Abstract: "Even though teaching standards exist for deaf education teacher preparation, the incongruity in the system demands action to improve the disparity in academic success for deaf and hard of hearing students. It can be argued that there is a connection between teacher preparation and student educational benefit. This explanatory mixed-method study examines Deaf Education Teacher Preparation (DETP) by identifying Council of Deaf Education (CED) programs' similarities and differences. The purpose is to examine the similarities and differences while comparing how CED programs apply the standards. Using data from program description documents, an online survey, and interviews provided answers and perceptions of DETP programming. Further, the data's findings illustrate disorganization in a field where a clear organization would benefit its consumers."

Abstract: "This study explored the extent to which a student advisory program in a large public high school fostered adolescent resilience. To address the void in scholarly literature, this study explored how adults and students experienced and perceived a student advisory program designed to foster adolescent resilience. Resilience is vital in the context of adolescent suicide and suicidal ideation combined with a worldwide pandemic. Resilience is a necessary skill as students navigate adolescent life coping with stress and dealing with daily challenges. This investigation lasted for one school year and included interviews and carefully reviewed documents. Ten students and seven adults who had participated in the advisory program for two years were interviewed in this qualitative case study, using a structured protocol that drew out nuanced versions of adult and student perceptions relating to this topic. The findings revealed five themes: (a) the role of caring adults in creating connections, (b) the development of connectedness to a positive school climate, (c) the meaning of groups, (d) the influence of student advisory on academics and resilience, and (e) the impressions of student advisory. The findings are significant in understanding the potential challenges to engaging in this work. The structure of the advisory program was designed to offset risk factors while focusing on protective factors to foster resiliency. An advisory program that incorporates teachers as mentor advisors cultivating strong, caring relationships between students as a primary focus may contribute to adolescent's protective factors. This study sought to answer the following research questions: (1) how did the participants experience the student advisory program? (a) what were their perceptions of advisory during the 2018/2019 initial year of implementation and the subsequent year in 2019/2020; (b) what did it mean to the participants when advisory was suspended during the spring of 2020 because of COVID-19; and (c) and what did it mean to the participants when it was eliminated for the 2020/2021 school year because of COVID-19; (2) how did participants feel the student advisory program helped to foster resilience skills in adolescents; and (3) how did participants feel the student advisory program did not help to foster resilience skills in adolescents?"

Abstract: "The growth of the nonprofit sector has tremendously increased competition for donor funding, and this has resulted in the development of programs whose focus is on increasing the quality and efficiency of the services provided, reducing costs and meeting customer needs. These programs were modeled in the private sector but have over the years been used in the public sector and large nonprofit organizations, and include, the Lean Six Sigma (LSS), which is a widely used methodology for managing businesses through the entire value stream. Unfortunately, there is limited research showing the effects of Lean Six Sigma on nonprofit organizations. Therefore, this study focused on investigating the impact of integrating LSS for nonprofits as a business enhancement and process improvement approach, and factors influencing the success of the programs in both small and medium-sized nonprofit organizations. This study utilized a qualitative multiple case study research design and included a total of four Midwest nonprofit organizations. Interviews were conducted with the head of the continuous improvement or operational excellence department. The study findings revealed that measuring organizational performance using a more balanced set of performance measures is appropriate with Lean Six Sigma. I found that leaders in an organization must support and participate in the program, and there must be a connection between the LSS department leadership and executive leadership to formulate a deployment roadmap. The current study demonstrates the need to implement Lean Six Sigma in nonprofits, the associated benefits, and how to prepare for the implementation of such programs to reduce the risks and costs."

Abstract: "This study explored the impact of an urban school district's implementation of positive behavioral interventions and supports (PBIS) and the subsequent effects on exclusionary discipline practices for students with disabilities. Exclusionary discipline practices are those that remove a student from the educational environment, such as in-school suspension, out of school suspension, emergency removal, and expulsion from school. The study examined the number of exclusionary discipline incidents for students with disabilities in an urban school district for the school year prior to systemic implementation of PBIS compared to the data for the same subgroup for the school year after full implementation. Data was collected from the EMIS database for the school district, which identifies students' state-reported exclusionary discipline data and identifiable subgroup status. Research was conducted through an analysis of peer-reviewed qualitative and quantitative articles on the implementation of positive behavioral supports and interventions programs with the objective of linking positive student behaviors, decreased exclusionary discipline practices for urban students with disabilities, and the fidelity of implementation by teachers and building leaders. Included in this research is the advent of zero tolerance policies in schools, the history and definition of PBIS, as well as the specific areas of theme that resonated throughout the research review: implementation at varying levels (primary and secondary school systems), the impact on negative behaviors in urban school settings, and the impact on exclusionary discipline data for student subgroups. The intent of this study was to determine the effect on exclusionary discipline practices on students with disabilities following the systemic implementation of Positive Behavioral Intervention and Supports (PBIS) best practices in an urban public school district."

Abstrct: "The study aimed to explore 10 current Baptist pastors' lived experiences on succession planning practices, characteristics crucial for an influential pastor, and why formal succession plans are nonexistent in Baptist churches. Data was collected via the Zoom platform, which recorded both the audio and visual portions of the semi-structured interviews. Participants answered three open-ended questions relating to the phenomenon of succession planning practices. The findings substantiate the fact that consistent succession planning practices are not in place amongst many Baptist churches. It is not unreasonable to assure that the lack of planning could lead to internal conflict, power struggles, loss of membership, and overall chaos in many congregations. Creating succession plans is essential and needs to be addressed in the church, training seminars, and seminaries."

Abstract: "his study examined the achievement gap phenomena through a theoretical framework of Critical Race Theory, specifically investigating the cultural concepts of Stereotype Threat and Cultural Ecological Theory. An instrumental, qualitative case study of Black students at a predominately white, affluent, suburban high school shaped the foundation of the research. The participants were 11th and 12th grade students, who identified as African, Ghanaian, Eritrean, or Haitian Americans. The basic findings of the study revealed that Black students experienced various stereotypes that influenced students’ perceptions of belonging and academic expectations. In addition, the study provided findings related to concepts of voluntary and involuntary immigrant acceptance of the social expectations of a settler society as defined by the principles of Cultural Ecological Theory.."

Abstract: "The experiences of African American women are often omitted in leadership literature. The literature that does focus on women mostly centers on the experiences of White women. In order to have a full understanding how women connect to leadership, it is critical to not only acknowledge how women with different identities experience leadership, but also how those identifies impact their journey. The purpose of this study was to understand the experiences of African American female senior level student affairs administrators, specifically looking at the role of confidence throughout their journey and the impact confidence has on their ability to lead authentically and make positive change in the workplace. Based on the foundation of intersectionality, this multi-pronged conceptual framework involved tempered radicalism, authentic leadership, and confidence. This phenomenological qualitative study explored the central theme of confidence. There were eight research participants who were at the time of the study senior level student affairs administrators at both public and private institutions of higher education across the country. The participants gave insight into how confidence impacted their professional journeys, their ability to lead authentically, and make lasting change. The lived experiences of the research participants help to shed light on how confidence is acquired and how it connects to leadership.."

Abstract: "With the proliferation of online courses and programs in the United States, contemporary problems regarding course and communication design have surfaced. There are two primary types of Internet-based classes: asynchronous and synchronous. Asynchronous classes allow students to connect with the material, fellow students, and the instructor at their pace and at a time that works best for them; synchronous online classes require students to be present online at a particular time and allow students to interact with the material, fellow students, and the instructor in real-time. Both types of online classes can foster transactional distance, a psychological distance that leads to feelings of isolation and can negatively impact retention, performance, and student satisfaction. This qualitative, single-instrumental case study investigated the relationship between the communication design of graduate, synchronous online courses, and levels of transactional distance and student satisfaction. The research was conducted by manipulating the communication design and course structure of two graduate American history and government classes. Data were collected through interviews, observations, and surveys. The findings support earlier research that showed the more structured a class is, the higher the level of transactional distance students experience."

Abstract: "The purpose of this study was to determine how early interventions impacted mid-sized urban districts affected by high student poverty in Ohio. Current research suggests that poverty affects a child’s readiness for school and that early learning experiences may be necessary for academic success. As the researcher, I sought to understand how districts identified as “similar” based on size, location, and student population are performing at such varying levels of success or lack thereof as evaluated by the State of Ohio’s District Report Card (Ohio Department of Education, 2019). This mixed methods study explored the impact of early learning interventions on academic success. For the qualitative portion, a series of observations and interviews were conducted to identify any common themes such as lack of time, resources, funding, and limited human capital to provide the needed interventions. For the quantitative portion, data was collected from the kindergarten readiness assessment (KRA) and the mandated third grade AIR test to determine what is occurring between kindergarten and third grade that may or may not be impacting test scores and student performance."

Abstract: "This dissertation researches Adverse Childhood Experiences (ACEs) and how teachers use their own experiences in their classrooms. Recent researchers have concluded that the prevalence of childhood trauma and can cause increased, long-term effects on individuals (Connor, Ford, Arnsten & Greene, 2015; Edwards, Anda, Felitti, & Dube, 2004; Edwards, Holden, Felitti, & Anda, 2003; Felitti, 2002; Felitti, Anda, Nordenberg, Williamson, Spits, Edwards, Koss, et al., 1998; Kalmakis & Chandler, 2014; Whitfield, 1998). Recent studies noted that children who experience at least one ACE are more likely to exhibit difficulties in their education (Duplechain, Reigner, & Packard, 2008; Forster, Gower, Borowsky, & McMorris, 2017), behavior (Hunt, Slack, & Berger, 2017) and physical health (Felitti, 2002). However, this study thoughtfully researches classroom teachers who have positive ACE scores (N ≥ 1) and how they manage and use these experiences to inform a classroom culture of trauma-informed care. This dissertation uses Felitti et al.’s original ACE work (1998) as well as Finkelhor, Shattuck, Turner and Hamby’s (2015) revised ACE questionnaire as a framework for the inquiry and descent into research."

Abstract: "This qualitative dissertation investigated issues affecting the dual enrollment participation rate of students from economically disadvantaged backgrounds, racial minority groups, and potential first-generation college-goers. Through semi-structured interviews, eight high school seniors, from underrepresented groups, shared their knowledge of Ohio's dual enrollment program, College Credit Plus. Culturally relevant teaching and culturally responsive leadership theory served as the framework to address the research questions: (a) Why are students of color, students from economically disadvantaged backgrounds, and potential first-generation college-goers participating in dual enrollment programs at a lower percentage rate than peers not from one of these groups? and (b) What strategies might local school districts, colleges, and universities employ to increase the participation of students who are underrepresented in dual enrollment? Study findings related to lower participation rates include insufficiencies in student knowledge, understanding, and encouragement or support; program qualifications; and access issues. Increasing dual enrollment participation of underrepresented students requires students taking ownership or responsibility for their learning and taking advantage of opportunities presented to them. In addition, school districts, colleges, and universities should develop strategies to provide personal communication and encouragement to reach these underserved groups."

Abstract: "The purpose of this qualitative research study is to identify factors that influence the disproportionately high number of Black boys identified as having an Emotional Disturbance disability during their school age years through the lens of the Critical Race Theory (CRT) framework. Using CRT as the framework for this study it allowed this study to advocate on behalf of Black boys and to potentially expose bias within our public education system. Through a two round interview process, key stakeholders in the public education system contributed their perceptions and assumptions of the school experience of Black boys. Specifically, those in urban districts and those with perceived extreme behaviors that impede their ability to learn at the rate as their White counterparts. The purpose of the student observations was to compare and contrast behaviors amongst students with an Emotional Disturbance (ED) disability in various academic settings. As well as, to identify commonalities, discrepancies amongst students, to support or attest to current literature and the information provided during the interviews, as it relates to Black boys with an ED disability. The responses from the interviews and the observations allowed me to bridge the gap and add to the current literature as it relates to the over-representation of Black boys identified as having an ED disability. The findings of this study also identified four major themes: misconception, environmental factors, Black boys and their behaviors and ineffective school-wide supports. Major themes emerging from this study gave a deeper meaning behind the impact has on the disproportionately high numbers of Black boys identified as having an ED disability in the public education system."

Abstract: "This study examined the impact of cultural norms on the learning experiences of Somali- born immigrant girls during secondary schooling in public high schools in the United States. Several studies show that among immigrants, girls are expected to adhere to family culture and traditions more closely than boys. There is limited research on the experiences of immigrant children, more so on immigrant girls. Gender determines the ways boys and girls are socialized at home, based on their native culture. In addition, gender impacts the identity of immigrant children, and adaptation in the cultures in their new schools. This study followed a qualitative approach. Eight Somali-born immigrant girls who had recently completed high schooling in six different high schools in Columbus, Ohio were interviewed. Six themes emerged from the data collected. The girls expressed feeling isolated, restricted, underrated, misjudged and embarrassed, overworked, torn between two worlds, and lumped. Overall, these girls experienced isolation, a deficit view and limited agency. "

Abstract: "This dissertation addressed the research question, what are the perceptions of African American male high school students in regard to racial disproportionality and disciplinary practices? This question was addressed through the perspective of African American male students in a school district in northeast Ohio. The topic and research question led to literature research topics such as, the discipline gap, zero tolerance policies, school to prison pipeline, and restorative justice. The study sought to address the gap in the literature with obtaining a student voice on the topics. Several themes emerged from the research. The themes are referrals and removals, equal treatment, and background and reputation. All participants agreed that they had been removed from a classroom by a classroom teacher for one reason or another. The participants also agreed that they believed that not all students in schools are treated equally. Along with this the participants believed that their background and reputation played a key role in the way they were disciplined compared to other students. Some participants even felt that situations that may have transpired as early as elementary and middle school have followed them to high school and still affect them negatively. The research led to implications for teachers, administrators, and students in connection to student discipline practices."

Abstract (2 paragraphs): "Within recent years seasoned collegiate recreation senior leaders have noted a concern relative to the skill level of their potential successors. As these directors near retirement there has been discussion within the industry as to how to best coach supporting staff in preparation for transition into the director role."

"The intent of this study was to seek a more focused understanding as to the on-going development practices of collegiate recreation professionals who supervise full time staff. Specifically, what common practices are being used to aid in skill development to allow for consistent advancement within the field. The research question used was: In what ways does the lack of the integration of competencies in professional development plans contribute to the lack of preparedness for promotion to a director role?"

Abstract: "This quantitative, quasi-experimental research study was designed to determine the impact of a computer assisted reading instruction program on the fluency rates and comprehension skills of third and fourth grade students with reading disabilities at an Ohio suburban-metropolitan elementary school. Pretests established the participants' baseline reading skills. The participants' reading progress was monitored, during twenty-week baseline and intervention periods, with weekly measures of fluency and comprehension. Posttests measured the intervention program's impact on the participants' fluency rates and comprehension skills. Results were evaluated through visual analyses of experimental data graphs and by conducting time series matched pair t confidence interval tests to determine the reading intervention program's impact on the participants' reading skills, as measured by AIMSweb reading fluency probes, STAR reading comprehension tests, and Woodcock Johnson IV tests of reading achievement. The study provided two potential benefits for participants, improved reading fluency rates and comprehension skills, and increased value-added measures of student performance on Ohio's Common Core State Standards tests; and a third unintended benefit, improved school district's and teachers' value-added evaluation scores on the Ohio State Report Card."

Abstract: "This research study looked at how high school core area teachers are trained in the area of formative assessment and the impact this has on the implementation of formative assessments in their classroom. The study was quantitative and relied on teacher self-reported survey data. This study found most teachers have knowledge of formative assessment, but lack the training the research indicates is necessary to properly implement formative assessments. There was little evidence in this study to indicate that training impacts the use of formative assessment in high school core area classrooms. "

Abstract: "The underrepresentation of the African American female superintendent is disappointing and calls into question the reasoning behind such despairing amounts. In order to address that issue, one must examine the history of the African American female superintendent, recognize the barriers that she faces, and inquire about her lived experiences. The purpose of this study was to examine the lived experiences of African American female superintendents. The research answers the question of what are the lived experiences of African American female superintendents in the state of Ohio with an emphasis on their career paths, barriers, perspectives and successes. Black Feminist Theory and Critical Race Theory represent the theoretical frameworks for the research. The qualitative approach to this research was a phenomenological case study. Data for this case study were collected from four current African American superintendents in the state of Ohio. The participant presented a variety of reasons why she felt there are so few African American female superintendents in the state Ohio. The lived experiences of the participants in this study expounded the strategies necessary for overcoming barriers, facing challenges, or striving for success."

Abstract: "The purpose of this quantitative study was to investigate the breadth of formative assessment strategies implemented by classroom teachers. Educators have been turning to the formative assessment strategies as a process of learning to engage students in learning and foster academic growth. This process is only effective if the strategies are incorporated into classroom lessons. In this study, 42 educators from Northeast Ohio who attended the same formative assessment professional development program completed a single survey. This survey was completed to gather information regarding the frequency of use of 15 formative assessment strategies. Strategies were categorized based upon three steps in an operational structure that frame the formative assessment process and if they are student- or teacher-driven. The data identified the overall frequency of use of formative assessment strategies, frequency of use of strategies by operational step, and frequency of use of student and teacher driven strategies. "

Abstract (1st paragraph): "This dissertation addresses approaches to closing the achievement gap for urban public high schools. High school graduation rates have been increasing, both nationally and in Ohio; however, this is not the case for all students. The problem addressed in this research is that graduation rates of African-American and Hispanic students in Ohio were not increasing at the same rate as those of White students within the past decade. The literature review indicated that poverty was not always a predictor of lack of academic success. Through qualitative case study methodologies, this research explored how three urban public schools in Ohio made significant gains in improving the graduation rate of African-American and Hispanic students. "

Abstract: "This qualitative case study explored the experiences of two principals at two urban school districts in Ohio during the No Child Left Behind era. Each principal was affected by NCLB sanctions yet successfully turned around a low-performing school. Critical Race Theory and Social Learning Theory were used as the conceptual frameworks. The case study involved six semi-structured interviews, as well as the use of survey questionnaires along with the collection of archival data. The intent of this study was to (1) investigate the impact of school sanctions on communities from the perspective of practitioners in urban settings who successfully transformed schools in the era of school accountability and (2) investigate the financial implications of NCLB sanctions on public schools."

Abstract: "This study was done as a qualitative, phenomenological case study into the lived experiences of 10 English Language Learners (ELL) in a suburban high school in Ohio. The purpose of this study was to explore the experiences of ELL high school students in order to learn how their school experiences impacted their perceived successes and future goals. Specifically in this study, I looked at ELL students at the high school level. I believed I would have the opportunity to look at students' goals and plans for after graduation and what defined success for them. This study contributes to teacher awareness and literature in the areas related to ELL students and how to better help them adjust socially, and to help them succeed. The data revealed three primary themes, each with subthemes that describe the phenomenon experienced by the students."

Abstract: "The purpose of this qualitative phenomenological study is to examine the self-perceptions and "lived" experiences of four African-American high school males who have been affected by the implementation of Zero Tolerance discipline policies in their middle to high school years. Through an interview process participants contribute their powerful voices of perseverance that bridge the gap in the literature on the racial disproportionality in discipline for African American males, the impact of discipline on self-esteem in African American young men, and Culturally Responsible Leadership. The participants identify the key factors that answer the secondary questions of how their experiences resonate with the constructs of Critical Race Theory and the School to Prison Pipeline and the internal and external factors that contributed to their perseverance. The findings also identify three major themes of isolation, misappropriated discipline, and the value of the African American high school male as human capital that have emerged and give deeper meaning to the impact of Zero Tolerance Policy on African American young men and the need for progressive leadership that embraces not alienates."