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In the 2022-2023 academic year, nearly one million international students from over 200 countries enrolled in U.S. higher education institutions, marking a 12% increase from the previous year (Martel & Baer, 2022). Despite representing 5.6% of the total U.S. higher education population, asylum-seeking students remained an overlooked demographic, underscoring the challenges faced by marginalized groups within academia (Buchholz, 2023). This research focused on the experience of a Black, Quare, Afro-Caribbean, asylum-seeking doctoral student, employing autoethnographic methods to examine the complex intersections of race, sexuality, and transnational identity. Grounded in Intersectionality Theory (Crenshaw, 1991), Critical Race Theory (Bell, 1995), Quare Theory (Johnson, 2001), Transnational Identity (Esteban-Guitart & Vila, 2015), and Nigrescence (Cross, 1991), the study contextualized the student's experiences and identity development, highlighting a population often neglected in international higher education research. The study underscored resilience's pivotal role in navigating academia's intricate landscape, particularly regarding visa issues, limited work opportunities, and the intersectionality of identities, exemplified by being a Black, Quare, Afro-Caribbean, asylum seeker. Thematic analysis of data--including photos, journal entries, and artifacts revealed key themes of Intersectional Identity Struggles in Education, Community and Support Systems, and Internal and External Conflicts. Autoethnography, combined with an intersectional framework, provided a powerful, nuanced approach to exploring these complexities. This research contributed to the discourse on intersectionality in education by amplifying marginalized voices and advocating for systemic transformation. It called for higher education to embrace inclusivity, equity, and empathy, fostering an environment where all individuals could thrive, free from discrimination and marginalization. [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 high stop-out rate of low-SES students in higher education is a significant challenge, with these students stopping out at nearly triple the rate of their peers. Beyond financial, academic, and psychosocial hurdles, a lower sense of belonging further hinders their success, especially when they attempt to resume their educational journey. This mixed methods concurrent embedded study explored how academic advising can influence the sense of belonging for returning low-SES stop-out students, using Strayhorn's (2019) college students' sense of belonging theory as the framework. The research questions were specifically designed to address the unique needs of returning low socioeconomic status stop-out students. These questions aimed to understand how their interactions with academic advisors influenced their sense of belonging and whether academic advising services could be tailored to meet their distinct needs and preferences. The researcher's hypothesis was that the quality of these interactions would positively correlate with the students' sense of belonging. Data were collected through a survey that included closed-ended and open-ended questions from low-SES returning stop-outs. Six students were purposefully selected for semi-structured interviews. Additionally, nine academic advisors participated in a focus group discussion to triangulate data. The quantitative data were analyzed using SPSS for descriptive and inferential statistics, while the qualitative data from interviews and focus groups were transcribed and analyzed thematically. The study revealed a strong positive correlation between the quality of advisor interactions and the sense of belonging of returning low-SES stop-out students. This finding was consistent with the qualitative themes, underscoring the importance of advisor accessibility, perceived advisor competence, and a structured, supportive institutional environment to reintegrate these students and bolster their sense of belonging. The study also proposed a proactive measure, the Sense of Belonging Index, to identify and support at-risk students. This, along with enhanced advisor training and a holistic institutional approach, could significantly improve the reintegration and success of these students. In response to the critical need to better support returning stop-outs, particularly low-SES students, this study proposes the Belonging-Focused Advising Model (B-FAM), which integrates existing support structures to foster a sense of belonging. B-FAM emphasizes a student-centered approach focused on relationship building, empathy, and holistic support. It guides advisors to tailor their interactions and resources to meet the unique needs of returning low-SES students by leveraging predictive metrics and artificial intelligence. The goal of B-FAM is to significantly enhance the academic success and retention of these students, ushering in a new era of student support services, and eventually improve declining enrollment. [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 relationship between school psychologists and teachers is one that has yet to be fully examined to see what the perceptions and attitudes that school psychologists hold about teachers and teaching, how having teaching experience may impact those perceptions, and whether or not the field of school psychology may benefit from incorporating teaching experience in the training of school psychologists. While there has been limited research on the perceptions teachers hold about school psychologists, there is very little exploring the relationship in the other direction, and no current research on the potential benefits of incorporating teaching experience. This research study uses data collected through a survey of school psychologists and school psychologist interns with and without teaching experience to look closer at this relationship, and through t-test analysis examines the difference having teaching experience may have on their perceptions. The major findings show that overall school psychologists have positive perceptions of teachers, and those with teaching experience feel their teaching experience bolsters their relationships and collaboration with, and empathy for teachers. Despite this, there is general agreement that requiring teaching experience would not benefit the field and improve relationships with teachers. Further research in this area is indicated. [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.]

Hearing the painful stories of clients (indirect trauma) has been described as an occupational hazard for professionals working with trauma survivors and is becoming more common among mental health professionals. This might include counselors struggling with intrusive thoughts and having flashbacks of victimization, counselors viewing the world as an unsafe and unpredictable place, and/or counselors experiencing a loss of ability to empathize with clients. Clinical supervision is documented as an effective strategy to reduce the adverse effects of indirect trauma symptomology. A signature component of most counselor education and supervision doctoral programs is the training and preparation of students to provide clinical supervision. This study's purpose was to understand doctoral student supervisors' preparedness to recognize indirect trauma symptomology, even when not reported by the supervisee. Five counselor education doctoral students participated in this qualitative, instrumental case study. This study found that counselor education doctoral student supervisors can identify indirect trauma, but they do not know how to address it. The researcher conducted semi-structured interviews, which revealed seven themes. Implications for counselor education doctoral programs and supervisors 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.]

Scholars and educators are turning to culturally responsive education to create more inclusive and equitable educational experiences for an increasingly diverse student population (Gay, 2010, 2013, 2018; Ladson-Billings, 1995a, 1995b, 2014). However, despite its immense potential, challenges and pitfalls still exist (Sleeter, 2012; Warren, 2014, 2018). Recently, there has been a growing call to apply empathy with culturally responsive education, leading to increased scholarly attention towards their relationship (Berkovich, 2020; McAllister & Irvine, 2002; Warren, 2018). This study used an explanatory sequential mixed-methods approach to contribute to this growing body of knowledge. The study aimed to explore the relationship between empathy and culturally responsive education, focusing on the cognitive and affective components of empathy among K-12 public school teachers in California. The study collected data using questions from the Interpersonal Reactivity Scale (Davis, 1983) and the Culturally Responsive Teaching Self-Efficacy Scale (Siwatu, 2007). Additionally, teachers participated in semi-structured interviews. The data was analyzed using Structural Equation Modeling for quantitative data and coded qualitative data to provide context for the quantitative data. The results revealed that while empathy can be measured, cognitive empathy through perspective-taking and affective empathy through empathic concern are distinct and independent constructs. Furthermore, culturally responsive education was not a first-order construct but consisted of three distinct and independent constructs: classroom relationships, family relations, and instructional strategies. The qualitative data provided further insight into the complexities of the relationship between empathy and culturally responsive education. It suggested that empathy and culturally responsive education are developed through practice, continuous professional development, and reflection. The findings underscore the need for educational paradigms to shift towards recognizing the importance of connection in creating inclusive and equitable educational environments. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Teacher empathy has often been considered vital to successful and equitable teaching practices; however, empirical results have been inconsistent as to the effect of teacher empathy on educational outcomes. Further, researchers have questioned the effectiveness of both recent operationalization's of teacher empathy as well as its application in diverse classrooms. This multiple manuscript dissertation--in which I developed a conceptual framework for effective teacher empathy, developed an instrument to operationalize this conceptual framework using student perceptions of student-teacher interactions, and applied this measure to middle and high school mathematics students to examine its relationship to educational outcomes--is my attempt to address these gaps in the literature. In the first manuscript, I examined both historical and recent conceptualizations and measures of teacher empathy as well as pertinent critiques from researchers and developed a conceptual framework for effective teacher empathy. I further examined this conceptual framework as it may influence equitable teaching practices in middle and high school settings. In the second manuscript, I operationalized effective teacher empathy with an instrument assessing middle school student perceptions of interactions with their teachers. Results from this study provided strong evidence for this measure's validity and reliability in a middle school setting. In the third manuscript, I applied this measure to middle and high school mathematics classrooms and found that student perceptions of teacher instructional empathy predict math achievement through the mediation of self-efficacy. Additional results suggest student-teacher ethnic match among minoritized students may influence student perceptions of instructional empathy. Collectively, these studies examine the role of teacher empathy in middle and high school classrooms, particularly with a focus on supporting equitable teaching practices for diverse groups of students. In the final chapter, I examine the findings of all three manuscripts along with limitations as they pertain to future research and implications for teacher practice. [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.]

A dissertation is presented on a teaching program for emotional intelligence (EI) and empathy with a cohort of nursing students enrolled in a traditional, undergraduate nursing college in the Northeast region of the United States (US). An interactive teaching program was used with various media to present new material and learning activities during the spring semester. The importance of teaching nursing students the aspects of EI was to prepare them for the rigors of the profession by allowing them to delve into their own self-awareness and emotional regulation, which in turn helps to connect with patients in a more robust and empathetic manner. This quasi-experimental study had 36 participants complete the Trait-Meta Mood Scale-24 (TMMS-24) and 33 for the Toronto Empathy Questionnaire (TEQ) at two set points in the semester. A paired-sample t-test was completed, along with the Shapiro-Wilk and Wilcoxon Signed Rank Test to determine a normal distribution. The results indicated data that was not statistically significant, and the researcher failed to reject the null hypotheses. However, mean scores in females improved in both the TMMS-24 and TEQ, as did Hispanic/Latino and Asian participant scores in the TMMS-24, as well as one participant who had prior topic training. Future research is recommended on this subject considering correlation studies, nursing program type, increased participant numbers, race, and combining different instruments. [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.]

Grounded in empathic education and the concept of rightful presence, this study moved beyond dominant inclusion paradigms, such as the inequitable host-guest 'hospitality' relationship; crucially, the study design prioritized equitable communication access, ensuring that all participants' stories were treated with equal reverence. This qualitative study investigated the impact of an expansively designed Unified Robotics program on perceptions of three self-determination needs - competence (effective performance), relatedness (belonging and social engagement), and autonomy (equitable decision-making access) - among Autistic students, students with intellectual dis/abilities, and general education students. The study was enriched by an examination of parent perceptions of those same values in their children. Pre- and post-season interviews probed students' perceptions, while field observations provided additional data on students' self-determination expressions. The study also appraised perceptions of benefits and costs associated with participation in the intervention across all participants. Qualitative analysis involved interpretive examination of extracts from interview responses to closed questions, where the interviews had been coded for the three self-determination needs. The Unified Robotics intervention yielded substantial perceived benefits for students' self-determination at negligible cost. Findings consistently demonstrated improved student perceptions of self-determination after program participation, as corroborated by parent and teacher reports. Students described enhanced perceptions across all three self-determination needs, which was further supported by parent data and field reports. The program's expansive design also promoted reflection, attitude changes, and rightful presence. This research highlights the transformative potential of empathic, expansively designed programs in fostering self-determination and rightful presence for all learners. It challenges traditional, dominant inclusion paradigms and emphasizes the importance of equitable, supportive educational environments for all students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study used a hermeneutic phenomenology methodology to determine whether the faculty participants at a Midwestern community college used servant leadership (SL) during the COVID-19 pandemic shutdown of March 2020. The goal was to see how well the participants, through SL, addressed and supported their students' online learning needs and emotional well-being once the face-to-face courses transitioned to the online mode of delivery. A semi-structured interview with open-ended questions was used to collect data from each faculty participant. The specific goal was to investigate how well the participants incorporated listening, empathy, healing, and building community characteristics of SL to help their students navigate through the shutdown. The results showed that these faculty members performed as servant leaders by going above and beyond to meet their students' 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.]

Previous research has established relationships between reading fiction and increased empathy levels, an effect amplified by reading young adult fiction and by feeling transported by, or wholly immersed within, one's reading. Given the established correlation between increased empathy and decreased intolerance levels, reading fiction may decrease intolerance levels as it increases empathy levels; however, a gap in the research exists. This 10-week mixed methods intervention study examined pre- and post-test data in conjunction with analysis of student artifacts produced in five secondary-level language arts classes. Results provide evidence that reading fiction benefits students by increasing their empathy and decreasing their intolerance. Choice in text selection and reading transportation are shown to increase student engagement and improve learning. These results suggest that teachers should prioritize student choice and transportation for deeper learning in the language arts classroom. [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 explored the transformative impact of integrating the pedagogical philosophies of Fred Rogers and LeVar Burton into virtual learning environments amid the unprecedented challenges of the COVID-19 global pandemic. Adopting an autoethnographic approach reflected the author's journey as an educator striving to create identity-conscious, inclusive, and empathetic virtual classrooms. The study navigated personal and societal upheavals, drawing inspiration from Rogers's and Burton's enduring legacies to foster a learning atmosphere that is not only adaptive to the digital age but also deeply rooted in the values of empathy, curiosity, and a commitment to social justice. By examining culturally responsive pedagogy, digital equity, and the power of media as educational tools, the work underscores the critical need for educational practices that affirm students' identities and encourage critical thinking and emotional intelligence. The findings highlighted innovative strategies for engaging students in meaningful learning experiences that resonate with their diverse backgrounds and experiences, ultimately calling for a reimagined approach to education that bridges the gap between traditional and digital pedagogies. The dissertation serves as a testament to the potential of joyfully disruptive teaching methods to inspire the next generation of learners, honoring the profound influence of iconic educators while navigating the complexities of teaching in a rapidly evolving digital landscape. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The problem with retention has led researchers to study the causes of attrition and ways to improve successful outcomes. Students define having positive faculty-student relationships that are therapeutic as a way to enhance successful academic outcomes. The problem that was addressed in this study is that there is a limited understanding of four-year, undergraduate college professors' knowledge and perceptions of incorporating therapeutic approaches in their relationships with students in college. The purpose of this qualitative study was to develop a greater understanding of professors' knowledge of therapeutic strategies and their perceptions of incorporating these therapeutic approaches with students while in college to support students' academic achievement. This study evaluated how professors perceive and what they know about Carl Rogers' concepts that make up the therapeutic triangle; specifically focusing on empathy, genuineness, and unconditional positive regard. This qualitative, exploratory case study was used to gather information on college professors at a small southern university by collecting course syllabi, conducting semi-structured interviews, and observations. Four themes were found that answered the question about professors' perception. Professors perceive that counselors and professors share qualities, but not skills, empathy and unconditional positive regard are offered from professors when students fulfill their responsibilities, and the ways in which professors offer genuineness differs amongst professors. Three themes were found that answered research question two regarding the existing knowledge of the professors. Professors demonstrated accurate knowledge of both empathy and genuineness, but unfamiliarity with unconditional positive regard. Future researchers may want to explore professors from broader disciplines to capture more diversity in discipline. [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 aims to understand special education teachers' lived experience of encountering Disruptive Classroom Behavior (DCB) among middle school students with Emotional and Behavioral Disorders (EBD) in self-contained classrooms. Employing an interpretative phenomenological approach, semi-structured interviews were conducted with eight teachers who self-identified as having lived experience with DCB. Through rich descriptions provided by participants, the study aims to understand the significance they attribute to these encounters and the realization of their roles as educators in such settings. Using a purposive and subsequent snowball recruitment approach, ten participants were identified, of whom eight in-depth interviews were conducted via Zoom, each lasting 45 to 60 minutes. Excluding one interview not classroom-based, the final analytic sample included seven participants' lived experience encountering DCB in self-contained classrooms for students with EBD. Following transcription, participant feedback was sought to ensure accuracy. Data analysis adhered to methodologies outlined by Peoples (2020) and Larsen & Adu (2021). The findings present seven individual narratives alongside a collective narrative, elucidating the delicate balance between professionalism and empathy, the importance of understanding the origins of DCB, and the resilience required for effective management. The study underscores the necessity for tailored professional development, collaborative support, and empathetic teaching approaches for students with EBD. It emphasizes the profound impact of teachers on students' lives and the evolving demands within the teaching 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.]

This executive summary presents the findings and recommendations of a study on the cultural proficiency and culturally responsive pedagogy of educators. While teachers demonstrate a strong commitment to cultural proficiency and equity, it is implied that there is still room for improvement in areas such as conflict resolution and acknowledging power dynamics within schools. Educators face challenges prioritizing professional development opportunities and adapting their teaching practices to better support diverse student needs while valuing their cultural identities and voices. Ultimately, the study emphasizes the importance of continuous learning and dialogue around diversity and equity issues in promoting better student outcomes. [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 impact of restorative practices on reducing discipline disparities among Latino youth in educational settings. Historically, Latino students have faced educational and socioeconomic inequalities that have resulted in reduced academic opportunities, lower graduation rates, and a persistent cycle of poverty. While educational outcomes have improved for Latinos over the decades, Latino children continue to face academic obstacles, including higher rates of exclusionary discipline which leads to adverse academic and social outcomes. Given the high costs associated with exclusionary discipline, both economic and social, and its disproportionate effects on children of color, there is growing interest in implementing alternative approaches. This extended literature review explores the implementation of restorative practices as an alternative approach to traditional disciplinary methods. Restorative practices focus on communication, relationship-building, social-emotional learning, and repairing harm, rather than punishment. These practices promote a culture of empathy, accountability, and community, empowering students to actively participate in conflict resolution and fostering stronger relationships between students and staff. Although more research is needed, restorative practices have been uniquely shown to address racial disparities in school discipline and reduce exclusionary practices. This research highlights the importance of comprehensive training and consistent application of restorative practices for achieving sustained positive outcomes. By addressing the root causes of conflict and emphasizing restorative rather than punitive measures, this dissertation underscores the potential of restorative practices to transform school discipline systems and create more equitable and inclusive learning environments for all 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.]

Although research has suggested that emotional intelligence (EI) is an important factor in career and life success, teacher preparation programs often fail to include topics for developing EI. The college of education that participated in this study sought to explore EI development in its teacher preparation program. This multimodal descriptive qualitative study explored the EI experiences of final-year preservice teachers to determine the extent to which their teacher preparation program developed EI from the participants' perspectives. The conceptual framework combined transformative emotional intelligence (TEI), the emotional learning system (ELS), and an EI self-assessment of TEI skills. A normed EI profile of the teacher candidates (N = 20) was developed to address RQ1. From this group, 10 participants were selected for semistructured interviews to (a) explore participant experiences related to previous EI learning, (b) understand their experience with the EI assessment, (c) identify strengths and opportunities for EI skill growth, and (d) explore their understanding of EI skills. Axial coding and thematic analysis of interview transcripts revealed the four themes of (a) anecdotal EI learning unrelated to the program; (b) empathy, open-mindedness, and self-awareness are principal components of EI; (c) assessment results require guided interpretation to increase EI with fidelity, and (d) EI is important for healthy, productive inter- and intra-personal relationships. To promote positive social change, a nine-week TEI curriculum was developed to offer prospective K-12 teachers the opportunity to learn and practice EI in ways that will allow them to model EI skills as they enter the teaching 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.]

This qualitative study explored the decision-making processes of 13 diverse Chancellors, President/Superintendents, and Presidents from California community colleges during the COVID-19 pandemic, focusing on how they navigated campus closures, the return to in-person work, and what or who influenced their decisions. Through interviews, three main themes emerged: the strategies for managing campus closures and transitions to remote learning, the complexities of returning to in-person operations, and the profound emotional and physical toll on leaders. The study highlights the leaders' initial underestimation of the pandemic, the rapid shift to remote operations, the significant role of emergency executive power, the influence employee unions had in decision-making, and how stress and trauma impacted their decisions during the pandemic and afterward. This research underscores the importance of flexibility, stakeholder engagement, and self-care during crisis management, offering insights into the challenges and adaptability of leadership in unprecedented times. [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 extensive research has been conducted on academic advising at four-year colleges, there is a noticeable gap in studies addressing academic advisors within support programs at two-year colleges. This creates an opportunity to investigate the roles, practices, challenges, and experiences of academic advisors in this often-overlooked educational setting. The study investigated the roles of academic advisors in opportunity programs at community colleges in New Jersey, focusing on their practices, theoretical approach, and adaptations to the challenges arising from the COVID-19 pandemic. It sought to understand how supervision and mentorship impact advisement practices, aiming to enhance support systems for students in community colleges to foster academic achievement and personal development. The research qualitatively examined advisors from New Jersey's Educational Opportunity Fund and TRIO programs, focusing on the advisors' experiences, challenges, and the evolution of their practices, particularly in response to the COVID-19 pandemic. The research identified key themes: Comprehensive Developmental Advising and Empowerment, Integrated Empathetic and Reflective Advising, Digital Resilience and Enhanced Virtual Engagement, Comprehensive Support and Student Success in a Changing World, Empowered Professional Networks and Growth, and Navigating Challenges and Fostering Development. The findings emphasized the need for comprehensive, adaptable advising strategies that cater to the diverse needs of students, especially in times of crisis. Future research should explore the long-term effects of these advisement practices and the continued evolution of academic advising in response to technological advancements and changing educational landscapes. [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.]

One of the fundamental questions in the field of language acquisition is a learnability problem, which considers how learners acquire certain aspects of language which are not directly provided in the input or whose referents are not readily observable. This dissertation investigates Japanese children's acquisition of various linguistic phenomena, each posing a learnability challenge due to either the absence of direct evidence or the unobservability of the referent in the world. The first focus is on the acquisition of verbs referring to mental states and those encoding a speaker's empathy. Acquiring the meanings of verbs is inherently complex, especially when its referent is not obvious. Verbs that refer to mental states (e.g., "think" in "John thinks that it is raining outside") present a particular challenge as their referents, being internal mental states, are not visible, thus questioning how children acquire their meanings. Similarly, empathy verbs in Japanese also present a potential learnability challenge. Empathy verbs, such as verbs of giving and receiving in Japanese ("ageru" 'give,' "kureru" 'give,' and "morau" 'receive'), encode speaker's empathy to specific discourse referents. These verbs can be used as simple transfer verbs (e.g., "John-NOM Mary-DAT flower-ACC give-PST" 'John gave the flower to Mary'), and also as benefactive auxiliary verbs to add a benefactive meaning to another verb (e.g., "John-NOM Mary-ACC praise give-PST" 'John praised Mary (for the sake of Mary)'). Importantly, which empathy verb to use depends on which discourse referent the speaker empathizes with (feels close to) the most: When the speaker empathizes with a giver/benefactor subject argument, the speaker has to use ageru 'give,' when the speaker empathizes with a recipient/beneficiary non-subject argument, the speaker has to use kureru 'give,' and when the speaker empathizes with a recipient/beneficiary subject argument, the speaker has to use morau 'receive.' Empathy verbs present a particular challenge for learners because which discourse referent the speaker empathizes with is determined in the speaker's mind, which is unobservable from outside. Moreover, "ageru" 'give' and "kureru" 'give' have the same subcategorization frame (e.g., giver/benefactor as the subject). Therefore, the difference between "ageru" 'give' and "kureru" 'give' is not overtly marked in the sentences. The second focus is on the fact that both mental verbs and empathy verbs license long-distance interpretations of the Japanese reflexive zibun 'self.' Previous acquisition study reported that Japanese children are hardly exposed to zibun 'self' referring to a long-distance antecedent. This poses a serious learnability challenge for children: How do children (come to) know that "zibun" can refer to long-distance antecedents even if there is almost no evidence in the input? Moreover, it has been reported that children generally have difficulty in accessing long-distance interpretations with a reflexive, including zibun 'self,' and the cause of this difficulty is not clear. The first investigation of this dissertation (Study 1) is corpus analyses examining how frequent empathy verbs are in child-directed speech and what kinds of cues for speaker's empathy children receive. I show that Japanese children are exposed to linguistic cues and non-linguistic cues for speaker's empathy with the empathy verbs fairly robustly. Subsequently, Study 2 shows that Japanese children come to master the empathy-encoding properties of the empathy verbs by around age 6yrs, but some children have already mastered them as young as age 4yrs or possibly younger. Moreover, based on the findings in the corpus analyses, Study 3 experimentally investigates whether children can really use the linguistic and non-linguistic cues for speaker's empathy to learn novel empathy verbs, and the experiment found that the linguistic cue is far more helpful than the non-linguistic cue in learning the novel empathy verbs. This provides evidence in favor of the Syntactic Bootstrapping Hypothesis (e.g., Gleitman, 1990; Landau & Gleitman, 1985) which states that children are predisposed to use syntactic information to solve learnability problems involved in the acquisition of mental verbs. I further investigate whether children extend their knowledge of the empathy verbs to other empathy-related phenomena, which are not provided in the input. My third experiment (Study 4) examines how early Japanese children (come to) restrict an antecedent of "zibun" 'self' to the long-distance subject when it is required by an empathy verb. The result shows that 6- year-old children are almost at ceiling, but some younger children are able to restrict "zibun's" antecedent to the long-distance subject with the empathy verb, even if there is almost no direct evidence in the child-directed speech. The final experiment (Study 5) examines children's acquisition of long-distance interpretations of "zibun" 'self' licensed by one of the mental verbs, the belief verb "omou" 'think.' The results show that children's interpretation of the belief verb, "omou" 'think,' significantly affects their interpretation of "zibun" 'self.' This result supports my hypothesis that one of the causes of children's difficulty with long-distance interpretations of zibun is their non-adult-like interpretation of the belief verb, "omou" 'think. [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 overrepresentation of Black/African American students receiving exclusionary discipline in K-12 schools in the United States is a persistent problem that harms Black/African American students' academic outcomes, contributes to social emotional challenges, increases the likelihood of student dropouts, and fuels the school-to-prison pipeline. When examining the issue of school discipline through a lens informed by critical race theory and African American Male Theory, it is evident that the racial disparity in school discipline is influenced by stereotypes, racial stigmatization, implicit bias, and normative baselines for behavior. The utility of nonviolent communication, a process for speaking and listening focused on extending empathy towards others, suspending judgment, and recognizing universal human needs, to mitigate these influences during disciplinary interactions between teachers and students is examined in this study. A vignette survey to measure the impact of exposure to nonviolent communication on teacher discipline decision making was conducted to address the research question, "Does teacher awareness of nonviolent communication serve to mitigate the disparity in discipline rates between Black/African American and White students?" Ultimately, teachers were less likely to complete office disciplinary referrals for subjective infractions such as disrespect or defiance after exposure to nonviolent communication; however, when considering participants' self-reported races and the implied races of the students involved in the hypothetical disciplinary scenarios, evidence of implicit bias remained. This study was the first to examine nonviolent communication as a tool for teachers to navigate the disciplinary decision-making process. [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.]

Introduction: Empathy is an essential trait for nursing. Empathy as a construct consists of a cognitive and affective domain. The construct is associated with decreased clinician burnout, reduced stress, and improved patient-centered care. Nursing education has recognized the clinical benefits of empathy and has implemented various educational interventions to foster empathy in students. Although there is evidence that nursing students' empathy can be improved through training, little research has been completed to identify if students' baseline empathy level affects their benefit from training. There have also been few studies that attempt to discover what domain of empathy is developed from participation in educational interventions. This study aimed to understand how nursing students' baseline empathy level affected their experience with a simulation, how students expressed their empathic responses after participating in a simulation experience, and whether there was a relationship between empathy level and empathic experience. Methods: A mixed-methods study consisted of 82 undergraduate nursing students who participated in a simulation from the patient's viewpoint. The Jefferson Scale of Empathy-Health Professions Student (JSE-HPS) captured empathy quantitative data one week before and immediately following the simulation. A hierarchical cluster analysis (HCA) was performed on the pretest JSE-HPS data to identify baseline empathy levels. Qualitative data were gathered using open self-debriefing questions. A two-way ANOVA was performed between the empathy level and the change in the JSE-HPS score. A chi-squared test for independence assessed for associations between qualitative themes and level of empathy determined. Results: The HCA revealed two clusters representing a high empathy group (n=47) and a low empathy group (n=35). The low empathy group had significantly higher empathy (p < 0.001), while there was no change (p=0.149) in the high empathy group following the training. Qualitative analysis revealed four themes: appreciating the patient's perspective, self-other awareness, personal distress, and empathic concern. The chi-square revealed no relationship (p=0.193) between empathy level and their empathic response. Conclusion: Students identified as having low empathy at baseline significantly benefited from empathy training, while high empathy students did not have a change. Students demonstrated cognitive and affective empathetic responses to the simulation regardless of baseline level. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This dissertation delves into the crucial realm of teacher-parent communication, recognizing its pivotal role in establishing a foundation of trust with families. This study employs a qualitative approach to emphasize the bidirectional and continuous nature of effective communication. It adopts a case study methodology, focusing on ten early childhood teachers within a Michigan school district. Through in-depth interviews guided by a common question--"How do you perceive and describe communication with parents?"--the research unveils two central themes: 1) the identification of effective communication strategies for building trust and 2) the exploration of collaborative learning, professional development, and new teacher experiences. The findings shed light on teachers' perspectives regarding communication with families, revealing insights into professional development, new teacher learning, mentorship, empathy, administrative support, and collaborative learning. These discoveries contribute to a nuanced understanding of teacher-parent communication and hold promise for shaping future practices and policies in education and family 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.]

The effectiveness of SEL programs in promoting students' social-emotional competencies is well documented in North American and European countries; however, evidence is more limited for other cultural and educational contexts. This dissertation examines the perceptions and experiences of teachers and students, cost of implementation, and effectiveness of the SEL program Fly Five in promoting children's social-emotional competencies in international schools in Morocco. The program consists of a comprehensive K-8 curriculum designed to explicitly teach five core SEL competencies - cooperation, assertiveness, responsibility, empathy, and self-control. Data collection took place during the 2022/23 school year in three international schools in Morocco, with 40 teachers in grades K-8 and approximately 450 students participating. The study used a pretest-posttest design with two schools receiving the program (treatment condition) and one school serving as the control (business-as-usual condition). Base- and endline data on children's SEL competencies and behavioral adjustment reported by students and teachers were collected in the fall and spring. Multi-level analyses revealed improvements in students' SEL competencies relative to students in the control group (ES = 0.40), which were driven by positive intervention effects on students' cooperation and empathy skills at one of the treatment sites. Interviews and focus groups indicated that student and teacher buy-in was high, especially in classrooms that used the program more consistently. While students liked that SEL classes were student-centered, teachers appreciated that the program was easy to use and encouraged students to get to know each other. Finally, the cost analysis revealed heterogeneity in program implementation and explored how costs varied by class size, number of teachers receiving training, and instructional time. This dissertation represents the first time Fly Five is being implemented and evaluated outside of the United States; thus, the study provided important, new insights into the successful implementation of the program abroad and guidance for future large-scale evaluations. [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.]