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This action research study investigated the cognitive factors that impacted students' choice to continue within a high school engineering pathway, and the effect of multiple engineering courses on students' engineering self-efficacy. Participants (N = 87) were students who completed three quantitative surveys throughout the engineering course(s) in which they were enrolled. Using the theoretical framework of Social Cognitive Career Theory, each survey measured student engineering self-efficacy, coping self-efficacy, outcome expectations, interests, persistence goals, external supports, and external barriers. Near the end of the course, students completed a qualitative, open-response questionnaire where they indicated their decision to continue in the engineering pathway and their written reasoning for their decision. Analysis of the quantitative data indicated that three components, engineering self-efficacy with coping self-efficacy, interests, and outcome expectations had the greatest impact in determining if a student continued in the engineering pathway. Student self-efficacy was shown to increase with more experience in the engineering pathway. Additional analysis also indicated that the factors that influenced student interest fluctuated throughout the course and that students may have finalized their decision to stay within the engineering pathway by the midpoint of the course. Future research using a similar testing protocol may be beneficial in informing teacher practice within career and technical education, by better tailoring education practice and methods to support student retention. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The problem that was addressed through this study is that online undergraduate adult students, 25 years of age or older, do not persist to graduation at Caring University, a pseudonym for an online university. The purpose of this qualitative study was to investigate the perceptions of online adult undergraduate alumni about what motivated them to persist in their educational pursuits and what recommendations they have for instructors to motivate current students. The conceptual framework that guided this research is Ryan and Deci's self-determination theory, which explores why humans are motivated to change. For this basic qualitative design, 10 adult undergraduate alumni who graduated with an online degree within the last 5 years were interviewed. Interview transcripts were analyzed using thematic coding and the results were that staying motivated, even when faced with challenges, is essential to persist for adult online students. It is important to set clear goals, utilize available resources, overcome obstacles, keep the end goal in sight, and finally, believe in one's ability to succeed. Consequently, university instructors and administrators can develop programs focusing on these themes, such as a 3-day professional development. The study will promote positive social change by supporting and encouraging instructors and administrators to help students with the themes discovered through this study with goal setting, providing resources, and overall motivation to persist. If students are successful, not only the students benefit through their accomplishment personally and professionally but also the institution by increasing financial support and a positive reputation. [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.]

Doctoral student-mothers face barriers and obstacles that impact their ability to persist and are less likely to achieve program completion than other students. The purpose of this generic qualitative study was to discover the reasons student-mothers considered withdrawing from doctoral programs, the obstacles and challenges doctoral student-mothers encountered, and the factors doctoral student-mothers perceived as influential to their ability to persist. The problem was the challenges and obstacles encountered by doctoral student-mothers which led them to consider withdrawing from doctoral programs. The theoretical framework for this study was the attribution theory of achievement motivation and emotion. A qualitative generic approach was used to examine the experiences of 16 participants who parented a child during their doctoral study, considered withdrawing, and ultimately persisted to completion. Data collection methods included one qualitative open-ended survey and one focus group discussion with six participants. Data was analyzed using methods of reflexive thematic analysis and theoretical analysis. The findings revealed that participants experienced role conflict and multiple, sometimes unexpected, simultaneous challenges that led them to consider withdrawal. Participants attributed their ability to persist to perceived factors including supportive relationships and their personal qualities of goal orientation and achievement motivation. Nine themes were identified in the data: (a) circumstances beyond control; (b) competing priorities and demands; (c) fraught relationship with advisor or chair; (d) a tipping point at the confluence of multilayered challenges; (e) feelings of being overwhelmed and isolated; (f) faculty, advisor, chair or committee unsupportive or unavailable; (g) supportive relationships; (h) goal orientation and achievement motivation; and (i) program support and flexibility. The implications suggest the need for family members and educational institutions to better support doctoral student-mothers. [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.]

Interpersonal skills, which are variously called soft skills, employability skills, people skills, and noncognitive skills, are critically important in personal, academic, and workplace settings. This descriptive case study explored how individuals from underserved communities described the use of reflective learning journals in an interpersonal skills course during their short-term training to become employed in full-time information technology roles. The 13 trainees, who were from four cohorts in three locations, participated in semi-structured interviews and took a survey that attempted to assess how the participants valued using the learning journals to develop and enhance their interpersonal skills. The training was sponsored Workforce Opportunity Services, a 501(c)(3) nonprofit founded by Dr. Arthur M. Langer in 2005 following a five-year workforce development study at Columbia University. The curriculum for the interpersonal skills course is based on the Langer Workforce Maturity Arc, a development tool designed to measure workplace literacy skills. Langer's research suggested that individuals from underserved communities were capable of doing the technical work but needed additional mentoring and training to further develop their communication skills and bolster their self-esteem. Overall, the findings from analyzing the learning journals, the interviews, and the survey indicate that most participants found reflective learning journals during the WOS job training program were useful in self-reflection, gaining new perspectives on experiences, and facilitating personal and professional development. Based on the thematic analysis of the learning journals, two themes emerged: self-awareness and relationship building. Goal setting was the most frequently mentioned interpersonal skill, followed by learning skills. Teamwork emerged as the most cited skill under relationship building. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this qualitative descriptive study is to explore how African American alumni describe the contributions of African American faculty and peers on goal setting, self-motivation, and ongoing persistence at Predominately White Institutions. Using a qualitative descriptive design, data was gathered through interviews and questionnaires from 26 alumni in the South Atlantic Region. Three research questions guided the study: RQ1: How do African American college alumni from PWIs describe the contributions of their African American faculty and peers on goal setting? RQ2: How do African American college alumni from PWIs describe the contributions of their African American faculty and peers on self-motivation? RQ3: How do African American college alumni from PWIs describe the contributions of their African American faculty and peers on ongoing persistence? The study revealed five themes, with a strong emphasis on the sense of belonging. Participants highlighted the importance of African American faculty as role models, contributing to their persistence. The findings, grounded in Tinto's Retention Model of Motivation, suggest the need for retention plans and increased hiring of African American faculty to promote diversity within PWIs. The study's findings reinforced the theory and demonstrated potential for developing retention plans for African American students at PWIs. Additionally, the results advocate for college administrators to enhance cultural diversity by increasing the hiring of African American faculty. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This dissertation explores academic persistence among Latinx students at City College of San Francisco (CCSF), using cultural-historical activity theory (CHAT) to emphasize the culturally-mediated nature of goal directed human activity. The study investigates factors related to persistence within the context of CCSF's Metro Transfer Program (Metro), a student support program (SSP), including Latinx-relevant subconstructs and related questions, to explore what is working and potential areas of improvements within Metro. Structured in-depth interviews with Metro staff and Latinx Metro enrolled students were conducted to assess how the SSP supports persistence. Findings reveal significant constraints related to lack of Latinx staff and a dedicated academic counselor within Metro. Metro's effort to build a personalized sense of family and community is recognized by students as supporting their persistence. Other standout findings include Metro students and their parents pushing back against stereotypic Latinx gender roles, underscoring sociocultural norms actively evolving within the context of family acculturation and the pursuit of higher education. Concerningly, findings reveal constraining tensions on the part of Central American students that feel erased in a predominately Mexican student college and greater environment (i.e., lack of representation in Chicano studies courses and even reports of being bullied by Mexican peers in locally shared neighborhoods). Study's findings highlight the critical need for culturally responsive student support programs to address the unique and diverse experiences and challenges faced by Latinx community college students. Metro is well positioned to implement such programming. By doing so, Metro and other support program can improve persistence and success rates by fostering a more inclusively supportive environment that engages the diverse backgrounds and experiences of Latinx students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Novice teachers benefit from individualized and cohort mentoring to help them successfully navigate student teaching and the first years of independent teaching. However, schools are experiencing a rise in attrition rates post-pandemic, especially in math and science. Mentoring, goal setting, and community-building are deemed important for retaining novices and providing them with individualized support as they navigate instructional challenges and professional responsibilities. This self-study investigates the experiences of a mentor while leading a new Professional Development & Mentoring Program for math and science novices. Educative mentoring and Hegarty's Reflective framework helped guide the reflections of the mentor as mentoring strategies and programming were evaluated. The mentor identified areas of strength and growth and understood how mentoring, goal setting, relationship building, and the established learning communities were mutually beneficial for the novices and mentor. The findings and implications presented in this dissertation can prove valuable for universities and schools seeking to improve their mentor's experience as they lead supplemental induction and mentoring programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study aimed to learn the subjective experiences of higher education business students pursuing intercultural development goals. As part of their academic programs students completed the Intercultural Development Inventory (IDI) assessment and received intercultural competency scores. Subsequently, they created personal goals to further develop this skill set. After a minimum three months pursuing their goals, students were interviewed to gain insight about their process. Four main themes were found. First, students acquired new intercultural perspectives and experienced growth. Second, students experienced their growth through active, deliberate learning processes as well as through passive learning processes they were less aware of. Third, students experienced personal meaningfulness in all intercultural development goals they chose to pursue. Fourth, students expressed a sense that their institution should have done more to guide and support their intercultural development. Recommendations for practice include the school providing students with consistent touchpoints to check intercultural development progress. Business schools should also provide and promote ample intercultural development content specifically related to skills for business success to incentivize engagement. Students should also have optional pathways of intercultural development so they can choose the one more personally meaningful. These steps will improve engagement of business students with relevant intercultural development content, better preparing them to make critical business decisions with the intercultural needs and values of the world in mind. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Although an increasing number of Latinx students are enrolling in higher education, only a small percentage graduate from two and four-year universities compared to their counterparts. This study explored the relationship between demographic variables and grit scores among undergraduate students. Grit, defined as the perseverance and passion for long-term goals (Duckworth, 2009), has gained significant attention in education research due to its association with academic success and performance. This study utilized a quantitative research design to compare grit scores between junior and senior undergraduate students. A total of 166 participants were included in the analysis, with 69 respondents classified as juniors and 97 as seniors. This study's data was collected using the 12-question Grit Scale (Duckworth & Quinn, 2009). The survey was emailed to undergraduate students who have persisted in their university studies and enrolled in the spring semester of 2024 as juniors or seniors. This study contributes to the growing body of literature on grit and student success by shedding light on the differences in grit scores among genders, classifications, differences in age, and emergent bilingual status. Practical implications are discussed emphasizing the need for interventions and support mechanisms to nurture grit and enhance student success across academic stages. [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 full-time university students from the western region of the United States perception of their resilience. Within the study, resilience was defined as per Taormina's adult personal resilience theory as a multi-dimensional construct with four separate and independent dimensions; determination, endurance, adaptability, and recuperability. Four research questions grounded in one of these dimensions guided this study's exploration. A convenience sample of 70 full-time university students from the western region of the United States first completed a survey. 20 participants from this sample were invited to complete semistructured interviews, ten of whom participated in two focus groups. The data was then analyzed according to thematic analysis procedures. Findings indicated that the multidimensional constructs of resilience assist students in achieving academic success despite challenges and obstacles faced during their studies. While students shared a goal-oriented understanding of determination, they saw endurance as a merit, and added flexibility as a characteristic that aids in adaptability. Additionally, students defined recuperability as often leading to not just recovery but also an improvement in their state of being. This adds nuance to APR theory, providing examples of moments that illustrate the importance of understanding the factors of resilience. This data holds implications for academic and organizational planning for student success going forwards. [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.]

Amidst debates over book-banning and diversity legislation, this study investigated teachers' literature selection processes, emphasizing the impact of mandates on decision-making. Employing a mixed method design, the research analyzed quantitative survey data from 60 middle-grade teachers, revealing a stable emphasis on specific text characteristics and alignment with academic standards when a teacher chose literature. However, post-legislation, a decline in the importance of a text's relevance for students was observed. Qualitative insights from eight middle-grade teachers uncovered the complex interplay of goals, allocated resources, and challenges in navigating societal sensitivities. The study exposed an enduring lack of diversity in literature choices, influenced by mandates and approval processes, even though teachers advocated for autonomy. It emphasized the transformative potential of diverse literature in enhancing student engagement and dismantling discriminatory practices. The findings underscored the delicate balance teachers navigated between external mandates and their commitment to fostering inclusive, enriching educational experiences. [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 legislation for students with disabilities mandates that all students receive appropriate and relevant instruction across environments to improve postsecondary outcomes across domains. Teachers and parents alike have found that one way to meet individual student needs and increase instructional opportunities for students with disabilities is through the use of purposeful and meaningful community-based instruction (CBI). For students with extensive support needs (ESN), however, the practical implementation of CBI within the classroom and community setting may pose several barriers and relies heavily on teacher and family knowledge of community engagement strategies. Previous research in the area of CBI indicates that through the use of evidence-based practices, CBI is effective in teaching skills across the four identified domains, which include leisure, vocational, community engagement, and daily living. In an attempt to bridge gaps in the available literature and research in the area of CBI, this study evaluated the effects of an intervention package comprised of three evidence-based practices (video modeling, visual supports, and system of least prompts), goal setting, collaboration, and peer-implemented instruction to teach leisure skills to young adults with ESN in relevant community settings. The experimental design was a multiple probe across skills replicated across two participants. Two young adults with ESN who were 21 and 22 years of age participated in the study, along with two of their same-aged peers and relevant team members/key stakeholders (i.e., program director at their university, parents). Three community-based leisure skills across three environments were chosen with a specific skill targeted at each location. Given the presence of a functional relation, the intervention was effective for teaching these leisure skills to the participants across all three community locations. In addition, they were able to generalize and maintain these skills at the conclusion of the study. Social validity measures indicated that all participants felt that these were relevant skills for the participants and their role in this process was valuable. The findings from this study can be used to guide future research in the area of CBI with students of all ages to support them as they access community settings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

With little to no literature found exploring dual enrollment/dual credit (DE/DC) offerings in Career Technical Education (CTE) and Health Science core courses/programs this study provides an examination of the perceived driving forces behind the recent expansion of DE/DC into CTE and Health Sciences. The development of a deeper understanding surrounding perceived driving forces was explored utilizing interview questions addressing participant DE/DC experiences, perceived reasons behind the expansion, opinion on current and future attainable outcomes/goals, how goals could be accomplished, opinions on how the expansion should be made, and who should be making the decisions. The methodology utilized in this qualitative phenomenological study included interviews conducted with key secondary, postsecondary, and industry decision makers (community college industry partners, community college Vice Presidents of Instruction, K-12 Principals, secondary counselors, and secondary and postsecondary DE/DC Coordinators and CTE Deans/Directors). Interviews were transcribed line-by-line, coded, and categorized by utilizing ATLAS.ti coding software. Cyclic coding was conducted revealing six themes. Two themes "cautiously optimistic" and "outside influences/influencers" were identified leading to the conclusion of optimistic outcomes combined with outside influencers (governmental incentives/initiatives) as key driving forces behind the expansion of DE/DC. Findings and additional themes emerged around the participants' deeper examination of the driving forces. These findings included the perceived needs, limitations, restrictions, and leadership aspects of decision making. Thus, adding to the knowledge of understanding while examining DE/DC perceived expected growth, outcomes, and feasibility. The combination of this study's participants' current DE/DC experiences and extensive knowledge and experiences in CTE gives this study a unique perspective on the perceived future of DE/DC expansion. Three new conceptual concepts emerged from the study's findings, utilizing DE/DC to redirect secondary resources, DE/DC as a vessel for early career guidance, and suggested a new delivery method and selection process utilizing a modified middle college delivery approach. In addition, new possible challenges and limitations facing expansion were revealed in the findings of the study: age limitations of those under the age of eighteen, potential of producing an under-skilled workforce, and the possibility of increased student financial burdens. There was a conscience noted by the findings of this study of the need to shift from the current norm in order to achieve a win-win for all parties involved students, educational institutions, industry, and 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.]

Student mobility in higher education has garnered much interest by researchers and institutions alike as enrollment, persistence, and graduation rates continue to be areas of interest and concern. Reverse transfer is a unique type of mobility wherein students begin at a 4-year postsecondary institution and subsequently transfer to a 2-year college. This study provides descriptive analyses about the relationship between a student's pathway through college and subsequent outcomes. Quantitative results indicate that there is a negative impact on degree attainment and time to degree when students reverse transfer. However, reverse transfer students are more likely than students who begin a 2-year college and vertically transfer to a 4-year institution to complete a bachelor's degree. Reverse transfer students experience less annual average earnings than students who started at a 4-year institution and do not reverse transfer. Qualitative findings suggest that not much has changed over time in the higher education landscape to assist undergraduates who participate in reverse transfer. The students in this study engaged in reverse transfer for a variety of reasons and with diverse goals. Results show that while there were varying experiences at the initial 4-year institution that ranged from students really enjoying their experience to strong feelings of dislike, it was clear students felt the need to make a change in order to continue pursuing their goals. And while the participants did not label their reverse transfer movement as "backward" but rather described how reverse transferring gave them an opportunity to complete general education, figure out their major, or set them on a new career path, it did add time to degree completion or goal 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.]

Self-determination, as a vital topic for individuals with disabilities, has received a narrow investigation in Saudi Arabia and the Middle Eastern communities. Therefore, it is imperative to examine evidence-based practices to furnish insight into the efficacy of self-determination models not only through theoretical research methods but also via practical and empirical methods. Therefore, this study aims to examine the impact of the Self-Determined Learning Model of Instruction (SDLMI) on the abilities and skills associated with self-determination among high school Saudi female students with Intellectual and Developmental Disabilities (IDDs) aged 16-21. The Self-Determined Learning Model of Instruction (SDLMI) is one of the evidence-based models developed to promote student self-determination by guiding educators to enable students to set goals, take action plans to attain those goals, and self-evaluate their progress. SDLMI is grounded in Causal Agency Theory, a theoretical framework for apprehending and conceptualizing the self-determination of people with and without disabilities. A quasi-experimental design was used in this study to explore the effect of the SDLMI on four components of self-determination (autonomy, self-regulation, psychological empowerment, and self-realization), assessed by the Arabic version of Arc's SDS that has been previously standardized and validated to suit the Saudi culture. The participants were 76 students; 39 were assigned to the treatment group (TG) and 37 to the Control group (CG). The fidelity of the implementation was measured using several tools. The results indicated that SDLMI had significantly increased the total scores of self-determination and its four components for the treatment group. Recommendations for future research, educators, parents, and policymakers, and related implications for advancing up efforts to promote self-determination within Saudi contexts, are provided. [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 study was to investigate the perceptions of selected CTE directors regarding policies, practices, and procedures in West Virginia. Specific CTE components investigated included philosophy and rationale, structure, curricula, partnerships, evaluation, challenges, and future goals. Purposeful and snowball sampling were used to select study participants (N=20) who were active CTE directors in West Virginia. Participants had to possess at least one year of experience as a CTE administrator in their current position to be eligible for the study. Semi-structured interviews were conducted with the 20 directors to gather their perspective regarding CTE policies, practices, and procedures. Thematic analysis was used to organize and interpret the information collected. Findings suggest CTE directors have a positive outlook about the direction of CTE. Supporting career and college awareness and readiness, while shaping their programming to support local industry is their primary focus. Further research suggestions include repeating this study in multiple states, interviewing middle and secondary principals, for a deeper dive into the framework elements, procedural guidelines, and a detailed look at what it takes to develop a program; and interviewing post-secondary directors involved with CTE to gain an understanding of the alignment between secondary education and post-secondary education from a higher education perspective. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

There is not a strong academic foundation in the literature on relationships between knowledge-seeking behavior, and grit, and ambition, in high school seniors and college students. This quantitative correlational study utilized ex post facto data to explore the relationship between two independent variables, grit and ambition, and a dependent variable, knowledge-seeking behavior. There were two moderating variables, gender and academic classification. In addition, grit's sub-variables -- consistency of interest and perseverance of effort -- were informally examined. A total of 262 students participated in the study from five mutually exclusive academic classifications: three from a large public high school and two from a mid-sized private university. All participants were located in northern Georgia. The survey instrument was a combination of a construct created to measure grade-seeking and knowledge-seeking behaviors, as well as the grit and ambition scales previously developed by Dr. Angela Duckworth to measure persistence to achieve goals. The findings from the study were mixed. The data showed that there were no statistically significant differences between the five academic classifications when it came to knowledge-seeking. However, there were statistically significant differences between academic classifications when it came to grit and ambition. No statistically significant differences in gender were found for the dependent and independent variables. There were no significant positive relationships found between knowledge seeking behaviors and grit for any of the academic classifications. However, there were significant positive relationships found between knowledge seeking and ambition for two of the academic classifications. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Since the early 1970s, exponential and unprecedented growth of incarceration rates of Black youths became a critical issue. One in twenty persons, or 5% of the total United States population serve at least six months in federal state prisons by age 40. Recidivism rates in excess of 50% compounded the problem. The purpose of this qualitative descriptive study was to explore how Black male youths formerly incarcerated in the Northeast United States described their perceptions of the GED program in prison, and their perceived implications for a journey to re-entry. Research questions involved why, and how Black male youths formerly incarcerated in the Northeast United States described their perceptions of the GED program in prison, and their perceived implications for a journey to re-entry. Reintegration theory provided the theoretical framework to address GED program completion and recidivism. Ten Black former prisoners completed semistructured interviews lasting 30 to 45 minutes and 10 different individuals participated in a focus group. Four themes emerged: GED Program was an empowering experience; GED enrollment motivated by a desire for improved employment and postsecondary education prospects; social support and goal orientation improved GED perseverance, and awareness of systemic racism, crowded classrooms, and challenging content were barriers to GED completion. Based on the emerging themes the following are recommendations for to reduce recidivism: promote GED program during incarceration, adopt culturally responsive teaching methods within in GED programs to reduce racial disparity for improved academic and career achievement, and introduce prison mentorship programs to encourage Black male youths to engage in GED programs. Future quantitative research is recommended to examine the relationship between GED completion and reintegration. [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 high school marching band instructors described extra-musical life skills teaching strategies in Northern California within the Western Band Association (WBA) organizational circuit. Theoretical foundations of this study were social emotional learning (SEL) based on the seminal research by Salovey and Mayer and positive youth development (PYD) with origins in the seminal work of Bronfrenbenner's ecological systems theory. The following research questions guided this study: RQ1: How did high school marching band instructors describe the implicit and explicit teaching strategies they used to teach extra-musical life skills to their high school marching band students? RQ2: What meaning did high school marching band instructors give to the use of implicit and explicit life skills teaching strategies? The sample for this research study was high school marching band instructors with a minimum of three years of experience within the WBA in Northern California. Data collection sources were 12 one-to-one semi-structured interviews and two focus groups comprising of six participants each. Thematic analysis generated seven themes ranging from life skills definitions, goals and outcomes, curriculum-based strategies, motivational based strategies, benefits of life skills training, awareness of life skills training, and expanded teaching benefits. The findings showed the variety of curriculum strategies that high school marching band instructors utilize to teach to specific life skills goals and outcomes. Additionally, findings also revealed the personal and team benefits of a life skills training program within the high school marching band. [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.]

Industrial-Organizational (I-O) Psychology focuses on organizations and employees in the workplace in many different aspects including how interactions between co-workers exist, occur, and are formed. This qualitative research study explored faculty interactions between co-workers focusing on teamwork in higher education. The research question "how do faculty in higher education experience teamwork in the workplace" provides insight into perceptions and experiences related to the value of teamwork, how teamwork is initiated, and how teamwork differs depending on the co-worker's job status. The research methodology used was generic qualitative analysis, allowing for structure and flexibility in the research design. The population of interest included eight full-time faculty members from several large public four-year universities or colleges. In addition, the full-time faculty members were employed by the universities or colleges for a minimum of three years to increase co-worker interactions and knowledge of university/college culture. The data analysis method used is a deductive thematic analysis to examine data. The research findings yielded the following answers for Q1: faculty experience teamwork when they participate in department assignments and improvements, college committees and projects, and personal collaboration, Q2: faculty feel teamwork is valuable when they work with others with a common goal, are working toward change, and can provide representation for their department or division, for Q3: faculty feel teamwork is initiated through position-specific goals and skills, proximity and relationships, and position requirements and for Q4: faculty feel teamwork differs between faculty based on their hierarchical status and time commitment. The research findings also yield the following theme which was that teamwork in higher education is important, necessary, and valuable where the skills and abilities to successfully engage in teamwork was lacking on multiple levels from motivation to ability. This information provides new information for both I-O psychology and higher education to better understand full-time faculty interactions in terms of teamwork between co-workers in the workplace. [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.]

For Latina school administrators, the movement through the principal pipeline is not easy, as many encounter discrimination and biases rooted in their gender, ethnicity and other intersecting identities. Schools should leverage Latina administrators' cultural knowledge, perspectives, and experience to improve student educational outcomes. A Latina administrator brings these prior experiences to the work and can better understand and support the needs of the growing Latino/a population (Crawford & Fuller, 2017; Elizondo, 2005; Magdaleno, 2006; Mendez-Morse, 2004; Mendez-Morse, & Byrne-Jimenez, 2016; Murakami, Hernandez, 2016; Rodriguez, Martinez, & Falle, 2015). The dissertation highlights four Latina administrators' personal and professional journeys as they navigated the principal pipeline through interviews. Through participant and mentor interviews, the researcher sought to uncover the challenges, triumphs, and support systems the Latinas faced during their trajectory. The dissertation highlights participant stories with the objective of understanding how they overcame challenges and barriers with mentorship support. Latina representation is crucial, yet Latinas are scarce in leadership roles (Bitterman et al., 2013). Importance must be placed on actively developing a diverse group of Latina administrators, to ensure school leaders are better equipped to understand and address the academic challenges and disparities faced by Latino/a students due to their shared cultural backgrounds and experiences. The framework for this dissertation, Latina/o Critical Race Theory, or LatCrit, (Solorzano & Bernal, 2001), encompasses a range of social constructs such as racism, classism, sexism, and other forms of oppression that exist within the lived experiences of Latino/a administrators. As LatCrit is explored, these four Latinas' experiences showcase how social constructs intersect with their individual journeys. The findings revealed that while the four Latinas navigated their pathways to the principalship, they found empowerment through mentorships. They drew strengths from their identity and their mentors, took on a "Si se Puede" mindset and pursued their Calling, or "Vocacion," and became principals. [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 Latina K-12 school Administrators described their leadership attributes in relation to their career advancement in CO. The attribution theory served as the theoretical foundation for this study. Two research questions guided this study: (1) How do Latina K-12 administrators describe their career advancement; (2) How do Latina K-12 administrators describe the leadership attributes that support their career advancement? Data collected using demographic survey, semi-structured interviews, and participant reflective journals. The volunteer sample was 15 Latina school administrators in CO. Nine themes were analyzed: (1) Mentorship and involvement in professional organizations as a support to leadership endeavors, (2) creating opportunities and developing programs to support the advancement for people of color specifically Latina/o K-12 administrators, (3) barriers to Latina/o administrators' career advancement, (4) the impact of racism, stereotypes, and bias on the quality of Latina/o experiences in K-12 leadership, (5) the value of creating, building, and nurturing relationships as a component of leadership, (6) personal characteristics that influence drive, persistence, and courage, (7) promotion of diversity, equity, and inclusion,(8) Latina administrators described their belief in their hard-work, goal-orientation, and growth mindset as key attributes for their career advancement, and (9) Latina administrators describe the influence of their familial upbringing and cultural roots on their leadership style and approach. Findings suggest K-12 Latina school administrators were hardworking, resilient, persistent, and relational as 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.]

It's well-known that motivation is essential for learning and how well students do in school. Research also suggests that a student's motivation is likely connected to their behavior in the classroom. This study was particularly interested in understanding how different types of student motivation (e.g., wanting to learn vs. wanting to look good) are connected to disruptive behavior in the classroom setting. In particular, the study will analyze whether the achievement goal theory can provide an improved and advanced explanation for students' disruptive behaviors in the classroom. A further aim of the study is to examine how different features of classrooms and schools might influence how motivated students are and how they behave. A quantitative methods design was utilized for the research questions. The sample of 608 students from secondary school completed a survey containing questions related to their perceptions of their classroom goal structures, sense of belongingness, personal goal orientations, individual learning goals, and perceptions of teaching. The survey also included questions about student behavior in the classroom, asking them to report on how often they engaged in disruptive actions. This research identified achievement goal theory as the strongest predictor of students' disruptive behaviors in the classroom. Students' perception of cheating was the most significant predictor of disruptive behavior, along with the subsets of gender and minority. Implementing classroom practices that draw on elements of theories to boost student motivation and encourage positive behavior. School policies should emphasize the importance of motivating students. By examining these areas through the lens of the research findings, educational leaders and staff can gain valuable insights into creating a more motivating and positive learning environment for all students to eliminate disruptive behaviors. [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 understand how teachers who remained in the profession during the COVID-19 pandemic describe what it was about their self-perceived leadership qualities that influenced their decision to remain. Although literature regarding teacher retention exist, teacher description about their self-perceived leadership qualities that influenced their decision to remain were unexplored. This study contained the use of Koestenbaum's Diamond Leadership model to guide the research. One research question was utilized to explore teacher descriptions of what is was about their self-perceived leadership qualities that influenced their decision to remain. Purposive sampling was used to gather the descriptions from teachers who worked during the COVID-19 pandemic who are still in the profession in the Midwest region of the United States. Answers to the research question were sought through semi-structured interviews and focus groups. Thematic analysis was used to analyze the data. An inductive approach was used to produce codes and patterns to identify themes to answer the research questions. The results indicated that teachers remained in the profession during the COVID-19 pandemic through thinking ethically, focusing on the reality of the situation, being courageous enough to remain, and having a vision for the future. [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.]

Participating in professional learning and seeking professional growth opportunities are characteristics of effective teachers (Guskey, 2000; Polk, 2006). This study investigated how a teacher evaluation system can promote and encourage the professional growth of teachers. Specifically, the study sought to provide a better understanding of how teachers can develop relevant and meaningful professional growth goals and how school leaders can support the development and attainment of those goals. School leaders must understand this process as the professional growth component of the teacher evaluation system studied relies on establishing carefully constructed and pertinent goals, appropriate evaluation and feedback, and the ongoing support of the school leaders who evaluate teachers. This professional growth component, included in numerous teacher evaluation models, can be used effectively to improve teacher effectiveness (Papay, 2012). Including teachers in the goal development process was a critical study component. Through recurring intervention cycles, teachers identified the types of support most important to goal attainment. [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 Sullivan Report (The Sullivan Commission on Diversity in the Healthcare Workforce, 2004) identified the lack of racial diversity among health care practitioners as a major issue. This report points out that, while the U.S. population has continued to become more diverse, the composition of health care workers has not kept pace with these changes. Emergency Medical Services (EMS) workers provide advanced medical care to patients in the prehospital environment. Nationally, 11.6% of the entire workforce is African American, and 16.1% are Hispanic. Within the EMS field, African Americans represent only 6% of workers, and Hispanics represent 10.6% (U.S. Department of Health and Human Services, 2017). One possible impediment to minorities entering the EMS workforce may involve the admissions practices of postsecondary institutions offering EMS programs (Health Resources and Services Administration [HRSA], 2017). This study examined the admissions practices of Florida college-based paramedic programs to determine what they currently are and how decisions about these requirements are made. This study used a document analysis of Florida college-based paramedic program websites to determine what current admissions requirements are in place for these programs, as well as interviews with the program managers of 11 of the 25 Florida college-based paramedic programs, to determine how decisions are made about which instruments are used and how they are used in admissions processes. The study found that these programs used a variety of qualitative and quantitative instruments in their admissions processes as well as several different methods of selecting students based on these instruments. Interviews with program managers revealed that their decision-making processes were influenced by a desire to meet several goals, including selecting students they felt would successfully complete their programs, pass licensing exams, and perform as competent clinicians. They also incorporated influences from accreditors, government regulators, and employers of their graduates in their decision-making processes. Program directors relied mostly on anecdotal evidence to make these decisions, and diversity considerations did not play a meaningful part in their decision-making processes. Accreditors and regulators should provide guidance for these decision makers in this area, and research should be conducted to assess the validity of common instruments and selection processes and their effect on the diversity of these training programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This work was designed to provide insight into how a disaster of historical proportions, in this case the COVID pandemic, influenced the work foreign language (L2) teachers in an English as a foreign language (EFL) setting. The research was situated within the framework of positive psychology (Seligman, 2011), with the investigation of the interactions of hope, metacognition, and teaching practices. In this work, Hope was understood to be a cognitive construct that refers to setting goals, finding pathways to achieve those goals, and using agency to persevere in those paths or find alternative ones (Snyder, 2002, 2005, 2018). This research hypothesized that the levels of hope experienced by L2 teachers were connected with other events in the classroom. The questions addressed in this research include the following: 1. What is the relationship between hope, metacognition, and foreign language teachers' practice during a period of intense global difficulty? 2. Is L2 teacher metacognition a mediating variable between hope and teacher practices? 3. What other aspects of L2 teacher hope, L2 teacher metacognition, and L2 teacher practices can be identified through teachers' reports of their teaching experiences during a period of intense global difficulty? Within an explanatory sequential mixed methods design, and using Likert surveys and interviews, I examined whether the levels of teacher hope, teacher metacognition and teacher practices were associated. The instruments used in in this research were the dispositional hope scale (DHS) (Snyder et al., 1991), the Language Teacher Metacognitive Inventory (LTMI) (Hiver et al., 2021; Jiang et al., 2016), and the Postsecondary Instructional Practices Survey (PIPS) (Walter et al., 2016). Interviews were conducted to provide complementary evidence of teacher hope levels, metacognition, and teacher practices of English as a Foreign Language (EFL) teachers during COVID-19. The High Leverage Teaching practices proposed by Glisan and Donato (2017) complemented the interview in regard to teacher practices as they supplement the 10 macrostrategies introduced by Kumaravadivelu (2006). The research questions were analyzed following a factorial confirmative approach, in which the components of each of the surveys were used to build the constructs they represent, and hypothesis were tested on them. This analysis included an exploratory factor analysis to examine internal reliability and a subsequent confirmatory factor analysis to do the actual testing of the underlying factor structure existence. Afterwards, the mediation analysis was achieved by fitting a SEM model and contrast the pathways among L2 teacher, hope, L2 teacher metacognition, and L2 teacher practices. Teacher interviews complemented the quantitative results, as four the four themes that emerged from the qualitative analysis (i.e., Foreign language teacher goals and pathway thinking, Foreign Language Teachers' Coping Strategies, Teachers' Metacognitive Classroom Experience, and Interaction in the Foreign Language Class) provided additional insights from participating teachers. Structural equation modeling suggested that L2 teacher metacognition is a significant mediator of the relationship structure between hope and instructional practices for the population under study. These findings speak to a connection between teacher hope, teacher metacognition, and teacher practices for L2 teachers during a period of social upheaval, something that can pave the way for other researchers working with teachers in different disciplines and during different periods of time. An important conclusion from this study was that understanding these constructs separately, their components and their connection may influence how teachers think about their profession with a view of improving of what they do in the classroom. Finally, tertiary teacher preparation institutions may be encouraged to measure these constructs in order to target interventions to influence how teachers think about their profession with a view of improvement. [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 in urban turnaround schools often receive subpar education in comparison to their counterparts in suburban schools due to insufficient resources and a lack of quality, experienced teachers. Urban turnaround schools have a higher number of novice teachers who may be unable to provide quality instruction that closes the achievement gap between students in urban turnaround schools, who are mostly black and brown, and their suburban counterparts. This not only impacts the students' education, but consequently their entire lives. The purpose of this study is to examine novice teachers in the Achievement School District, an urban turnaround district in Memphis, TN, whose students have achieved academic success based on proficiency goals set for them. Furthermore, this research will discover the mindset and skills of successful novice teachers whose students met their academic goals. This research was based on the theory of transformational teaching. This phenomenological, qualitative study used purposeful sampling to garner 6 participants. They participated in semi-structured interviews via zoom and in-person observations. All interview transcriptions and observation notes were analyzed and coded to identify themes that address each research question. The results identified that successful novice teachers in urban turnaround schools have a desire to teach in urban schools, are adaptable, and have a strong belief that their students can actually meet their goals. The research also revealed that participants were warm demanders, had an ability to create student belief in themselves, could facilitate a safe and structured classroom environment, and were coachable. Implications suggest that schools and districts can consider these findings to recruit quality teachers, create mentoring programs, professional development, and action plans to increase student achievement. Teachers can use these findings to better assess their readiness to teach in urban turnaround schools as well as their implementation of effective classroom practices. Recommendations for future research include teacher preparation programs including coursework that prepares teachers for urban schools, districts refining their hiring process, and schools implementing coaching programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Community colleges serve as crucial gateways to social and economic prosperity for millions of Americans, providing opportunities for career stability and social advancement. The success of this educational pathway hinges on the seamless alignment of a college's mission and goals, creating an environment conducive to faculty excellence in collaborative activities with close and prolonged interpersonal interactions. This qualitative study utilized a descriptive phenomenological approach to investigate faculty team cohesion and effectiveness within a Quality Enhancement Plan (QEP) designed to deliver student learning outcomes. The research was conducted at a large college in Florida and involved nine faculty participants. Positive participant responses underscored mutual respect and effective collaboration among colleagues. While acknowledging favorable aspects of administrative involvement and professionalism in meetings, the study highlighted negative elements, including a gradual decline in mutual respect over time and task assignments based on seniority. The study emphasizes the importance of administrative engagement in establishing clear deadlines for optimal team effectiveness. Despite occasional reports of favoritism, faculty demonstrated collaboration and accountability when aligned with learning outcomes. Positive team dynamics and collaboration with the administration were crucial for upholding a democratic decision-making process. Regarding team effectiveness, participants identified challenges, including a lack of goal alignment and inconsistencies in academic programming, leading to occasional "heated arguments." Future research could explore strategies to enhance goal alignment and address inconsistencies for improved overall effectiveness in community college settings. In addition, researchers should explore the impact of task assignment strategies on team dynamics and productivity. [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.]

College academic success programs (ASP) frequently include both quantitative and qualitative key performance indicators (KPI). While the quantitative KPIs are typically programmed for evaluation within an ASP's implementation, evaluating qualitative KPIs is resource intensive and therefore, sometimes overlooked. The problem addressed by this study was the need to evaluate the qualitative KPIs in a large community college system's 2016 ASP (2016-2020). The purpose of this basic qualitative study was to conduct a summative evaluation to determine the extent to which the college achieved its ASP's qualitative KPI objectives from the perspectives of students. The study was guided by Tinto's involvement theory and student engagement principles from other theorists. The three research questions centered on the qualitative KPIs that sought to (a) integrate 21st-century skillsets into the curriculum, (b) provide exemplary customer service for students, and (c) provide guidance and feedback to facilitate the attainment of students' career interests and goals. The purposive sampling process included a flyer that was displayed in public areas on the college system's five campuses to recruit students who were enrolled during the 2016-2020 ASP. Open-ended semi-structured interview transcripts from 12 student interviews were analyzed using Saldana's four-step coding process. The resulting three themes included (a) 21st-century skill development within the curriculum (with eight subthemes), (b) staff and faculty interpersonal skills for excellent customer service (with six subthemes), and (c) the importance of technology to facilitate providing guidance and feedback to students. The program evaluation report for the college's leadership encourages positive social change by providing a model for the qualitative evaluation of future ASP initiatives. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study addressed low graduation rates at Midwest Community College (MCC; a pseudonym) and explored factors affecting student success. The purpose of this basic qualitative study was to delve into nontraditional students' perceptions of the influence of compressed courses and the effect the courses had on their academic success at MCC. Over the past decade, 6-8 week compressed courses in community colleges have stirred both support and controversy among students, educators, and administrators. Despite research suggesting that compressed courses enhanced success rates, retention, and course completion and advocated for their continued integration, a gap persists in understanding and implementing compressed courses, especially in community colleges. Minimal research has examined how this trend impacts students' academic success. The accelerated learning theory was used as the conceptual framework in this study. The research question focused on nontraditional students' perceptions of compressed courses' impact on academic success at MCC. Through semi-structured, open-ended interviews conducted with 11 students who met the inclusion criteria, this study unveiled eight prominent themes, utilizing the NVivo software program. These included completing courses at an accelerated pace, flexibility, and limited interaction. The findings suggest that promoting accelerated academic degree completion among students could promote positive social change. Additionally, this approach may offer advanced career opportunities and support individual goal achievement for students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This qualitative study was designed to add to educators' understanding of veteran student success and offer ways to reframe how they measure veteran student success. Currently, university leaders tend to measure veteran student success using traditional metrics such as retention and graduation rates. This study involved examining whether there are alternative methods we can use to better understand veteran student success. Consequently, a Students as Partners (SaP) framework served as the theoretical approach that undergirded the study. In keeping with the tenets of SaP, three undergraduate veteran students were recruited to serve as research assistants. By using SaP, these United States Marine Corps (USMC) veteran students were able to serve as meaningful contributors on a research team that sought to learn what veterans say it means to attend a university that is on the U.S. Department of Education's military friendly list. The narrative analysis for this study uncovered several significant findings. Specifically, the findings revealed partnerships strengthen our common goals, partnerships cultivate a culture of learning and curiosity, and veterans want educational communities that invest in their experience. Essentially, the findings provide a template educators can use to reconceptualize veteran student success. A substantive discussion section is provided to expand on and interpret the three key findings by comparing them to the guiding principles used in the SaP framework. Finally, implications for practice and 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.]

This dissertation aims to center the experiences of first-year writing educators in one program with a shared curriculum. Guided by social theories of learning and scholarship and practices in writing studies and writing program administration, I conducted qualitative surveys and interviews with teaching-focused faculty and graduate teaching assistants to ask how they connected their agency, learning, and goals with a shared curriculum. This led to conversations about how a shared curriculum both supplies and limits possibilities for learning and agency in a writing program, specifically involving program materials, professional development, and program revision. Resulting from what I learned with and from the educators participating in my research, I suggest that writing program administrators consider how to consistently learn from the expertise that teachers have and create more opportunities where teachers can influence the program's design. [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 overall achievement levels of Somali students in Minnesota's urban schools are considerably lower than their peers. The Minnesota Department of Education (MDE), 2023) reported that only 5% of all tested Black or African American students identified as English language learners met or exceeded the standards in science, 21.7% in reading, and 18.9% in mathematics. This study employed the Funds of Identity theoretical and conceptual framework to investigate the multiple identities Somali diaspora youth navigate and the cultural assets they bring to the classroom while trying to make sense of scientific concepts. This study utilized ethnography as a methodological framework to understand the nature of Somali diasporic middle-grade students' funds of identities, epistemological struggles, and disconnect between who the students wanted to be and what they wanted to pursue in science and life. The data were collected over one year using classroom observations, one-on-one interviews, focus group interviews, interview circles, and student artifacts. The qualitative inductive analysis of the data showed that Somali students are strongly aligned with identities supported by their funds of knowledge, which is their funds of identities; the struggle to reconcile between science knowledge and knowledge as stated in the Islamic (Quranic) texts, thus creating epistemological challenges to make sense of science learning and Islamic learning, nature of communication styles generating misunderstandings, students' identities, precisely that of the girls, shaped by their future goals, specifically what science learning meant personally and for the family, and a strong sense of certainty on the issues of human evolution. The findings of this study suggest the presence of several "funds of identities" exhibited by Somali youth who participated in the study, which confirms previous research findings, including continuously navigating multiple identities and contradicting epistemologies as well as global and transnational identities. Additionally, this study found that participants' epistemological struggles were so enormous that the existing research in this area of literature could not adequately capture its dynamics. Most struggles occur in the Metaphysical realm, where youth question the validity of scientific knowledge, the nature of truth, and living in spaces that simultaneously hold contradictory views. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study aims to develop a playbook of best practices for balancing academics and athletics among Black male student-athletes (BMSA), addressing the increasing rates of academic setbacks. A comprehensive review of research data on interventions and programs, including insights from Balfanz et al. (2007), highlights the urgency of this issue. Synthesizing research data and feedback from in-depth interviews, the proposed multifaceted approach prioritizes relationship cultivation, revisiting academic support plans, implementing time management and goal-setting techniques, and establishing mentorship programs. Additionally, potential interventions will address social and emotional needs, including mental health awareness and peer support opportunities. The dissertation emphasizes leadership skills and professional development to empower BMSA both on and off the field. By developing this comprehensive playbook, the study seeks to provide practical solutions for improving the academic and athletic balance for BMSA in grades 9-12. The integration of targeted strategies, such as enhanced academic support, effective time management, and mentorship programs, along with addressing social and emotional needs, aims to foster a supportive environment. Drawing from in-depth interviews as a key reference, this approach will empower BMSA to achieve greater success in both their educational and athletic endeavors, contributing to their overall development and future opportunities. [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.]

Against the backdrop of American agriculture, a significant educational challenge persists: the academic attainment of migrant children. Each year, an estimated 850,000 young migrants accompany their families, constituting a crucial workforce responsible for 75% of our nation's agricultural output. Despite their indispensable role, migrant students confront profound educational disparities, with only 51% managing to graduate from high school, a figure notably lower than the national average of 85%. This educational gap underscores the pressing need to address the unique academic hurdles encountered by migrant children. This dissertation investigates the interpretation and implementation of policies within the Migrant Education Program (MEP), particularly focusing on the role of Migrant Directors. This study employs a mixed-methods approach, combining a survey distributed to Migrant Directors with pre- and post-semi-structured interviews, utilizing an explanatory sequential design. Informed by Michael Lipsky's theory of Street-Level Bureaucracy (SLB), the study explores how Migrant Directors interpret and implement Migrant policies, navigating the complexities of policy adherence while addressing student needs. The research includes 61 survey participants and 27 interview participants, shedding light on factors influencing policy interpretation, such as policy knowledge, years of service, region size, and state. Findings reveal a strong comprehension of policies, with Migrant Directors prioritizing students' needs and aligning programming with federal and state goals. Operational challenges, including staffing shortages and student mobility, emerge as significant barriers to program implementation, further complicated by legislative complexity and competing federal programs. Despite challenges, Migrant Directors demonstrate a commitment to equity and innovation, advocating for a comprehensive overhaul of the MEP to better serve student interests. Analysis of summer programming implementation across regions indicates more similarities than differences, with a focus on foundational math courses, culturally relevant lessons, and educational field trips. Migrant Directors emphasize the importance of culturally responsive practices and educational experiences, underscoring the need for increased awareness and advocacy for equity within the MEP. This research contributes to a deeper understanding of the dynamics within the Migrant Education Program, highlighting the intricate balance Migrant Directors must strike between policy adherence and meeting student needs. It underscores the imperative for adaptive policy frameworks and innovative approaches to address the evolving needs of migrant students and their families, advocating for equity and inclusivity within the educational landscape. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Student support services are critical to a student's university experience and success. The main purpose of this qualitative phenomenological study was to explore pre-service teachers' lived experiences with student support services and the implications for retention at a particular teacher training institution in Jamaica. Ten final-year Jamaican pre-service teachers participated in this study. The data were collected through interviews, journals, and documents. To guide the analysis of the data, Moustakas's (1994, p.120-138) version of phenomenological data analysis was utilized. The findings showed that the participants' experiences with the academic and non-academic support services were positive and negative. The participants indicated that the student support services played a crucial role in shaping their growth and development, while it also ensured that they stayed focused to achieve their educational goals. Some participants indicated that they encountered challenges accessing some of the support services. The findings also showed that some participants indicated that the student support services significantly influenced their retention. Based on the findings it is recommended that the institution utilizes technology to schedule appointments and provide virtual support services to students. Future researchers may conduct a longitudinal study to explore the experiences of pre-service teachers over an extended period from year one enrolment to year four 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.]

Mainstream America needs a reorientation. Despite the focus portraying all Black Americans as living in inner-city poverty by mass media or social scientist, the African American middle-class is growing. The purpose of this basic qualitative study was to understand African American middle-class graduating students on Historically White College campuses. Students attending Historically White Institutions (HWIs) across the country were selected to learn about the underlying patterns and techniques that African American middle-class students use to find success. There is limited information on this segment of the American population. Participants in this study were college sophomores, juniors, or seniors who were progressing toward graduation. This qualitative study involved in-depth individual interviews and the data was analyzed to identify the recurring patterns and common themes around the students in this study. The themes and meta-themes were developed based on what the students shared during the interviews to attain a deeper understanding of the lived experiences and perceptions of the participants. The accounts of the findings are presented and discussed to answer the following research question: How do traditional-age middle-class African American college students' academic, social, and personal-emotional experiences push them toward college success and graduation at HWIs? The results of the interviews identified several key themes across the student population. Although these students live in different parts of the country, their experiences and stories are similar. College is an important milestone in their life's journey, but none of the students felt as though it was the high-water mark defining their lives. Each student found a different way of thinking about this concept, but it became clear that the theme of attending college was simply a Steppingstone into Life. Other key themes included: the importance of family and role model support in the theme called Armed for Life. Over time, these students had an emergence of self-confidence in a theme called Belief in Self and the importance of Comfort in the Unspoken emerged. Finding students who share similar interests, desires, and goals was important to these students. This was expressed in the theme called I Belong Here emerged as well as the Importance of Exposing Students to College Early. The final highlighted theme is titled, Am I Exceptional? The lived experiences of the students in this project are not unique but their stories are untold, as their lives and lived experiences are ordinary. This, however, isn't the segment of the African American experience, we hear the most about in mainstream America. The recommendations provided can guide college administrators as they develop student success programs, and they may be helpful to African American parents looking for concrete ways of supporting their children. The findings also may provide an impetus for future research for this segment of the African American population, not only for those studying race but also social class and their intersections. [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 study is to explore the persistence strategies of executive African American female administrators in higher education in the pre- and post-COVID-19 landscape. Further, the study provides suggestions for how academies of leadership may provide strategic supports to address the barriers confronted by African American females in higher education. Ten senior administrators currently employed at institutions of higher learning were interviewed virtually. Participants provided commentary on their current and future career goals, and their either real or perceived supports and barriers in their professional aspirations. Participant responses ranged from little to no support or barrier in their career ascension, to persistent support from former and current supervisors. Additionally, participants shared their belief as to how COVID-19 impacted their personal lives and higher education in general, and the infrastructure needed to support African American female personnel moving forward. Transcripts were manually coded and organized to identify themes and sub-themes. The findings of this study provide institutional practice recommendations for how the challenges confronting African American female administrators may be addressed through leadership academies to minimize cultural and sexual biases, as well as future research specific to this 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 U.S. service industry has struggled significantly with retaining workers following the COVID-19 pandemic. The pandemic resulted in hundreds of thousands of job losses due to closures in accommodations and food service businesses, followed by a record high percentage of voluntary resignations among service industry workers. This explanatory qualitative study explores the strategies human resource professionals in the service industry in the United States or United States Minor Outlying Islands employ to integrate education benefits and the impacts of employer-sponsored education benefits on their organizations. Two research questions were developed to guide this study, focusing on exploring how human resource professionals use education benefits to enhance worker retention and the impact this has on organizational performance. Utilizing a theoretical framework that integrates human capital planning, human capital theory, and human resource theory, 15 full-time human resource professionals in the United States service industry completed an online anonymous questionnaire. Thematic analysis of the data revealed five key themes: employee-centric leadership style, performance management culture, heightened human capital awareness, aligning with organizational goals, and persistent human capital challenges. The study findings indicate that employer-sponsored education benefits support organizations in their goals of attracting skilled talent, increasing employee retention, and promoting employee well-being. The findings contribute to the limited empirical research on employer-sponsored education benefits. The results suggest that U.S. service industry organizations, still grappling with post-pandemic recovery, can justify offering education benefits as part of their efforts to retain employees in the aftermath of COVID-19. There is still a great need for more empirical studies investigating the types of education programs and the influence of employer-sponsored education benefits on upward mobility. [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 with Autism Spectrum Disorder often have difficulties with social integration and sensory challenges on collegiate campuses. These difficulties are sometimes tied together as social integration spaces are not always sensory-friendly and can be overwhelming for the individual. Creating a sensory-friendly space within the potentially overstimulating environment can provide the student with a place to recharge and recover and still access the desired social events. This capstone project focused on the design and development of a sensory room in the West Virginia University Mountain Lair Student Union, working directly with the students in the West Virginia University Autism Support Program to attend social events with peers, and assisting students in meeting their academic, social, executive functioning, and independent living goals to independently excel in their collegiate careers. Students met many of their goals and succeeded academically throughout the semester, and the sensory room in the Mountain Lair is scheduled to open for the Fall 2024 semester. [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 action research study examined the SAGES academic coaching program, a pilot program for first-year students who identify as having a disability. The study focused on the student-coach relationship and goal setting during coaching. Five students and three coaches participated in the study. I observed one coaching session for each student and interviewed students and coaches. I also reviewed survey data and academic performance for each student. Through observations and interviews, I identified four primary strategies coaches used when establishing a relationship with their students: (a) coach took a genuine interest in the student; (b) coach created a positive coaching experience; (c) coach created an inclusive coaching experience; and (d) coach ensured student voice and agency were present during the coaching session. I identified four steps coaches and students experienced when setting goals: (a) coach helped student clarify goals; (b) coach and student worked together on skills and strategies for goal attainment; (c) student used trial and error to test out skills and strategies; and (d) student learned how to implement skills and strategies independently. Through the study, I identified aspects of the program that should be expanded and components that should be added. The program will expand access and build on the individualized and proactive approach. It will emphasize the student-coach relationship, goal setting, and transition to the university. New components include (a) creating a success team, (b) using the learning management system to share resources, (c) incorporating sense of belonging and self-determination, (d) adding training aligned with ICF competencies, and (e) implementing assessment. [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.]

Supporting principals in building capacity to balance both instructional leadership and managerial competence is an essential task. Recognizing that principals do not directly teach students, their impact on school outcomes is broadly understood to be second only to teacher classroom instruction (Grissom & Loeb, 2011; Grissom et al., 2015; Husain et al., 2021; Leithwood, 2004). Coaching of principals, from an independent provider, serves to provide opportunities for goal setting, reflection on the process and progress to achieve those goals, and validation for revision of new goals (Honig & Honsa, 2020). This case study exemplifies the structural elements of an effective principal coaching model that can be replicable in school districts currently without such models. This study focused on the experiences of novice principals who are participating in the New Principal Support Program in Coast View Unified School District (CVUSD) (pseudonym). Results indicate that participation in coaching supports new principals in building technical and social skills necessary for leadership, provides an opportunity for strengthening self-efficacy and increased motivation to persist through challenges, and establishes a system for goal setting to support continued growth. Additionally, this study provides recommendations for practitioners that include: working to create a practice of regular cycles of proactive coaching for principals, ensuring that district leadership (superintendent, assistant superintendents and directors) participate in leadership coaching which contributes to developing a positive culture of leadership coaching. [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 case study focuses on the impact of neoliberal education reform on an urban charter school serving students of Color. This study has two main objectives: to examine how neoliberal reform influences the goal-oriented actions of data meetings (DMs) in an urban elementary school and engages in a formative intervention methodology to collaborate with educators in addressing(mediating) our assumptions around the ways of measuring what students know and learn, paying particular attention to how teachers' language and decisions reflect neoliberal ideologies. Cultural Historical Activity Theory (CHAT) methodology and an expansive learning cycle provide a framework to collect and analyze data of teachers' goal-oriented actions in the context of neoliberal reform and standardized testing to aide in understanding and interpreting joint activity systems in educational institutions. The study's significance lies in the potential for intentional teacher learning activities that challenge and transform the marginalizing effects of neoliberal education reform, particularly in relation to standardized testing at the intersections of race and ability. Key findings of the study are the complex challenges educators face in balancing accountability policy requirements with the unique needs of their students. It emphasizes the importance of professional learning that moves away from individual performance toward collective agency. [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 with Attention Deficit Hyperactivity Disorder (ADHD) have difficulty maintaining their focus during class lessons and often require reminder prompts from an adult including a teacher or instructional assistant. This study used goal setting paired with a technology-based application and Smartwatch to explore increases in elementary student on-task time during math class. The study sought to answer the question if a functional relationship existed between goal setting with the use of the Smartwatch to self-monitor and an increase in on-task time during math lessons. Secondary questions focused on determining if a functional relationship existed between self-monitoring and an increase on class assessment scores and an effect on student and teacher perceptions of attention concerns and pro-social behaviors. A feedback loop for self-regulating behavior including identifying a need, setting a goal, self-monitoring towards that goal, and then self-reflecting on their progress and performance was implemented within the intervention. The study's design was a single case, A-B-A-B withdrawal design used with 6th grade elementary age students (n = 4) with ADHD or attentional concerns. The students self-monitored with Smartwatches along with the Strides application during their math class in the general education classroom in a team-taught environment. The study evaluated the effect of goal setting with a self-monitoring application using Smartwatches had on 6th grade students' on-task time during math class. The study also evaluated the effect of goal setting with a self-monitoring application using Smartwatches on 6th grade students' performance in accurately solving mathematical problems following a class focus lesson. Finally, the study evaluated the effect of the self-monitoring strategy on student classroom, emotional, and social behaviors during the math focus lessons. Data gathered included responses on emotional and social behavior scales, observational data regarding on-task time, and end of lesson math assessments. Data was analyzed using visual analysis regarding the six single case design features of mean, standard deviation, variability, trend, immediacy of effect, and percentage of data exceeding the mean for both the on-task time percentages and the score on the mathematics assessments. Mean scores of on-task times along with level and trend were analyzed within each phase and across phases. The results demonstrated a functional relationship between the use of the self-monitoring technology and on-task time during math classes. The students all met the pre-established goals for increased on-task time during the self-monitoring phase. The responses from both students and the teachers also indicated that the intervention led to improvement on the students' classroom social and emotional behaviors. The study did not establish a relationship between increases in on-task time and performance on daily math assessments. Implications for practice include using Smartwatches to increase student on-task time within the general education classroom without additional adult support. Using this technology can aid the development of independent self-awareness skills of attention. Additional research is needed to further explore the effect of self-monitoring on student achievement scores. Longer intervention times should be conducted to determine if the effects of using the self-monitoring technology are maintained and generalized across academic lesson units. [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 quantitative, non-experimental, causal-comparative study is to determine if there is a difference in the writing motivation of students with attention-deficit/hyperactivity disorder (ADHD) and students without ADHD in online college composition I courses. The study of writing motivation in relation to ADHD in online college composition courses is significant as writing motivation is a crucial predictor of academic success and persistence. Data was collected from a population of approximately 1685 students enrolled in online college composition I at an accredited online university within a larger midwestern land-grant public university system. Using the Writing Motivation Questionnaire and the self-reported results of the covariate (Personal Writing Assessment score), students without ADHD were compared to students with ADHD to determine how writing motivation construct scores differed between the groups. The data was analyzed using a one-way analysis of covariance controlling for the effect of the covariate, and the results demonstrated that this sample of online college composition students with ADHD had lower levels of writing motivation, which correlated with lower previous writing abilities. Further discussion included the impact of ADHD on writing motivation, academic success, and the link to early assessment. The implications of the research suggest a need for accommodation. Limitations, such as the time constraints of the survey combined with the assessment, were also addressed, and recommendations for further research using essay writing as the covariate were made. [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 nontraditional community college students were at-risk of not completing their degrees. The purpose of this study was to explore the first-year completion strategies of nontraditional students at an urban Louisiana community college through the lens of their self-efficacy beliefs. I employed qualitative methodology and a case study design because they allow the participants to assign meaning to their own actions. The theoretical framework was largely based on self-efficacy, Bandura's social cognitive theory and models of student motivation and persistence that were based on self-efficacy. I had 15 participants and each self-identified as nontraditional. I ultimately included information from only 12 of the 15 interviewees. The first research question was about students' first-year experiences. The second research question was about the task-completion strategies used to meet the challenges of their first year. I analyzed the data from participants' semi-structured interview responses and conducted a document review. My data analysis revealed three themes related to research question one about their experiences: goal setting, resilience/perseverance/grit, and motive. Data analysis revealed three themes related to the second research question: instructional efficacy, self-regulated learning, and support systems. Recommendations for future practice included providing educational opportunities based on local employment opportunities and increasing institutional efficacy. Recommendations for future research included replicating this study with larger sample sizes and in populations with the same nontraditional trait. [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 present study aims to examine the effects of a combination of academic and behavioral supports on students with emotional/behavioral disorders (EBD) who are also struggling readers. A multiple baseline across participants single case design was used to measure the impact of an evidence-based systematic phonics program, in combination with instruction in self-monitoring and self-evaluation via goal setting, on students' word identification/decoding skills, oral reading fluency, and on-task behavior. Curriculum-based progress monitoring measures in nonsense word fluency and oral reading fluency were used to assess participants' progress in reading. Momentary time sampling was the behavior recording method used to measure participants' rate of on-task behavior. The purpose of these assessments was to determine whether the addition of self-monitoring and self-evaluation instruction resulted in improvements in word identification/decoding skills, oral reading fluency, and rate of on-task behavior for participants above and beyond systematic phonics instruction alone. [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 how trauma-informed approaches in an urban elementary school art room can foster empowerment in students who have been exposed to trauma and have developed Emotional and/or Behavioral Disorders. I implemented a pedagogy focused on promoting empowerment through art making, then collected data on the development of students' inner-strengths and resilience. The study focused on students in Kindergarten through second grade, who were chosen based on their behaviors, lack of research on that age group, and the mainstreaming that occurs in classrooms during those years. Data was collected through observations, interviews, self- esteem surveys, and artwork. Lessons were created to enhance students' sense of empowerment and focus on future goals. Mindfulness strategies were implemented to provide coping skills and a person-centered approach to management was utilized to enhance empowerment through responsibility. These interventions were combined into a trauma-informed approach, which I examined to determine the effectiveness of decreasing re-traumatization, reducing behavior episodes, and increasing students' sense of empowerment.

The purpose of this mixed-method action research study was to support the asynchronous development of third-grade gifted students at GWE by identifying their key social and emotional needs and determining the outcomes of a differentiated SEL curriculum. The four most significant affective areas of social and emotional need as self-reported by the participants on a quantitative pre-survey were emotion regulation, goal management, emotional knowledge, and relationship skills. Qualitative observations and exit tickets were collected to understand participants' perceptions of the differentiated affective curriculum on their social and emotional development. Quantitative data was collected at the end of the study and used as a post-measure to analyze the effects of the differentiated SEL on the competency levels of the third-grade gifted students. Results of this study indicate that individualized SEL has a positive impact on the asynchronous social and emotional development of third-grade gifted students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]