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The purpose of this phenomenological qualitative study was to explore how educators describe the impact of SEL instruction provided by the guidance counselor. Additionally, this study also sought to explore how educators perceive the supporting role they play in the delivery of SEL instruction alongside the guidance counselor. The overarching two research questions were: How do educators describe the impact of SEL instruction when students receive social-emotional learning instruction from the guidance counselor on a regular basis? How do educators describe the supportive role they play in the delivery of SEL instruction provided by the guidance counselor? The theoretical frameworks that supported this study were Bronfenbrenner's Ecological Systems Theory and Goleman's Emotional Intelligence Theory. Data collection for this study consisted of semi-structured interviews that were conducted with nine educators at a private school in West Tennessee. Each participant participated in a series of three interviews following Seidman's three interview protocol. The findings from this study identified eight themes: (a) social awareness, (b), relationship skills, (c), self-awareness, (d), value, (e), relationship with the guidance counselor, (f), support, (g), relationships, (h), benefits of guidance counselor teaching SEL. This study obtained data of the lived experiences of the nine educators that participated. Based on the results of the study, recommendations for future use included: increasing the number of participants in the study to obtain additional data viewpoints, broadening the scope of the study by interviewing educators at private schools with varying demographics and environments, and conducting studies including the guidance counselor. [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 achievement performance of English language learners (ELLs) continues to fall behind non-ELL peers. The problem is a lack of leadership guidance for teachers of English language learners (ELLs) to close the achievement gap between ELL and non-ELL students. The purpose of this basic qualitative research was to explore the perceptions and experiences of principals and teachers of ELLs regarding leadership's role in guiding teachers of ELLs to close the achievement gap in selected elementary schools in Illinois. A literature review revealed a gap in research addressing the exploration of leadership guidance for teachers of ELLs to close the achievement gap. The theoretical framework included servant leadership and instructional leadership theories. Two research questions were designed to explore elementary principals' and teachers' experiences and perspectives on leaders' guidance for teachers of ELLs to close the achievement gap in selected schools in Illinois. Eight principals and eight teachers were recruited utilizing criterion and snowball sampling from three Facebook groups with a membership of 3,500 teachers and 2,500 principals. The data instrument was a semi-structured interview protocol. Recorded Zoom interviews were conducted to collect data. Data analysis followed Braun and Clarke's six-step process. Results and findings revealed similarities and differences in leader and teacher perceptions. Participants shared an emphasis on fair resource access, while principals stressed money allocation and teachers stressed support and training. Principals, teachers, and legislators may use the results to revise programs and policies to help close the achievement gap for ELLs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

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

Academic freedom is an oft-invoked buzzword in debates about campus speech and the American university. But how have courts treated legal disputes where faculty members have invoked academic freedom as a potential constitutional interest? And how do faculty themselves conceptualize academic freedom? The similarities and differences between these two approaches to academic freedom are critical in a political and social climate where universities are a site of contestation. To examine these questions, this dissertation used a mixed-methods approach to academic freedom, drawing from both legal and social science research methods. The legal analysis found that federal courts have been inconsistent in how they consider academic freedom. Though the U.S. Supreme Court has spoken of academic freedom as a "special concern of the First Amendment," the Court has failed to definitively articulate whether academic freedom has constitutional protection. Lacking guidance, lower federal courts have applied academic freedom in contradictory ways. A survey of future university faculty members showed support for academic freedom in a variety of university contexts. Respondents also expressed concern that a lack of academic freedom has a chilling effect on university faculty. However, attitudes about academic freedom were tempered by politics--both in the partisan identity of the respondent and in the political content of a hypothetical professor's speech. Ultimately, this dissertation suggests that legal and professorial conceptions of academic freedom have multiple important differences. While courts have been reluctant to extend academic freedom protections to faculty governance, respondents felt that academic freedom was necessary in their interactions with colleagues and administrators. Conversely, while federal jurisprudence has held that public employee speech as a citizen on a matter of public concern is generally protected by the First Amendment, respondents were less likely to speak as citizens due to concerns about a lack of academic freedom. By blurring definitional boundaries, these differences may undercut the use of academic freedom as a primary justification for the protection of professorial speech. This dissertation concludes by emphasizing the limited nature of constitutional protection for academic freedom before offering avenues for future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

In light of evolving demographics, higher education institutions must guarantee that their programs adequately address the unique requirements of female students. These changes have considerable significance for program administrators as well. Nontraditional students, particularly females, grapple with the effects of role strain more acutely than their traditional counterparts. Role strain, characterized as "the perceived difficulty in fulfilling role obligations" (Goode, 1960, p. 483), presents a notable challenge for these students. Graduate programs must actively acknowledge and comprehend the ramifications of role strain on nontraditional female graduate students, implementing strategies and policies to alleviate and lessen these challenges. Goode's theory of role strain guided this qualitative case study. I thoroughly analyzed surveys from four participants and conducted semi-structured one-on-one interviews from the same four participants, all of whom were either current or graduated MBA or business MS students. Furthermore, I reviewed the participants' validated interview transcripts to ensure triangulation in the study. The focus of the research centered on understanding the influence of role strain on the success of nontraditional female business graduate students. The objective of this qualitative single case study was to comprehend the impact of role strain on nontraditional female business graduate students and explore ways graduate school administration could assist in alleviating and mitigating this impact. The findings highlight the necessity for graduate program administration and faculty to adapt and accommodate to the unique needs of this rapidly growing student demographic. The study demonstrates the importance of nontraditional female business graduate students sharing their experiences to guide, mentor, and support new and prospective students. Additionally, the findings also revealed that women enrolling in a business graduate program need to have a strong personal and professional support system in place, as well as strive to make connections with nontraditional female students further in the program or graduated from the program as an additional sort of support. The asset of having supports in place is crucial to navigate the role strain of adding the role of student to current life roles and responsibilities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This qualitative study explores the lack of African American students enrolled in AP Calculus courses in North Carolina public high schools. It considered the perception of student-counselor relationships, academic advising practices, and identity of high school counselor participants. In-depth interviews were conducted with three, African American, female high school counselors with five to twenty-four years of experience in high school counseling. The data yielded five domains: characteristics of a school counselor, expected duties of a school counselor, criteria to become an AP Calculus student, student-counselor relationships, and academic advising practices and the outcomes. From the domains, twenty-seven themes were generated: empathetic, open-minded, organized, flexible, creative, knowledgeable, serving the holistic needs of students, classroom guidance activities, non-counselor duties, resource, enrollments, interventions, advocacy, completion of prerequisite courses, exceptions to the rule, teacher recommendation, AP agreement, importance, trust, connections, race, alternatives, methods, encouragement, benefits, awareness, and partnership. Recommendations include update all stakeholders of the role and purpose of school counselors, professional development for school counselors, and an integrated curriculum for school counselors and administrators. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Refugees have a significantly lower rate of higher education enrollment than the rest of the population, which can contribute to continued dependency on donors and can lower their chances of geographical and social mobility. This study sought to investigate the obstacles and facilitators which can support refugee enrollment and success throughout higher education, and to implement a process to encourage their university journey. Participants and data collected in Cycle 1 consisted of Syrian refugee participants who live in one particular refugee camp in Jordan and who wish to pursue higher education but are unable to do so. Action steps were designed, implemented, and evaluated in Cycle 2 to create a new system of support, both financial and non-financial, to boost the continued enrollment of refugees at university. This new model of corporate support aims to view refugees as potential future assets for companies. It consisted of initial guidance sessions, a university scholarship, and continued one-on-one mentorship sessions with members of the management team and/or subject-matter professionals to help refugees succeed in university and explore the connections between what they are learning and the future workplace. The process of evaluating the results of the Action Research study included a series of interviews with mentors and participants, as well as a participant survey to capture the impact of the action study and to assess whether this study can be replicated at a larger scale and in different camps. The study concluded that this system of support which goes beyond financial scholarships to include mentorship and guidance sessions can support the refugees' success in university and help prepare them for the job market after university. The implications for the sector as a whole, and donor organizations, specifically, include a rethink on how aid is provided to refugees for the purposes of higher education, and for a reevaluation of how corporates and organizations should consider refugees, not as money sinks, but as potential future assets, thereby investing more resources, financial and administrative to support refugee 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.]

A committee comprised of the former state superintendent and educational leaders launched a unique high school program (pseudonym Connections) to support the delivery of a high school curriculum that would prepare students for college and careers. Students in Connections complete their 4 years of high school, supported by an Advocate who guides them in developing a personal plan to help them select courses and experiences. It was implemented in 2016 in one of 10 comprehensive high schools in a mid-Atlantic public school district. This phenomenological study explored 16 of these graduates' lived experiences. The research was conducted to help other researchers and those interested in evaluating what graduates find compelling in assisting them in preparing for college or the workforce. Participants were interviewed using a semi-structured protocol. Additionally, four key staff members and three business partners were interviewed. These supplemental interviews, as well as a researcher journal used to mitigate bias, provided data triangulation. Using Social Cognitive Theory as the Theoretical Framework and Positive Youth Development as the Conceptual Framework was used to analyze for a deeper understanding. The research addressed the participants' perceived value of various program aspects. Five themes were present in the graduate's experiences: (1) appreciation of college and business visits, (2) increased feeling of being well-prepared, (3) appreciation of dual enrollment, (4) appreciation of exploring career and college options, and ultimately, (5) elimination or reduction of stress. Sub-themes were also identified. Findings reinforce the value of having a formal Advocate position and business and college visits by students. Implications and recommendations for policymakers include providing additional funding for Advocates, improving how students receive credit for classes through demonstrating mastery, making it easier for employers to offer experiential opportunities, and providing more transportation. Future studies should consider including parents. They should also include graduates who attended all 4 years in person, who had adverse outcomes after they had completed college or 4 years in the workforce, and who are more representative of the school's population. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The problem addressed in this narrative inquiry study was that though transfer high schools' programs were designed to improve at-risk students' academic and future life outcomes there are aspects of the processes that have not been assessed. The purpose of this qualitative narrative inquiry study was to explore the narratives of transfer high school graduates regarding the risk factors and protective factors that influenced their academic and life successes. The theoretical framework that informed this study were Bronfenbrenner's bioecological theory and Casillas' ecological-transactional model of resilience. Purposive snowball sampling was utilized to obtain a sample of five New York City transfer high school graduates. The interview protocol was developed using a single overarching question to induce the narrative. Two interviews were conducted. The interview transcripts were coded manually to establish broad categories and hierarchical order. Then, NVivo was utilized to perform word frequency analysis, thematic analysis, and word cloud analysis for the raw data, code categories, and research questions. Findings indicated that trauma, mental health struggles, lack of support, isolation, and academic challenges were major risk factors that influenced transfer high school students' academic and life outcomes. Further, the key protective factors enabling transfer students to overcome challenges and succeed academically were caring relationships, a keen sense of community, external motivation, structural supports, guidance, and confidence building. Ultimately, this study demonstrated that with protective factors and positive learning environments, at risk transfer high school students can overcome challenges and fulfill their potential. The study informs stakeholders that academic achievement is possible for this population given proper multidimensional support. This study provided critical insights into creating nurturing, responsive school environments that enable at-risk students to thrive, not just survive. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This phenomenological investigation examined the experiences and knowledge of high school counselors in advising student-athletes on the NCAA college transition process. The study sought to gain a deeper understanding of the challenges, successes, and experiences of school counselors in supporting student-athletes during a critical transition period. School counselors often receive insufficient training in this area, resulting in a lack of adequate support for student-athletes to navigate the college transition process effectively and maximize their opportunities for postsecondary education (Paramo-Garfio, 2017; Vaughn & Smith, 2018). The research was conducted using interviews to capture the lived experiences and perspectives of nine Georgia high school counselors. The research examined school counselors' roles and their facilitation of advising student-athletes on the NCAA college transition process. The findings of this study may contribute to the existing literature and provide insights for improving support services and training programs for high school counselors working with student-athletes (Stahlke and Cranmore 2021). The study is concluded with recommendations for a comprehensive and collaborative approach in facilitating a successful college transition for student-athletes. [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 nursing program has had difficulty from the years 2015-2022 consistently meeting the national pass rate requirement during students' first attempts taking the National Council Licensure Examination for Registered Nurses (NCLEX-RN). The purpose of this qualitative study was to explore perceptions of recent traditional and nontraditional nursing school graduates regarding which evidence-based learning strategies and resources were most effective in leading students to be successful during their first NCLEX-RN attempt. Knowles' theory of andragogy was the conceptual framework for this study. Research questions involved traditional and nontraditional nursing graduates' perceptions of which evidence-based strategies were successful for them. Using a population of 35 spring and summer 2020 graduates from this nursing program, purposeful sampling was employed to obtain eight participants, of whom four were traditional and four were nontraditional. Data were collected by conducting one-on-one private and semistructured interviews. Using Braun and Clark's analysis, four themes were identified: effective classroom techniques, resources to prepare for the NCLEX-RN, consistent Health Education Systems Incorporated policies, and consistent faculty guidance. Based on these findings, a three-day professional development training program was created to review evidence-based teaching strategies that can promote learning for nursing students. Improving this school's scores on the NCLEX-RN will lead to positive social change by increasing availability of nurses in growing communities and improving the reputation of the school via improved enrollment rates. [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 school administrators, teachers, coaches, and guidance counselors, collectively termed as educators, are responsible for educating teenage students while preparing them for adult life. High school students culminate their education not just with a diploma, but also a decision about what to pursue as an adult. Although there is a common desire for students to succeed in whatever their chosen endeavors, there are limited structured interactions for educators to guide students to achieve their ambitions. In broad terms, teachers focus on their curriculum and instruction and guidance counselors focus on counseling and reporting requirements. The lack of intentional mentorship has compounded the difficulty students have in deciding what to do after high school. Students require more reliable information earlier during their high school years than what is typically offered (Cranmore et al., 2019; Johnson et al., 2016). Student situations are further compounded with school guidance counselors focused on mandated counseling requirements and teachers focusing on singular subject areas so that when students can work with an educator to plan for after high school plans, they have missed prerequisite opportunities that could have better aligned with their ambitions (Blake, 2020). Receiving limited information just prior to graduation causes students to either graduate high school unprepared, graduate underprepared, become reliant on a noneducational mentor(s), become self-reliant, set lower personal goals, or struggle to elicit mentorship from a trusted educator (Cranmore et al., 2019; Johnson et al., 2016; Robinson & Roksa, 2016). This capstone creates post-secondary mentorship and decision-making training for Florida educators and offers the use of a multiyear planning tool to focus students to identify their ambitions in personal, professional, and financial areas of interest. Mentorship and planning should enable students to understand themselves and their environments enhancing their potential to attain their full ambitions. The visualization provided in the planning tool leverages a concise chronological depiction so that educators and students can quickly identify decision points and prerequisite requirements; locate and eliminate friction points; and seize possible opportunities to assist each student to achieve his/her specific, achievable, realistic, and timely goals. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The problem addressed in this study was that poor performance in dual credit programs negatively impacts first-year community college student's academic progress, placing them at risk for unsatisfactory academic progress and jeopardizing their financial aid eligibility. The purpose was to understand the experiences of first-year college students enrolled in dual-credit programs in the context of academic probation and financial aid ineligibility. An interpretative, qualitative phenomenological design was guided by the cooling out theory. Eligibility requirements were 18 years of age and completing a minimum of 12 credit hours during dual credit participation and on academic and financial aid probation standing in their first semester of college. Qualitative data were collected from participant interviews. NVivo analysis was used to code and group the data to form categories. A thematic analysis strategy was used to examine the data and resulted in the findings for RQ1 as misunderstanding of the connection to satisfactory academic progress between dual enrollment and college, being unprepared for the transfer process, uncertainty in shared information, and minimal access to support. RQ2 revealed that participants' value of the information was basic, and limitations created opportunities for achievement. Lastly, RQ3 revealed that the first-semester transition was difficult and forced readjustment to alternative options to continue present. The challenges students admitted included lacking information about academic progress and financial aid eligibility, difficulty accessing resources, and feeling overwhelmed with the process. The value of the information received from participants was described as rudimentary, and there was a need for increased advising on transfer. Many students found it difficult to appreciate the value of the information before transfer because the details of the impact of their performance were not shared until they reached college, creating a challenge for them, as it surprised many. Despite their lackluster performance, many participants were confident they could improve their situation by adapting to the college's new environment and course introduction. Students in dual credit high schools need proper guidance and education beyond college rigor to transition seamlessly into college. Colleges should develop protocols to evaluate and help low performers succeed in their college transition. Future researchers should explore high school counselors' perspectives on the guidance and resources offered and college advisors' challenges in managing this population. Another recommendation is to review the number of advising appointments for high school students participating in dual credit. Future researchers might explore other dual credit or early college program cost models that allow participants to earn their college degree or obtain credit hours before graduating high school. [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.]

Within English supplementary tutoring centers in China, the professional development teachers are afforded is limited due to time constraints and the qualifications of teacher trainers within those centers. To facilitate a novel means of engaging teachers in their professional development related to guided reading, an innovation configurations map was introduced to teachers at two centers in southern China. This map is composed of six configurations that would foster teachers' understanding of what comprised effective guided reading classes. They include a focus on prior knowledge, vocabulary, reading skills and strategies, reading comprehension, class discussion, and written expression. Implementing the innovation configurations map for guided reading at the two centers occurred with head teachers and key informants from both centers. Other teachers participated to varying degrees based on their interests and availability. Using a qualitative case study methodology as part of an action research project, six strands of data were collected to assess how teachers used the map and what lessons were learned. These strands are institutional documents, interviews with participants, participant observation of academic meetings, direct observation of key informants' classes, and education journey maps detailing participants' experiences in using the innovation configurations map. For roughly seven months, the participants worked on developing their understanding of how to use the map and apply it within their contexts. They built this awareness within their activity systems with guidance and support from their colleagues and me. The contingent and responsive help teachers received was crucial in ensuring they understood how to use the innovation configurations map and their willingness to do so. Without that support and guidance, teachers were ambivalent about the use of the map and used it minimally or not at all. The findings, thus, indicate that for teachers to be willing to develop themselves professionally and use the innovation configurations map, they require ongoing support and guidance based on their needs to ensure they may do so effectively. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study examined higher education instructors' lived experiences using learning analytics data to make sense of and improve their online course design. Mishra and Koehler's (2006) Technological, Pedagogical, and Content Knowledge (TPACK) served as the theoretical framework for this study, providing a lens for understanding how faculty apply professional knowledge when interpreting learning analytics and revising online courses. Eight faculty teaching online at public and private universities and community colleges within the United States participated in semi-structured interviews. The data were analyzed using Interpretative Phenomenological Analysis. Resulting themes were considered within the extant literature on faculty use of learning analytics and faculty course design experiences. The findings of this study suggest that a) faculty engage their professional knowledge to assign value and meaning to learning analytics; b) faculty have a complex and multidimensional relationship with learning analytics data; c) guidance and transparency promote faculty confidence in interpreting and using learning analytics; and d) faculty synthesize learning analytics and other evidence to make course design revisions iteratively. This study contributes insights into how faculty relate learning analytics data to their unique online course design, what learning analytics they find most meaningful, and what design changes they consider based on learning analytics data. It holds implications for campus academic leaders, instructional designers, institutional researchers, and educational technology developers to better support faculty in using learning analytics to improve online courses. [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.]

Counselors interact with every student on their campus and impact student outcomes. The researcher examined the predictable relationship between counselors' demographic factors, job-related and professional-related factors (Texas Counseling Association, 2018), and student discipline outcomes (Texas Education Agency, 2021).The researcher used secondary data in the form of discipline frequencies, counselor gender and race of counselors, the Council for the Accreditation of Counseling and Related Educational Programs (CACREP) accreditation status of the counselor's master's program, counseling licensure, counselor ratios, and the time counselors spend providing services within the Comprehensive School Counseling Program. This correlational research design allowed the researcher to examine the relationship between variables (Gay et al., 2012), using correlational statistics. The predictable relationship between the time counselors spent working in the service delivery domains of Comprehensive School Counseling Programs and Discipline Outcomes was examined (TEA, 2021). The researcher used multiple regression to analyze secondary data. The investigator used counselor demographics, School Counselor Use of Time Analysis (SCUTA) Reports, and Discipline Reports. The amount of time counselors spent working in the service delivery domains was acquired from the target ISD. SCUTA, an evidence-based school counseling program, identified the amount of time, work, and activities of counselors. Senate Bill 179, was passed by Governor Abbot in alignment with The American School Counselor Association (ASCA, 2019) National Model, required school counselors to spend a minimum of 80% of their work time on duties within the components of a comprehensive school counseling program (TCA, 2018). SCUTA provided school counselors with the ability to clearly illustrate the nature of their work and school needs with supervisors and stakeholders.The researcher found a statistical significance that added to the existing body of literature. Ethnicity was found to be negatively related to student disciplinary outcomes. Additionally, among the job-related factors, school counselor-student ratio was found to positively relate to student discipline outcomes (r = 0.434, p < 0.001). The variable time delivering Developmental Guidance and Counseling Program was found to be significantly related to student discipline outcomes (r = 0.056, p > 0.05). [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 served as a case study that examined the impact of a districtwide system of support drawn from existing literature and organizational structure and management. The identified framework, the Limelight County College and Career Readiness Intervention (LCRI) Framework, utilized the Plan, Do, Study, Act (PDSA) cycle of improvement science. Three reoccurring themes or focus areas were identified as significant: curriculum instructional framework redesign, comprehensive guidance, and professional development. While the study's findings are constrained by the density of the data gathered within a limited time frame, the findings provide many opportunities for longitudinal studies and confirm the integrity of the intervention framework. The findings also indicate that the framework must be implemented with fidelity to sustain these gains. Since the research on structured supports from a district perspective is limited, it would be beneficial for educational institutions and practitioners to continue to seek understanding on providing pathways that will ensure student success and cultivate communities of change. Doing so will ensure that students continue growing and communities continue to thrive. Thriving children will continue to fish for the rest of their lives. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Cyberbullying has been called a public health concern (Achuthan et al., 2023; Cheng et al., 2023; Patchin et al., 2023) and continues to be an issue that plagues students throughout the country (Hindu et al., 2022). The purpose of this study was to investigate the guidance and policy offered by federal legislators, state legislators, and school district administrators intended to support schools with the prevention and remediation of cyberbullying. The document analysis method was employed to drive qualitative research to learn about the influence of policy offered at each level of legislation and policy on the subsequent levels of legislation and policy. The central question that guided the current research was: How does federal guidance influence state policy and local policy on cyberbullying education policy? The related sub-questions were: (a) What federal guidance has the U.S. Department of Education issued to states about cyberbullying in the last 10 years? (b) What influence has the federal guidance had on the development of state-level policy/guidance in the states of Alabama and Colorado? (c) How do the local large urban districts respond to state guidance on cyberbullying? Federal, state, and local public records on cyberbullying as well as guidance documents and other public communications were used to answer the research questions. After reviewing all data collected, the researcher determined a consistent theme throughout the documents reviewed that education federalism affected policy and procedures at the federal level, state level, and even at the level of local school districts. The other themes that emerged included the prioritization of stakeholder communications and engagement and the importance of state legislative action. The researcher made three major recommendations based on the data collected: (a) Learn from states and localities to diffuse innovations in cyberbullying prevention and response. (b) Further empower states and localities to adopt robust and effective cyberbullying laws, procedures, and policies by updating federal technical guidance. (c) Consider creating a federal definition of cyberbullying. [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.]

Low degree completion rates are a critical problem at rural community colleges. In 2023, only 36% of students who enrolled at a community college in 2017 had earned a credential in the past six years (National Center for Education Statistics, 2023a). Academic advising is critical to help students navigate the confusing pathways of higher education. However, rural community college advisors have large caseloads and insufficient resources to assist their unique demographic of students adequately. This study explored how rural community college students describe their self-determination in college due to their academic advising experience. This study used a single case study design to understand how rural community college advising impacts students' desire for autonomy, feelings of competence, and sense of relatedness. I used purposeful criterion-based sampling with maximum variation to select four participants at a small rural community college in Texas to participate in the study. I collected data by conducting individual semi-structured interviews with four student participants. Additionally, I collected correspondence through emails and text messages between participants and their advisors and gathered documents advisors gave them in person or through email. I analyzed my data using a within case analysis to determine the themes across all participants. Analyzing the lived experiences of students' academic advising experiences allowed me to identify commonalities in the development of students' self-determination due to their advisors. As a result, I uncovered the following three findings. First, returning students sought autonomy by actively participating in their educational journey while considering their work and family responsibilities. Second, despite a desire for autonomy, returning students needed specific guidance from their advisors to increase their level of competence. Third, returning students' sense of relatedness grew through the development of rapport fostered by their advisors' support. This research benefits academic advisors, higher education administrators, returning rural community college students, and future researchers related to the development of rural community college advising policies and practices to support student persistence and completion. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this qualitative, descriptive study was to explore how STEM professionals described the influence of collective impact conditions on their educational ecosystems for high school students in the US. The framework was collective impact as supported by transformational leadership theory. The research was guided by five research questions: How do STEM professionals who lead an educational ecosystems involving high school students describe the influence of (a) a common agenda, (b) shared measurement, (c) mutually reinforcing activities, (d) continuous communication, and (e) backbone support on their initiatives? The sample included 22 US STEM leaders. The adult participants led STEM initiatives with at least three organizations and had worked in a STEM field for at least five years. Fourteen participants took part in interviews and eight participated in two focus groups (i.e., four in each). The data were analyzed using thematic analysis. The results indicated the most established practices were having a common agenda, implementing mutually reinforcing activities, and developing continuous communication. Most participants were seeking guidance to develop shared measurement and secure backbone support. Participants understood the need to collect data to determine their ecosystems' outcomes but struggled to do so. Hiring staff was dependent on the ecosystem's backbone support, and participants were seeking the funding streams and support to grow and sustain their ecosystems. This study added to the academic research on collective impact and demonstrated that such an initiative aligns well with the practices needed to lead a STEM educational ecosystem. [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 most worldly phenomena can be expressed via language, language is a crucial medium for transferring information and integrating multiple information sources. For example, humans can describe what they see, hear and feel, and also explain how they move with words. Conversely, humans can imagine scenes, sounds, and feelings, and move their body from language descriptions. Therefore, language plays an important role in solving machine learning (ML) and artificial intelligence (AI) problems with multimodal input sources. This thesis studies how different modalities can be integrated with language in multimodal learning settings as follows. First, we explore the possibility to integrate external information from the textual description about an image into a visual question answering system which integrates the key words/phrases in paragraph captions in semi-symbolic form, to make the alignment between features easier. We expand the direction to a video question answering task. We employ dense captions, which generate object-level descriptions of an image, to help localize the key frames in a video clip for answering a question. Next, we build benchmarks to evaluate embodied agents to perform tasks according to natural language instruction from humans. We introduce a new instruction-following navigation and object assembly system, called ArraMon in which agents follow the natural language instructions to collect an object and put it in a target location, requiring agents to deeply understand referring expressions and the concept of direction from the egocentric perspective. We also suggest a new task setup for the useful Cooperative Vision-and-Dialog Navigation (CVDN) dataset. We analyze scoring behaviors of models and find issues from the existing Navigation from Dialog History (NDH) task and propose a more realistic and challenging task setup, called NDH-Full which better appreciates the purpose of the CVDN dataset. Finally, we explore AI assistant systems which help humans with different tasks. We introduce a new correctional captioning dataset on human body pose, called FixMyPose, to encourage the ML/AI community to build such guidance systems that require models to learn to distinguish different levels of pose difference to describe desirable pose change. Also, we introduce a new conversational image search and editing assistant system, called CAISE, in which an agent helps a user to search images and edit them by holding a conversation. [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 high-school advising is essential to ensuring access to higher education. However, while efforts are being made in a number of areas to improve access to higher education, there has not yet been enough work done to assess the impact of DEI initiatives on post-secondary advising and, in turn, on college access for underserved students. Thus, in an attempt to start filling the knowledge gap concerning the impact of DEI-focused post-secondary advising on college access, this study sought to explore how and if single New Jersey school district's efforts in DEI have had an impact on its post-secondary advising processes. Specifically, this study sought to better understand the impact of DEI work on schools' post-secondary advising process, including how such work can change systems/processes in schools to improve student access to post-secondary education. This study utilized a mixed methods approach to collect and analyze the data, with two research questions utilizing a qualitative approach and one utilizing a quantitative approach to best understand the data. Research Question 1 focused specifically on the advising process and the guidance department; in other words, it focused on the direct experience that a student would have in the Strawberry Mountain School District. Research Question 2 examined the district as whole, including all of the various components that would enable students to access and pursue post-secondary education. Research Question 3 sought to achieve a metric for district success by comparing SMSD results to State of New Jersey results utilizing the accountability measures found in the annual New Jersey School Performance Reports. After analysis of the combined quantitative and qualitative data, the study was able to conclude that changes were, in fact, made and that the SMSD vision was successful in changing the culture of post-secondary educational access for this specific district. [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.]

Children throughout the United States often experience negative emotions that stem from childhood trauma in the home environment. Does trauma affect the development of the brain resulting in misbehavior and academic underachievement? The study will examine behavior and academic achievement in grades 4-6 for students experiencing childhood trauma. This mixed study focused on collecting qualitative and quantitative data from teachers in grades 4-6 in the format of a questionnaire and various data reports. The outcome obtained from the research problem revolves around 12 research questions. Findings suggest trauma is not a factor in academic achievement and behavior except in the case of Encase 21 mathematics assessments. Results from the questionnaire suggest teachers do see trauma as a factor in academic achievement and behavior. The use of intentional professional development and guidance from the school counselor helped contain student behavior and academic achievement. [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.]

Ten high school special education teachers were interviewed on their perceptions of the process in place for transitioning students with mild to moderate autism spectrum disorder (ASD). In many cases, it was determined that although through individual education plans (IEP), students with mild to moderate ASD were provided accommodations and modifications in education, there were little to no guidelines in place for transition planning for students with mild to moderate ASD. The focus of this research was to determine teachers' perceptions of their own efficacy in transitioning students with ASD along with their perceptions on how well-prepared these students are for life beyond high school. It was determined that teachers' self-efficacy is hinged upon the success of their students. Additional areas of concern for participants were insufficient funding and resources, getting enough community involvement, and inconsistent transitioning practices. Policy that dictates education on the following will aid in successful transition: Early Planning; Communication Plan; Educate Parent/Student on ADA laws; Community Incentives; Teacher Pre-Service Education; Periodic Professional Development; and Educate Parent/Student on 504 Plan throughout the school experience. [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.]

Background: Collegiate recovery programs (CRPs) aim to support the unique needs of students in recovery, promote academic success, and facilitate psychosocial development (i.e. coping, self-efficacy, differentiation of self, self-acceptance, and quality of life). Strategies used to achieve these goals vary considerably based on the culture of the program and host institution and available resources. Objectives: This study examined the relationship between CRP structure (i.e. program requirements vs. available resources/supports without requirements), students' perceived support, and student engagement, and indicines of psychosocial development and adjustment. This study explored how CRP structure, perceived support, and engagement impacts indices of psychosocial development and adjustment differently based on the moderating effects of recovery capital, length of recovery engagement, and family functioning. Finally, this study sought to better understand the variables used to measure CRP structure, perceived student support, and student engagement as they were unvalidated measures developed specifically for this study based on existing CRP literature. Methods: 134 students from 32 different CRPs participated in this cross-sectional study. Data was collected through an anonymous online survey. Linear and moderation regression analyses were used to examine the relationships between CRP structure, students' perceived support, and student engagement and indices of psychosocial development and adjustment. Exploratory factor analysis was used to further explore the independent CRP variables developed for this study. Results: Results revealed relationships between the CRP and indices of psychosocial development and adjustment, but yielded no moderating effects, a surprising finding considering the extensive developmental literature suggesting otherwise. Further examination of the CRP variables suggested perceived support may be associated with personal identity (i.e. sexual orientation, racial and ethnic identity, and gender identity), companionship support (i.e. a sense of belonging), and informational support (i.e. problem solving). The available resources for students (but not program requirements) may also be associated with informational supports that help students solve problems and receive guidance from others. Conclusion: Results highlight important considerations for program development and best practice. Results also highlight the need for more research on measurements of CRP structures, supports, and engagement to better understand the strategies most effective in helping CRPs achieve their goals. [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 theoretical sampling, focused on those who could best inform the theory, the participants in this study, all Latina women, consisted of two program "Tias" (Aunties), currently teaching and mentoring in the "Abuelas Preparando a los Ninos Para La Escuela" [Grandmothers Preparing the Children for School], or APPLE program, and 14 past graduates. The only education the program graduates had before APPLE was in their home countries prior to immigrating to the United States. Beginning with a description of the type of care they provided to children before they participated in the APPLE program, the participants explained how the structure and content of the program transformed their practice from mother/babysitter to teacher, enabling their children to function successfully in the Eurocentric system of schooling while otherwise maintaining their existing culture. Key to this transformation is a professional development program that condenses significant content knowledge of child development, child guidance, pediatric health and safety, curriculum studies, and business practices; all made accessible to the participants in a manner that connects with their emotions as well as their minds while making the learning engaging and fun. Despite evidence of altering the Latinx culture, the participants consider the transformation they experienced as an acculturative positive change in themselves and the educational care they provide for the children that in no way diminishes their culture; instead, they consider it an opportunity for them to improve society through their new knowledge. [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 COVID-19 pandemic abruptly transformed the landscape of higher education. The urgent nature of procedural changes in academic and administrative higher education services did not exempt leadership, faculty, or staff from their legally mandated responsibility to provide equal access to the educational environment for students with disabilities as outlined within title II of the Americans with Disabilities Act Amendments Act (ADAAA). The purpose of this study was to explore the strategies used by disability services professionals to implement the ADAAAA during the COVID-19 pandemic. Sources and preferred formats of policy guidance were explored. The priorities of department, division, and institution-level leadership as potential influencing factors of DSP decision-making were also examined. The study applied Lipsky's theory of street-level bureaucracy to the higher education environment, with a focus on professionals who are responsible for implementing the ADAAA through the provision of academic accommodations for students with disabilities--higher education disability services professionals (DSPs). Street-level bureaucracy proposes that the decisions individuals responsible for the day-to-day actions of policy implementation may create policy that greatly differs from the intent of policy-makers (Lipsky, 2010). In the absence of federal regulations on how to implement the ADAAA in higher education during the COVID-19 pandemic, DSPs must gather resources independently to aid in the creation of best practices to maintain institutional compliance and to ensure that students with disabilities receive access to remote learning and institutional resources. A 13-question survey instrument was emailed to the target population of disability services professionals who were listed in the membership directory of the Association on Higher Education and Disability (AHEAD), resulting in a survey population of 2,204 AHEAD members. A convenience sample of 353 completed survey responses was obtained. Descriptive statistical methods, frequency distribution and cross tabulation were performed to analyze survey data. The study found that information from AHEAD was highly valued for implementation guidance among DSPs during the COVID-19 pandemic, as indicated by 64.6% of subjects who selected AHEAD community postings, listservs, webinars and virtual conferences as their primary resource (Table 6). Of the ADAAA implementation guidance resources available, DSPs indicated a preference for listservs/community board postings (38.8%). Direct communication with a self-selected peer network of DSPs was also among the most preferred formats of policy guidance (26.9%). DSP's highest ADAAA implementation priority aligned with their report of department level highest implementation priority across all categories (Carnegie classification, enrollment size, and geographic region). The highest ADAAA implementation priority at the DSP and department levels was providing accommodations during emergency remote learning. DSP's perception of differing ADAAA implementation priories emerged at the division and institution levels. Division-level ADAAA implementation priorities varied by Carnegie classification and enrollment size. Institution level implementation priorities varied by Carnegie category, enrollment size, and geographic region. [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 two-phase study examined the educative features of upper elementary Eureka Math curriculum as well as examined take-up of those educative features in two classrooms at each grade level. Using an analytical framework based on Males (2011) and Quebec Fuentes and Ma (2018) in the first phase, I coded the educative features of a module at both the third- and fourth-grade levels for educative features for the category of content knowledge (Shulman, 1986) being addressed, the location of the feature in the lesson, and the type of guidance (Enactment or Rationale) being provided. An examination of the data in this phase revealed that most educative features addressed "Pedagogical Content Knowledge for Mathematics Topics," was located in the Concept Development of the lesson, and provided guidance for enacting the feature. In the second phase, using two target lessons at each grade level, I identified key educative features to follow through the phases of curriculum use (Stein, Remillard, & Smith, 2007) in order to examine the take-up of those educative features by practicing teachers. An examination of the data in this phase revealed differences and similarities in take-up of educative features. In particular, differences in take-up of Enactment Guidance for Experiences seemed to heavily influence differences in take-up of Enactment Guidance for Facilitating Discourse and Enactment Guidance for Participation Structures. Additionally, similarities in take-up of Enactment Guidance for Representations and Enactment Guidance for Developing Mathematical Terminology were revealed across teachers at the same grade level. Implications for curriculum development and recommendations for further research are offered. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

While research on motivation in second language acquisition is copious and the interest in undocumented youth within the education field is growing, there is a need to closely examine the intersection of being both undocumented and an English Learner (EL) and how this intersection often limits ELs, especially those in underserved schools. Using ethnographic methods, this dissertation documents the educational experiences of thirty-one Spanish-speaking ELs in a predominately of color, urban, working-class high school in the southeastern United States. EL participants were ages fourteen through twenty with varying non-citizen immigrant statuses. Semi-structured interviews and field notes were collected during the 2017-2018 school year, with follow-up interviews conducted eight months after nine participants had left high school. This study uses a desire-centered theoretical approach (Tuck, 2009), which highlights the complexities and contradictions of lived experience instead of focusing exclusively on the damage and trauma that often frames marginalized voices as depleted and helpless. The study categorized the desires that emerged into "intertwined" and "vital" desires. Intertwined desires include undocumented ELs yearning to learn English and graduate high school to gain social capital in the United States and as a contingency plan in case of deportation to their native countries. Additionally, undocumented ELs desire more inclusive school spaces where they are not alienated because of language and nationality differences. As a result of these gaps in academic and emotional support, ELs fostered solidarity and peer mentoring. Vital desires include safety, connection, and guidance. Since limited English abilities and undocumented status are often barriers to college and career opportunities, undocumented ELs desire guidance as they make decisions about life after high school and stronger connections with peers and family as they contend with the uncertainty of a non-legal status. The study recommends investing in healing-centered, culturally-sustaining curriculums and highly-trained educators among other interventions for policy and 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.]

The purpose of this qualitative case study was to examine the perspectives of central-office and building-level administrators in Carbon County regarding social and emotional learning (SEL), implementation of SEL programming, and possible policy guidance and support administrators would desire from the State of Wyoming. This study utilized the lens of pragmatic constructivism as defined by Morrow (2005) and Gordan (2009) to guide the design and methods of the case study and solidify the conceptual framework, which reflects the recursive nature of education policy, accountability, and educational leadership that have influenced SEL and, thus, our students and communities. The study utilized an electronic questionnaire consisting of eleven open-ended main items with two follow-up questions for clarification. The study was piloted in June 2020 and administered in August 2020. Follow-up questions were asked during member checking in both the pilot and the case study. The focus during the member checking was to review answers given regarding SEL, accountability, leadership, and possible guidance from the state. The respondents had opportunity to add or clarify their answers in any of these main areas. [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.]

Health Information Technologies (HIT) are becoming increasingly integrated into patient care and nursing practice. The literature notes that the incorporation of these technologies is not only having an impact on the skills required of bedside nurses, but on nurse leaders from the unit-level to executive positions. Past research has resulted in recommendations for nursing informatics (NI) competencies for nurse leaders. However, there has been little guidance on whether these skills are perceived as relevant at all levels of nursing leadership and if they adequately address the range of competencies that nurse leaders' believe they need to successfully support HIT-related initiatives. In this study, we examined nurse leaders' perceptions surrounding NI competencies using qualitative methods to account for complexity and organizational context. An electronic survey presented established NI competencies to nurse leaders at four different levels of leadership within a large academic medical center to assess perceived relevance. The results of the survey were validated through interviews with key informants, and indicated which NI competencies were perceived as relevant for each leadership role and the contextual factors that influenced participants' perceptions. These insights informed the development of role-specific NI competency lists and provided insights on how competencies may be tailored to align with the context of specific roles and team dynamics. Additional findings included role-specific challenges understanding NI competencies, the importance of leadership behaviors in supporting NI, how functional unit culture may impact perceptions of competencies, and the need to support nurse leaders in developing NI competencies. Contributions from the research include role-specific NI competency lists and qualitative methodology that accounts for organizational context. Study findings also offer new insights to the literature and provide guidance on future areas for research: factors nurse leaders' associate with competency relevance, issues with comprehension of NI competencies, and how local culture may influence perceptions of competencies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The underrepresentation of females in science, technology, engineering, and mathematics (STEM) programs, in particular, minority females such as Latinas persists. Multiple studies have addressed such lack of presence by recriminating their race and gender. Fewer researches have focused on Latinas' assets and their leadership adopted throughout the college pathway to successfully attain their degree. This qualitative inquiry sought a better understanding of ten Latinas' college experiences as it relates to their persistence and influence of race influencing their STEM degree attainment at two Hispanic-Serving Institutions (HSIs). Focusing on the role that peers, faculty, students support services, and family play in Latinas' college persistence, the findings of the study revealed the guidance and formative role that faculty and students support services have on Latina students both to support them academically and professionally. In addition, the study found the critical role that peers and family play for Latinas by providing emotional support to help, motivate, and inspire them becoming part of their success as STEM college students. Finally, the study concluded that Latinas use multiple strategies and resources (e.g., finding another Latina peer, participating in on-campus organizations, and finding an informal mentor) to meet the program requirements, adjust socially and academically to the campus, and expand their social network. The findings of this study demonstrated the importance of different stakeholders (e.g., peers, professors, and family) for Latinas' persistence in STEM at two HSIs. To improve Latinas' self-perception in male-dominated disciplines, further qualitative studies should analyze the hiring practices of STEM faculty, the role of Latina faculty mentors, the counterspaces or safe spaces created to navigate the college experience, and the leadership adopted within their field. [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 explore the variables that might affect the learning outcomes of a serious game for disaster preparedness. Literature review in the field has revealed a number of variables that might have effects on the learning outcome with serious games, including: prior knowledge, in game guidance, gaming frequency, and playing skills. However, there has been no study on the relationships and effects between the types of knowledge (i.e., declarative, or procedural) used in serious games and the intended learning outcomes. Using disaster preparedness as a learning context, this study examines the two types of knowledge: (1) declarative (i.e., learners' ability to retain facts and information); and (2) procedural knowledge (learners' ability to perform actions and procedures), and their relationships with the learning outcomes of a serious game. The research question was: "To what extent do: prior knowledge, in-game guidance, and gaming frequency, predict the learning outcomes, in the forms of declarative and procedural knowledge of a disaster preparedness serious game?" This study was conducted in two stages. In stage one, participants played a serious game in either the fully or partially guided mode to learn to assemble an emergency supply kit. Data collected in this stage included participants' prior knowledge on disaster preparedness, the types of in-game guidance received, and their game-playing frequency. In Stage Two, the participants played an assessment game, in which they needed to gather emergency supplies and prepare for a disaster in a new town. Data collected in this stage included their declarative and procedural knowledge. Declarative knowledge was measured by the number of correct items a participant has gathered, and procedural knowledge was measured by the Expert Similarity Index (ESI), a method that compared the performance similarities between a participant and a designated expert. At the end of Stage Two, all participants completed a qualitative picture test and provided answers for the researcher to better understand their in-game decisions. In total, sixty-two participants completed the study. Separate multiple regression analyses of whether (1) prior knowledge; (2) in-game guidance; and (3) gaming frequency were significant predictors for learning outcomes in (a) declarative, and (b) procedural knowledge were conducted in SPSS. An interaction between prior knowledge and in-game guidance was added into the multiple regression model as an independent variable to examine whether a moderator effect existed. Results showed that gaming frequency was not a significant predictor for either declarative or procedural knowledge. Whereas, prior knowledge and its interaction term with in-game guidance were significant predictors. In-game guidance was a significant predictor for declarative knowledge, as well as the procedural knowledge at higher rounds of the gameplay. The significant interaction term between prior knowledge and in-game guidance revealed a moderator effect, indicated that the relationship between a participant's prior knowledge and learning outcomes was moderated by the (partial or full) guidance received in-game. Findings further revealed a "learner planning effect" in this study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Sexual violence is a significant problem on college and university campuses in the United States affecting large percentages of students during their studies and later in life. To confront this alarming issue, the United States Department of Education's Office of Civil Rights issued new guidance under Title IX of the Civil Rights Act of 1964 to colleges and universities beginning with the "Dear Colleague Letter" in April of 2011. The guidance was broad and included a requirement for institutions to identify faculty, staff, and students to serve as Mandatory Reporters based on the types of relationships which they have with students. The purpose of this study was to determine the degree to which Hometown University is meeting its organizational goal of creating a safe learning environment for students. Knowledge, motivation, and organizational influences affecting Mandatory Reporters were identified using the Clark and Estes (2008) gap analysis model. Interviews and document analysis of participant reflections revealed four themes elucidating two knowledge influences, two motivation influences, and two organizational influences. Additionally, this study recommended a comprehensive learning and training program for Mandatory Reporters to address the identified knowledge, motivation, and organizational gaps. The recommended training program implementation and evaluation is guided by the Kirkpatrick and Kirkpatrick (2016) New World Model for Evaluation, and the four levels of implementation and evaluation tools are detailed. Finally, recommendations for further research are presented. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Campus sexual assault is a significant problem in the United States, affecting a large proportion of college students, most of whom are women. Recognizing the widespread nature of campus sexual assault and its negative impacts on students' education, the Dept. of Education under the Obama Administration took action. In a 2011 directive known as the Dear Colleague Letter, the Office of Civil Rights (OCR) at the Department of Education outlined specific guidance on Title IX, detailing a number of policies colleges and universities that receive federal funding should enact in order to support campus sexual assault survivors/victims and maintain Title IX compliance. If students believe their school has failed to protect them from campus sexual assault, they may bring a complaint to OCR under Title IX and trigger an investigation. In 2017, the Trump Administration rescinded this guidance, though the OCR complaint mechanism remains in place. Despite several years of enforcement, there is little research on the effectiveness of this complaint mechanism, particularly from the standpoint of those who have accessed it. This study interviews campus sexual assault survivors/victims who have filed complaints through OCR, survivors/victims who chose not to file a complaint, and university administrators. Survivor/victim advocates are also focus grouped. Through these qualitative data, this study seeks to build a theory that explains the characteristics of a relationship between survivors/victims and the Federal Government that provides survivors/victims with justice. What results is the just prevention theory, which argues that genuine justice for survivors/victims must be pursued through the lens of prevention. The study concludes with a set of policy recommendations to inform future policymaking that better addresses campus sexual assault in the United States. [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 determine if K-12 public school students are receiving adequate college and career readiness guidance (CCR Guidance), and, if not, to characterize the nature, extent, and cause of the shortfall. Adequacy is defined as the ability of students to meet with a CCR Guidance counselor; the counselor's willingness to get to know students individually; the counselor having the skills and resources necessary to assist students; and the counselor having the information necessary to provide useful advice to students and their families about postsecondary education, the military, and entering the workforce. In addition to a review of the pertinent literature, a census survey of high school counselors, as well as district- and school-level administrators, was conducted in Pennsylvania, Virginia, and the District of Columbia (Study Area). The study concluded that students in the Study Area are not receiving adequate college and career readiness guidance in large part due to high counselor caseloads; limited counselor training in CCR Guidance; poorly defined counselor responsibilities; and limited organizational support, especially in the areas of goal setting, evaluation, and constructive feedback. Little variation was found when the survey data were disaggregated by-state and by-district type (urban, suburban, or rural), suggesting that the identified issues are pervasive. Further study to determine the generalizability of the findings beyond the Study Area is recommended. A fundamental redefinition of the role, oversight, and training of counselors, as well as caseload relief, is recommended. [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.]

Increases in the number of enlisted veterans transitioning from active duty to the civilian world have drawn attention to a need for research in terms of unemployment to examine how separated service members experience transition from their perspective. Fifteen separated enlisted veterans from four of the five military branches were selected and interviewed in this study. The focus was to understand better the complexities of reintegrating into the civilian workforce, as experienced by veterans from the enlisted military population. By using qualitative methodologies including exploratory interviews and a focus group, the findings revealed four major themes on how service members described their transition experience: (a) perception that military leadership does not provide adequate support when transitioning and the need to become more self-directed in one's own learning; (b) belief that the military TAP class is helpful but needs major changes to truly be effective; (c) description of a battle buddy or a family member as a positive influence in helping with the transition process; and (d) experiencing significant challenges with civilian employers when transitioning out of the military. An analysis of the findings led the researcher to conclude that transitioning veterans must become self-directed in their learning in order to transition successfully. Moreover, because they are at varying levels of being self-directed when they transition, additional guidance is needed from military leadership, family, and other veterans for the purpose of their development. The analysis also yielded a principal recommendation for military leadership to advocate for quality training programs that are specified from the separated enlisted population for what resources they need to assist with transition to the civilian sector. Additional recommendations were presented to transitioning service members on the importance of managing their own success and believing in their abilities to be resilient, valuable members of the civilian 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 the current outcome study was to determine the effects of the Ready for Success (RFS) classroom guidance program (Brigman & Webb, 2012) on the social-emotional skills and competence, reading proficiency, and promotion between third-grade students who received the RFS intervention (treatment group; n = 104), and third-grade students who did not receive the intervention (comparison group; n=91). Following training in the manualized RFS curriculum, certified school counselors in the treatment group implemented five, weekly, 30-minute lessons followed by three monthly booster lessons. This study followed a quasi-experimental, non-equivalent group design. The study employed a teacher report measure of social-emotional skills and competence (i.e., Devereux Student Strengths Assessment) and a standardized formative assessment of reading proficiency (i.e., Reading Running Record). Furthermore, retention data was provided by the participating school district's data source. Statistical significance between the groups was measured by a series of MANCOVA analyses and a Pearson's chi-square analysis. A partial eta-squared n[subscript p][superscript 2] effect size was reported for each dependent variable. The data supported the RFS classroom guidance program as an effective Social-Emotional Learning (SEL) intervention for promoting student social-emotional skill development (i.e. self- awareness, self-management, social awareness, relationship skills, and responsible decision making) and overall social-emotional competence (SEC). This study provided support for the use of school counselor-led SEL classroom programs to promote the social-emotional development of students in the school setting. Furthermore, the study further supports the value of school counseling interventions for students in the domain of social-emotional development. Finally, the findings of this study provided empirical support for the RFS classroom guidance program as an effective SEL intervention. [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.]

Nationally an estimated 41% of traditional students who begin seeking an undergraduate degree do not persist through degree attainment. Guided by Tinto's theory of student departure and the theory of social integration, the purpose of this study was to identify the reasons students withdrew from college prior to degree completion. A qualitative case-study design was implemented, and 13 former college enrollees were purposefully selected for individual semistructured interviews. The students graduated from one high school in the Southeastern United States. Data analysis was conducted using open coding procedures with iterative recategorization to identify key themes. Findings indicated that inadequate preparation, lack of guidance, and ineffectual support structure as high school students contributed to subsequent early withdrawal from college. As former college enrollees, participants identified mandatory enrollment in remedial courses, lack of maturity, and a lack of nonacademic support services as causes that led to early withdrawal. Based on these findings, leading recommendations for high schools include providing more rigorous coursework and higher academic expectations. Recommendations for colleges and universities include strengthening academic and social support systems for first-year students. These results may encourage high school leaders and educators to design and implement strategies to improve college readiness initiatives, retention programs, and support services in institutions of higher education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Recently, the issue of campus sexual violence and the term Title IX have become commonplace with the majority of college-aged individuals within the United States. This time of increased regulation began as a crescendo with the U.S. Department of Education and the Office for Civil Rights (OCR) Dear Colleague letter of April 2011, which was enhanced by the reform of the Campus SaVE and VAWA Acts and the 2014 Question and Answers guidance documents. This guidance resulted in a significant increase in the number of institutions under federal investigation of alleged violations of Title IX by the OCR, with an increasing number of students also engaging in formal litigation with their institutions. This qualitative study set out to better understand the impact of addressing campus sexual violence and sexual harassment, public scrutiny, and a U.S. Department of Education and OCR investigation of an alleged violation of Title IX on 19 student conduct administrators or Title IX coordinators who were responsible for administering, enforcing, and reporting incidents associated with Title IX at 11 Association of American Universities (AAU) institutions. Additionally, this study sought to give a voice to a U.S. higher education professional staff population that is often silent, either because of federal regulations or due to the social stigma associated with their work. Eight main impacts were identified: (a) lack of clear guidance, (b) shifts in institutional organization structure and staffing, (c) legalization of the student conduct processes, (d) staff feeling on trial, (e) greater public scrutiny, (f) changes in relationships with students, (g) personal impacts, and (h) shifts in career ambitions. Overall, the process of addressing and responding to campus sexual violence and sexual harassment of student conduct administrators and Title IX coordinators has fundamentally changed. Ultimately, this study demonstrated how the practitioners who deal most directly with campus sexual violence and sexual harassment experienced both positive and negative impacts in regard to addressing and responding to campus sexual violence and sexual harassment in this ongoing period of heightened U.S. federal regulation, guidance, and public scrutiny. [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 single case design was employed to explore the implementation of the new teacher induction and mentoring program (NTIMP) from the perspective of new teachers who participated in the program. The district the researcher studied for this single case study had been experiencing a high teacher turnover. To reduce this problem, an NTIMP was implemented in the district. The NTIMP was investigated with a diverse sample of new educators from a semi-rural school district in the western part of the United States. Data sources, including interviews, surveys, and document review, were used in the study to allow for the triangulation of data. Findings indicated that the NTIMP was a beneficial initiative implemented by the study site for helping teachers adjust to the teaching and for reducing feelings of isolation. Responses regarding the NTIMP's impact on a new teacher's development of a positive attitude towards teaching and in developing a sense of professionalism indicated both positive and negative experiences. The responses to the survey questions and the semi-structured interviews reflected the importance of access to professional development and both formal and informal mentoring access for new teachers to help them achieve success in teaching. A support system is critical to new teachers who were grappling with seeking answers to questions and gathering assistance to become a more effective educator. New teachers require experienced teacher support through the development of professional relationships, relationships with students and students' families and caregivers, and additional guidance in professional practice. Future studies should include the long-term impact of the program on 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.]

The purpose of this project was to conduct a gap analysis from the perspective of Black male students at a community college in the Los Angeles area to examine the knowledge, motivation, and organizational elements that interfere with their graduation and transfer rates. The analysis began by generating a list of possible or assumed interfering elements from the research literature and then examining them systematically to focus on actual or validated interfering elements. The conceptual framework for this study illustrates the interaction of the knowledge, motivational and organizational barriers Black male students experience that affect their academic achievement. The academic attainment of Black males in higher education in the United States is directly linked to political, economic, and cultural historical struggles faced in early years. Research has indicated that Black male students have low academic performance rates and face a negative rather than a positive educational experience. That negative experience is affected by the disparate impact of racism, stereotypes, inequities in education and a lack of culturally diverse opportunities affecting their academic success (Cuyjet, 2006). The conceptual framework of Black males' academic success in community colleges shows the interrelationships between knowledge, motivational, and organizational factors and how they influence one another. The participants in this study were Black males between the ages of 18-30, born in the United States and currently enrolled in a community college in the Los Angeles area. 35 participants participated in the survey and 10 participants were randomly selected from the pool of people that volunteered at the end of the survey to participate in the interview. In this study, surveys, interviews and document analysis generated a meaningful body of data, which helped answer the research questions. The protocol for this study consisted of semi-structured interviews using open-ended questions. This study revealed that it is the college's responsible to provide resources to address the academic problems that pertinent to Black male students. The college must support Black male students through the provisions of counseling, financial aid, mentoring, guided pathways, personal development and a safe campus environment while building a caring relationship in the community of learners. This study used the new Kirkpatrick and Kirkpatrick approach to integrate organizational recommendations and evaluate the results by examining the academic services for Black male students by creating a Black Educational Network and Development Mentor program and a Black Male Guided Pathways that will support and help them become academically successful in college. [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 case study examined and described how under-served high school students enrolled in medical sciences academy CTE programs (Certified Nursing Assistant [CNA] and Electrocardiogram Technician [EKG]) at two Florida Title I high schools perceive that their career and technical education experience prepared them with the academic and technical skills and knowledge to pursue postsecondary training or higher education; be better prepared to transition into an ever-more complicated economic workplace; and become qualified and competent members of the workforce. The study participants were 53 CTE students (CNA and EKG juniors and seniors from both school sites), four CTE instructors (two CNA and two EKG instructors from both school sites), and three CTE administrators (one assistant principal from both school sites and one district Medical Sciences Specialist Administrator) during the academic school year 2016--2017. There were six major findings and ten sub-themes of this study. The first finding is that CTE programs at these schools provide career exploration and planning opportunities and includes four sub-themes; school-based learning, work-based learning, connecting activities, and need for improvement of CTE programs. The second finding is that CTE programs at these schools offer career relevant curricula and includes three sub-themes; school-based learning, work-based learning, and connecting activities. The third finding is that students enrolled in CTE programs at these schools are offered consistent support and guidance, and includes three sub-themes: instructor support, guidance counselor support, and administrator support. The fourth finding is that the district plays a key role in the strategic planning and management of CTE programs at these schools. The fifth finding is that procedures are in place that make allowances for accountability and assessment of CTE programs at these schools. The sixth finding is the assessment of students' career decision-making self-efficacy enrolled in CTE programs at these schools. Results indicated that students enrolled in CTE medical sciences academy programs (CNA and EKG) at these schools reported a high degree of career decision-making self-efficacy. Moreover, instructors,' administrators,' and students' perceptions of students' CTE experiences and engagement in career exploration learnings supported their career growth and development. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

High school vice principals do not typically play a key role in the instructional leadership duties at their sites, as they are typically responsible for being their school's chief disciplinarians, managers of attendance, and supervisors of student activities and athletics. This study examined the role and responsibilities of high school vice principals in one large urban school district, for the purpose of exploring the factors that impact vice principals' abilities to participate in instructional leadership duties at their school sites. Using the qualitative tradition of phenomenology, the researcher conducted interviews with 16 participants to explore the operational and instructional leadership roles and responsibilities of senior high school vice principals in one large urban school district. The findings of this study indicated that high school vice principals in this district spent more time tending to their operational leadership responsibilities and less time on tending to their instructional leadership duties. The following factors appeared to negatively impact vice principals' instructional leadership abilities: time spent on tasks such as disciplining students and performing various operational tasks throughout the course of the school day; lack of mentoring and guidance from their principal; lack of targeted professional development to strengthen their instructional leadership skills; and a lack of administrative and instructional leadership experience. The study also identified several areas in which educators such as school districts and site principals can support the growth of vice principals as instructional leaders. [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.]

Breaking the Silence: A Phenomenological Exploration of Secondary Traumatic Stress in U.S. College Student Affairs Professionals is a qualitative-intensive mixed methods study using phenomenology and art-based research techniques to uncover the essence of secondary traumatic stress in U.S. college student affairs professionals. Researchers in the fields of psychology, counseling, social work and other helping professions suggest that repeated exposure to individuals experiencing trauma, or hearing repeated details of an individual's trauma, have negative outcomes on professional helpers. Coined "secondary traumatic stress," this phenomenon may be defined as "the stress resulting from helping or wanting to help a traumatized or suffering person" (Figley, 1999, p. 10). Despite severely increasing incidents of student trauma, little scholarship has focused on the impact that support-work may have on the professionals often acting as first responders for students. This study aimed to address this gap in knowledge. Guided by phenomenological methods described by Moustakas (1994), this study investigated the essence of secondary traumatic stress through the lived experiences of 30 college student affairs professionals who have supported students through one or more traumatic events. These individuals were also asked to complete a brief visual representation activity used within their interviews to better understand the nuances of their experience of secondary trauma and how it manifests. A total of seven meta-themes emerged from the data: 1) Cumulative nature of trauma support in higher education 2) Inadequate professional preparation, resources, and guidance 3) Professional's self-efficacy as an effective support-person 4) Impact of professional and organizational culture on the development of maladaptive views of student support 5) Importance of personal and professional support networks 6) Personal impact of professional's relationship with student(s) in crisis 7) The negative impact of support-work on personal wellness. These themes suggested that the professionals in this study experienced negative psychological and physical outcomes as a result of their work supporting students through trauma. Findings also suggested the repetitive and collective nature of student trauma within student affairs work. Implications for policy, practice, 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.]

Students studying complex science topics can benefit from receiving immediate, personalized guidance. Supporting students to revise their written explanations in science can help students to integrate disparate ideas and develop a coherent, generative account of complex scientific topics. Using natural language processing to analyze student written work, this dissertation compares forms of automated guidance designed to motivate productive revision and help students improve their science understanding. Online environments can support science learning by providing timely, personalized guidance to students, but challenges for effective implementation still exist. Specifically, (a) students often believe online guidance is generic rather than personalized for them; and (b) students do not always engage effortfully with online guidance and improve their written responses. This dissertation includes a series of three studies that address these challenges. A computerized learning environment is used to explore useful and motivating forms of automated guidance for middle school students learning challenging science topics such as thermodynamics. Informed by the knowledge integration framework and established ideas about student motivation, these research studies examine effective designs for automated guidance. Study 1 demonstrates that automated knowledge integration guidance provided by a computer can promote integrated understanding of science as effectively as expert teacher guidance. In addition, students who began to distinguish scientific ideas after receiving guidance in the embedded assessment, as evidenced by adding either non-normative or normative ideas to their response, made greater gains over the course of the unit than those who did not add any new ideas in response to guidance. However, in this study some students discounted automated computer guidance, assuming it was generic rather than personalized. In Study 2, "transparent" guidance clarified to students how the computer generated personalized guidance based on their response. Results showed that transparent personalized guidance had a greater impact than standard adaptive guidance on student revisions, suggesting that student beliefs about how guidance is designed influences their performance. Transparent guidance was particularly effective for students who started with a low initial score. This finding resonates with the idea that students who felt they were struggling may have particularly benefited from the reassurance that automated guidance was provided at a level they were expected to be able to achieve. Study 3 compares two specific guidance strategies: "revisiting" evidence or "planning" writing changes, prior to revision. Analysis of student actions after receiving guidance demonstrated that students in the "revisiting" evidence condition were more likely to revisit prior evidence, and students in the "planning" writing condition were more likely to make significant writing revisions. Both revisiting and planning guidance resulted in significant improvement in student knowledge integration, although neither guidance strategy showed a significant advantage over the other. In addition, we found that the form of guidance interacted with school, suggesting that teacher practices could reinforce a specific guidance strategy. This sequence of studies shows that the design of online guidance is important in encouraging students to revisit dynamic models and make effortful revisions to their work. Carefully designed automated guidance can augment the effectiveness of teachers by motivating students to better use computer learning environments and make effortful revisions that ultimately improve science learning. The results also raise important questions about when to encourage revisiting, how to design instruction that best fits with individual classroom strategies, and how to instill a lifelong practice of engaging in iterative refinement of scientific explanations. [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.]

Gender based violence is experienced at higher rates on college campuses than in other communities. One in five women experience acquaintance rape during their academic career and less than 5% of college women who have experienced sexual assault report their victimization (Fisher, Cullen, & Turner, 2000). Recent federal guidance is meant to increase campus capacity to respond to this gender-based violence at colleges and universities, but it is unclear if the approach released by the recent Campus SaVE Act will meet this goal. New federal legislation has sparked strong guidance from the Office of Civil Rights and the Department of Education. Part of this guidance has loosely clarified the expectation of mandatory reporters (also known as Responsible Employees) on college campuses. Guidance from ATIXA (Association of Title IX Administrators) suggests that all university employees be mandatory reporters. However, this designation is still left to the discretion of each institution. In other words, there is currently no standard definition of what constitutes a "mandatory reporter". Expecting many university employees to be mandatory reporters is a shift for many institutions and will position many faculty and staff who have felt a certain level of confidentiality privilege with students to a different role. Having a better understanding of how institutions are developing and implementing new policies related to the federal guidance and the impact that policy development/implementation has on their gender-based violence prevention and response programs, is critical to the ultimate success of these efforts. The consistent prevalence of the public health epidemic of gender-based violence on college campuses as well as consistently low rates of reporting these incidents indicate the need for responsive prevention and response policies and practices at institutions of higher education. Currently, the variance in interpretation and policy development resulting from the federal guidance and impact on existing prevention and response efforts is unknown. Through a case study feminist policy analysis approach, this study addresses the following questions: 1) How have campus administrators interpreted the Campus SaVE legislation and guidance regarding mandatory reporting; 2) What frameworks have they used to develop campus policy and practices in response to Campus SaVE and mandatory reporting; and 3) What are successful elements of policy development and implementation with respect to the Campus SaVE guidance regarding mandated reporting. [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 factor structure of Holland's hexagonal model as shown in the Self-Directed Search (SDS) has received extensive attention across the world. The goal in creating the SDS was to equip guidance counselors and services with information about adults' personality types, interests, preferences, and career options. More precisely, the SDS items assess personality types and link them to other measures or instructional repositories containing tools for educational and vocational planning. The SDS has been translated into 25 languages, adapted for use in many cultures, and supported in many countries such as Australia, Africa, Europe, and Asia, but not in the Kingdom of Saudi Arabia (KSA). This study evaluated the application of the SDS to Saudi students, and examined the newly-translated inventory's internal structure and consistency in the KSA and Arabic-speaking cultural context. The Arabic version of the SDS-Form R, 5th Edition was administered to first-year students (N = 1,090) at King Abdul Aziz University (KAU), Jeddah, KSA. The main objective was to evaluate the validity and the reliability of the Arabic Version of the SDS-Form R, 5th Edition. The secondary objective was to examine the differences on the SDS responses between male (n = 457) and female (n = 633) students and between students in the Scientific track (n = 603) and the Administrative and Humanitarian track (n = 487) and to determine the equivalence of both genders and tracks in fitting the data to the Holland model. Evidence regarding the application of the SDS in the Saudi population was obtained. [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.]

On April 16, 2007, a student at Virginia Tech University, known to be mentally ill, went on a rampage shooting 49 people on campus before taking his own life. When it was over, 32 people were dead, and the concept of a safe campus was forever changed. The incident revealed the inherent conflicts between campus safety concerns and students' civil rights, an issue campus across the nation have grappled with over the past 10 years. Public colleges, which are legally viewed as quasi-governmental entities, must satisfy the civil rights compliance requirements that apply to governmental entities. Community colleges have the additional challenge of maintaining a reasonably safe campus while preserving the mission of "open access." Efforts to balance campus safety concerns with students' civil rights have been unsuccessful and have caused confusion, chaos, and litigation. This dissertation is a critical interpretive synthesis of scholarly, legal, and grey literature research that addresses the tension between campus safety concerns and students' civil rights. Scholarly resources included peer-reviewed journals. Legal resources included the constitution, federal statutes, federal and state court opinions, federal agency documents, federal reports, and articles from recognized and reliable authors and/or publications. Grey literature included articles from recognized and respected publications that covered current events. Experts provided valuable feedback and guidance on the topic, research and resources. The dissertation examines civil rights selected based on their tension with campus safety concerns. The civil rights addressed are due process, free speech, gun rights, and privacy. The findings of this dissertation provide guidance on factors to consider when evaluating how best to balance campus safety concerns with students' civil rights. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this qualitative research was to explore how self-identified academically successful students perceived their nonresident African American fathers' involvement in their education and to determine ways to encourage paternal participation in schools. Joyce Epstein's Six Types of Parental Involvement Typology was used to assess how the nonresident African American fathers were involved in their children's education. The research design used for this study was a basic interpretive qualitative approach. Participants in this study were students who attend or have previously graduated from a four-year university or college. There were 25 participants in the study. The students were 18-23 years of age. The data collection method for the study was in the form of a 60-minute in-depth interview with each participant. Semistructured interview questions were used to collect information for the study. Data obtained from the interviews revealed eight themes: (a) encouragement, (b) breaking the cycle, (c) sports, (d) help with schoolwork, (e) offering advice, (f) financial assistance, (g) phone calls, and (h) helping others with similar struggles. The participants revealed that their fathers were not involved directly in their schools, as measured according to Epstein's six types of parent involvement, but rather the fathers were involved in indirect ways in accordance to Dewey's view on education. Two of the themes were more participant based: (a) the need to break the cycle of paternal absence, so that their children would not grow up without knowing their fathers; and (b) the desire to be of some support and to offer assistance to others going through the same struggle of not having their fathers in their lives. The findings revealed that the involvement of the nonresident African American fathers in this study did not conform to Epstein's parental involvement model, but rather their involvement was indirectly involved in their children's education. Physical absence of the father does not mean that he is not important, but rather that various factors may hinder his involvement with his children. Schools should make a conscious effort to foster relationships between fathers and their children. Nonresident African American fathers can make a difference. [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.]