]

There is a call to action to close disparities and address inequalities throughout various institutions across the United States. There is a growing amount of research on the topic of education in relation to how schools can better serve as critical societal change agencies. This qualitative study serves to answer questions on the experiences and perceptions of school leaders, school district leaders, and community agency leaders on the roles and responsibilities of school systems and personnel to serve as societal change agents. This comparative case study is reported through the ethnographic perspectives in individualized interviews around one centralized public school district. The nine participants were selected through purposive and snowball sampling due to their work in the school district or partnership with schools. In Vivo and Process Coding with elements of Values and Emotion Coding were utilized to determine themes and responses. First, findings for agency leaders included the inherent good behind the responsibilities of school leaders, hope for change with advancing partnerships, and identified issues preventing change. Findings for school and school district leaders covered the demands of their roles, the value of partnerships, and identified unintended consequences. Secondly, participants shared responses on how they sustain practice and reduce disparities. Finally, the study reports on how participants collaborate to drive change through enhancing and leveraging partnerships, emphasizing the roles of school and school district leaders, and advocating for policy change. The study's final discussion discusses implications and suggestions for ongoing or 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.]

This qualitative phenomenological study used narrative research to investigate the diversity gaps in teachers' preparedness and their perceptions of diverse teaching methods in multicultural middle school classrooms. The student population became diverse in the last years. To close the diversity gaps, create equity and social justice it was critical to determine how teachers felt about their preparedness to meet the needs of diverse learners in their classrooms. 10 middle school teachers from different content areas expertise with varied years of teaching experiences were interviewed about how prepared they felt in their teacher preparation program, the types and amount of professional development they had through their districts or their school, and how they created advocacy for diversity within their classrooms and educational organization. It was determined that there was a need for teacher preparation programs to include more classes that focus on multicultural education, culturally responsive teaching, and teaching diverse classrooms. Moreover, there was a need for more professional development to assist teachers with the equity work required to manage the changing demographics in their classrooms, and that relationship building was essential to developing an equitable educational environment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

While there are a multitude of contributing factors, under-represented student success in STEM appears to be critically interdependent with teaching and learning practices that are responsive to diverse epistemologies and inclusive pedagogies. However, the professional literature has yet to identify a set of faculty development best practices that might guide the field. Furthermore, the institutional supports required to drive the success of STEM-oriented future faculty programs remain unknown. This inquiry proposal intended to address these concerns through a critical comparative qualitative study in seeking evidence-based practices and institutional elements of STEM faculty professional development programs that support diverse graduate and postdoctoral scholar success. The findings revealed a new STEM faculty professional development model that critically re-imagines constructivist teaching and learning, deconstructed socialization, organizational advocacy, and iterative assessment in supporting diverse graduate and post doctoral scholar success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

High-quality early childhood program options are in high demand not only because research has solidified the importance of early childhood experiences on human development but also because most households have all available adults participating in the labor force. Sustainability of the early care and education workforce is a common problem of practice that impacts many early childhood settings, which has only been exacerbated in recent years because of the COVID-19 pandemic. The purpose of this research aims to identify challenges faced by early childhood educators to equip leaders with strategic approaches to increase the likeliness of organizational commitment and engagement leading to retention. A needs assessment survey designed to understand the perspectives of in-service early childhood educators was used as the method to collect data specific to job satisfaction, challenges, and professional development experiences. Descriptive statistics, percentage of agreement with Likert-type scale statements, and thematic analysis of open-ended responses were used to present qualitative and quantitative findings. Results of the study indicate that although there is high agreement on the perceived value of professional development, there is less agreement on the ability to apply what is learned in professional development to overcome challenges. These results indicate potential to improve overall job satisfaction leading to early care and education workforce retention through an intentional focus on professional development that supports the needs of adult learners. Themes that emerged from the research include the need for structure for organizational effectiveness, support for professional development, and advocacy for sustainability. Therefore, this research concludes with a professional development framework training designed to equip early childhood leaders in North Dakota with strategies to cultivate early care and education workforce retention through structure, support, and sustainability. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The longstanding call to prioritize science education has gained momentum, particularly with the noticeable changes aligned with reform-era practices. This quantitative study explored the relationship between policy, time allocation, and teacher practices in elementary science education, guided by constructive learning theory as the theoretical framework. The study utilized a quantitative survey to measure how much time elementary school teachers spend teaching science and understand how this impacts their teaching methods, specifically the reform-era vs. traditional teaching practices. Surveys were conducted electronically with K-5 teachers who are National Science Teacher Association members. Findings from the quantitative analysis via a series of Spearman correlations showed a significant positive correlation, suggesting that reform-era instructional practices tend to increase as the perception of reform-era standards increases. However, the data indicated no statistical significant difference between instructional time and teachers' use of traditional or reform-era practices. Despite the absence of statistical significant differences between instructional time and teachers' use of reform-era practices, the study's findings still provided valuable implications for further research. The science education community requires continued advocacy to prioritize science education, especially at the elementary level. Future research and evaluation are essential to explore the potential impact of time allocation on teachers' chosen instructional practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This research seeks to understand how secondary science students make space for themselves in the classroom. Specifically, this study examines the interplay between classroom structures and students' agentic negotiations while identifying the relationship between students' enacted agency and their authored science identities by drawing from a sociological framework, structure-agency. An embedded case study was constructed from interviews, observations, and documents collected in a twelve-week Earth Science classroom. The collaborators involved in this study consisted of one monolingual science teacher and six linguistically diverse students. The findings reveal that students expressed agency in the classroom by challenging conventional pedagogical practices through direct negotiations with the teacher. This study highlights moments of student agency where they advocated for themselves and their peers to reshape classroom instructional and curricular structures for more active learning experiences. Structural constraints that shape the classroom space, influence teacher decision-making, and limit students' agency are exposed through data analysis. Science educators can reconsider their approach to instruction to cultivate inclusive learning spaces that value students' unique abilities and experiences by recognizing the nuanced reasoning for expressions of student agency. This study contributes to the evolution of science education by promoting strategies that prioritize student agency as a catalyst for meaningful instruction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]