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Hmong adolescents face many challenges during high school, particularly college and career readiness. School counselors are trained professionals who can help. This transcendental phenomenology study explored the lived experiences of six Hmong adolescents and how they make sense of college and career lessons in a group work format over six weeks. Data was collected through participant journals and interviews. Each participant interview was recorded, transcribed, and analyzed using Moustakas (1994) phenomenology method of data analysis. Five domains, sixteen themes, and three subthemes emerged. Family members are crucial influencers in college and career decision-making. Barriers include language, financial, family, culture, and cognitive strategies. All participants enjoyed the group experience, they each learned about their personalities and identities and suggested changes for future groups. College and career planning themes on how to pay for college, confidence about going to college, and their bicultural identity were found. Although all participants chose college as their path after high school, they did not have confidence in choosing a career. Lastly, the school environment, specifically the educators, was vital in supporting the participants. This study provides implications for practice and further research along with recommendations on how school counselors can better support Hmong adolescents with college and career readiness. [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.]

An opportunity gap exists in the United States school system where students of color score lower on standardized tests and have fewer opportunities than their white counterparts. Culturally Relevant Education (CRE) theory attempts to close this gap, and is defined by Gloria Ladson-Billings (1995) as Pedagogy that rests on three criteria or propositions: (a) Students must experience academic success; (b) students must develop and/or maintain cultural competence; and (c) students must develop a critical consciousness through which they challenge the status quo of the current social order (p. 160).In short, CRE is the use of culture, rigor, and critical consciousness for students of color to achieve success in the classroom. This dissertation in practice examined the use of CRE in classrooms at a Colorado high school. A case study was developed through interviews, observations, and collecting lesson plans from teachers in each of the core subjects to identify and analyze how CRE is perceived and used in these classrooms. Relationships, diversity, intention, and administrative support were themes that emerged from the data that correlate to CRE framework created from the work of Ladson-Billings and Gay. Additionally, the themes of communication, disposition, student engagement, assessment and teacher accountability were present in this study but not prominent in the literature. [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 exploratory descriptive research was to examine what Association Montessori Internationale (AMI) certified Montessori teachers (MTs) for students ages 3-6 years in the United States reported regarding scientific observation (SO) as a disposition and as a disposition in action (DIA) to better understand MTs' application of scientific observation for assessment (SOFA). A national survey with an embedded mixed methods case study was employed using a single-phase convergent mixed-methods design which supported the collection of quantitative and qualitative data. The data were analyzed by initiative and merged for interpretation. The embedded case study served to pilot a three-pronged approach as a sound methodology for the examination of teacher reports regarding SO as a disposition and DIA: survey, teacher observation and interview. The instrumentation integrates the Montessori "trinity" (Montessori, 1989) with the fundamental characteristics of SO and the conceptual framework consisting of dispositions and the theory of DIA (Thornton, 2006). While MTs with the AMI teacher credential for students ages 3-6 in the United States understood the importance of SOFA for teacher practice in a Montessori classroom for children ages 3-6 years, aspects of SO DIA were not evident. In addition, the MTs reported the application of SOFA existed with some degree of predefined aims and objectives, and was related to system challenges for developing and sustaining SO procedures, as well as collegial dissemination when time and organizational constraints permitted. Recommendations for practice include explicit instruction with formative and summative assessment using SO during preservice teacher training along with coaching Montessori school leadership to identify obstacles to this MT professional practice and to develop schoolwide expectations for the application of SOFA. Future qualitative research to examine organizational constraints and systems that effect the application of SOFA would support MT professional practice. Additionally, a future mixed method, multiple case study using the observational protocol with DIA rubric: SO and interviews to explore the range of SO DIA would benefit teacher preparation 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.]

Employee job satisfaction is a major factor in employee retention and success. The Leadership team of any organization is key to the wellbeing of the organization and its employees. The purpose of this quantitative study is to investigate the relationship between leadership styles and leadership dispositions of supervisors and the impact on the satisfaction of the employees working for them. The emphasis is placed on employees working in higher education, specifically at community colleges in the state of Nebraska. This study is analyzing the impact of the leadership styles and leadership dispositional attitudes on the overall satisfaction of employees. The study examines two main questions: 1. Is there a difference in employee job satisfaction based upon the leadership style exhibited by the employee's supervisor? 2. Is there a relationship between the dispositional attitude of the supervisor and the satisfaction of an employee? A survey instrument was used to survey employees at five community colleges in Nebraska to determine their level of satisfaction in the workplace. A one-way analysis of variance was conducted to analyze the data. Therefore, this study showed a statistical significance in the impact of leadership style and leadership disposition, either positively or negatively, on employee satisfaction 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.]

Learning agility has gained significant traction within organizational talent management. This trend is not surprising, given that meta-analytic reviews have indicated that learning agility is a strong predictor of leadership performance and potential. Yet, despite significant empirical findings, critics have argued that learning agility is conceptually unclear and lacks a solid theoretical basis. This study aimed to add conceptual clarity to the learning agility construct by examining learning agility's relationship to the theoretically connected concept of informal learning. It also investigated motivation to learn, reflective thinking, and personality as antecedents of learning agility and modeled the relationship between these constructs, learning agility, and informal learning. By modeling these variables' relationships, this study provided a better understanding of learning agility's nomological network. The following research questions guided this study: (1) To what extent, if any, does learning agility predict informal learning behaviors? (2) To what extent, if any, does learning agility predict informal learning behaviors beyond personality factors? (3) What is the relationship between and among motivation to learn, reflective thinking, personality, learning agility, and informal learning behaviors? This study analyzed secondary self-report survey data from 310 participants. Data analysis procedures entailed simple and multiple linear regression and path analysis. The study findings indicated that learning agility predicts informal learning behaviors and that learning agility predicts informal learning above and beyond personality factors. The hypothesized path model among study variables had poor model fit; however, a revised, more parsimonious path model consisting of openness to experience, extraversion, emotional stability, learning agility, motivation to learn, reflective thinking, and informal learning behaviors exhibited a favorable model fit and explained approximately 35.9% of the variation in informal learning behaviors. The study concluded that learning agility, as currently understood, lacks conceptual clarity and robust measurement. While learning agility predicted informal learning behaviors, the relationships were weak, and subdimensional relationships among study variables deviated from conceptual understanding. Therefore, the study results underscore the importance of developing more precise conceptual frameworks and measurement tools for learning agility. Overall, this research contributes to a more nuanced understanding of learning agility by providing a model elucidating the learning-from-experience process. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The overarching aim of this research was to ultimately support global resiliency through science education, preparing citizens to laudably negotiate the contentious socio-cultural science-and technology-based issues of modern times. Correspondingly, this mixed methods study aimed to move a large, diverse school district toward school environments conducive to contextualized socioscientific issues (SSI)-based learning. Of interest to teachers, administrators, and policymakers, the research investigated the effects of subsuming standards-based objectives within the SSI instructional framework on science achievement. Analysis of variance of multilevel assessment and classroom observation protocol data revealed that students experiencing the SSI intervention showed statistically significant gains in content acquisition and that the gains were tied to implementation fidelity. Of overarching and theoretical import, the research also investigated the effect of the SSI curriculum on the development of students' character and values as global citizens. Statistically significant shifts in how students expressed the socioscientific orientation dimensions of Ecological Worldviews, Social and Moral Compassion and Socioscientific Accountability were found. Nuanced findings associated with the content achievement of diverse learners were also revealed. [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.]

Turnover of public school superintendents can be both costly and counterproductive for school districts. For those who are successful, who remain in one district as superintendent, and receive contract renewals from their school boards, it is important to uncover what may impact that success. Measures of personality have been applied to the fields of business and military to make attempts at predicting success within leadership roles. This study examines the personalities of several successful superintendents and the potential impacts of their personalities on their success within their respective school districts. In order to achieve this, we engaged the participation of nine public school superintendents from school districts throughout California. These superintendents completed DISC Personality Assessments before meeting for one-on-one semi-structured interviews to investigate their perceptions of their own personalities, the results of their DISC Assessments, their working relationships with school board members, and how personality has or has not impacted their interactions and conflict resolution with their school boards. Our results demonstrated that there is no single personality type or style that makes a successful superintendent and that successful superintendents have the ability to build relational trust, provide board education opportunities, see the influence of their experience impacting success, as well as their adaptability and capability to adjust personality to meet the needs of their boards. The results of this study underscore the need for further education in Educational Leadership programs on personality, emotional intelligence, and adaptability. This support should better prepare superintendents as they enter into these critical roles of district leadership for successful working relationships with board members and improve overall success rates for incoming district 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.]

Character development is part of the educational process. The current literature examining the cultural influences and educational strategies that have an impact on character development has shown certain gaps, particularly in the context of Guinea, West Africa. These include the lack of a framework and model for character development from this context. Since there are no models or frameworks for character development in the contextual setting of private English-speaking Christian schools in Conakry, research was carried out to address these gaps. The research findings include definitions of character development, traits, strategies, and influences that are relevant to this unique setting. A multidimensional analysis of these findings initiated the construction of the comprehensive contextual model. The model integrates the findings and demonstrates a contextually relevant comprehensive model for character development and the potential impact of cultural influences and educational strategies on that development. After revealing this model, I take account of the work of Hope Ignited, the potential role of this organization, and their use of the model in the development of character in Christian private schools in Conakry, Guinea. This included a pilot project and the details for an implementation plan for future projects in Christian education based on the findings. [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 sought to provide an examination of the instructional design strategies used in an entrepreneurship clinic (EC) and determine their influence on the post-graduation outcomes of its alumni. The conceptual lens for the study comprised Merrill's (2002) first principles of instruction and Lent et al.'s (1994) social cognitive career theory (SCCT). Merrill's first principles provided a standardized set of instructional principles to examine the instructional strategies used within clinic and the SCCT examined the influence of these strategies on building the necessary competencies for participants to pursue entrepreneurship after graduation. The case for this study was the EC organized by the Kwame Nkrumah University of Science and Technology (KNUST). This case is bounded geographically on the KNUST campus in Ghana. This case is situated contextually in the larger issue of graduate unemployment and how entrepreneurship education and training can be used to address it. Data sources for the study were interviews and documents (Patton, 2015). The data was analyzed a priori through the lenses of Merrill's (2002) first principles of instruction and Lent et al.'s (1994) SCCT constructs--self-efficacy beliefs, outcome expectations, and personal goals. Also, the data was analyzed inductively to discover emergent patterns, categories, and themes to arrive at the findings (Patton, 2015). There were three key takeaways from the study. The first is the importance of an entrepreneurship ecosystem to fill the gaps in entrepreneurship knowledge. The second is the temporal nature of entrepreneurship education and the importance of life-long learning. The third is the personality of the participant is important in pursuing entrepreneurship. The study has implication for scholarship in that it extends research by identifying the possibility of building self-efficacy through observation of role-models or mentors. An implication for practice is to provide a more meaningful learning experience to clinic attendants by designing the orientation seminar using Merrill's first principles or another well-established instructional design model. An implication for policy would be to explore how educational and training institutions can help students develop lifelong learning attitudes as they attend school. A final implication for policy would be the need for the provision of social and economic support for new entrepreneurs and the removal of bureaucratic and political barriers that limit access to existing social and economic supports for new entrepreneurs. The following recommendations were made for future studies: (a) interview EC attendants who have experienced all five stages of the clinic to gain a more comprehensive evaluation of the clinic, (b) explore if self-efficacy can be generated afar from the observance of mentors, role models, etc., (c) explore the association between teaching practices and the development of lifelong learning attitudes and dispositions, and (d) apply a mixed methods approach to the study that will allow a survey of a larger participant pool to gain a more representative evaluation of the EC before in-depth interviews are conducted to gain insights into the survey results. [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 digital age and global technological advancement have brought about unprecedented changes in a wide range of global sectors. The educational sector, as a sector that produces a wide range of professionals, necessitates numerous changes and advancements in educational administration. The introduction and integration of boot camps is one method by which the educational sector is attempting to phase out and, in some cases, supplement traditional educational institutes. Several studies have shown the benefits of joining a traditional institute versus a boot camp. These studies focused on the benefits and drawbacks of traditional institutes and boot camps but did not study the factors that a modern-day learner specifically studying digital marketing or coding would consider in selecting the preferred educational institute. This study aims at evaluating these factors and preferences and establishing a model based on the same. The research was quantitative and a descriptive research design was used. The goal of the research was to develop a model for educational institution decision-making based on two theories: The Rational Decision Making Model and the Holland Theory of Career Decision Making. In this endeavor, personality types unique to students pursuing digital marketing or coding courses were identified. Further, the influence of a combination of the personality types and other preferences on the students' choice of educational institution was assessed and a model developed on the same. The survey questionnaire and the self-directed search tool were the instruments employed in this dissertation study. In total 100 responses were collected, the data was analyzed by descriptive statistics and the Chi-square test of independence. Unique personality types were identified for students pursuing coding programs where realistic and investigative personalities dominated while for students pursuing digital marketing realistic and conventional personalities dominated. No significant associations were identified between personality types and program of study or even educational institution. However, the majority of the students noted that they considered personality when choosing a learning environment and also felt that their programs of study aligned with their personalities. Various preferences were considered at varying lengths by the students when choosing a boot camp or a traditional education institution. Based on the results, it was determined that modern students select careers and educational institutions based on how well they align with their unique personalities and other rational decision-making preferences. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

In the past three years, educational leaders in the United States were called to fight for equity and dismantle the oppressive systemic racism that afflict our schools. Yet, as so many of our school leaders and educators are White, they feel unprepared to confront the historic and evolving problem of racial inequality that has frequently been viewed as a "Black problem" (Singleton, 2015, p. 37). With a renewed commitment to educational equity, school leaders are seeking ways to build less divisive and more inclusive schools. This qualitative study describes the role of trust and collaboration in developing culturally responsive school leadership through the perceptions, beliefs, dispositions, and strategies of five school leaders. This study is a narrative inquiry into the experiences of five current school leaders in Massachusetts collected from interviews from June-October 2022. Their staff were also surveyed electronically. Participants were selected based on the following criteria: (a) Experienced (>5 years) principals and assistant principals (b) Current employment in public schools in Massachusetts (c) Leaders with diverse backgrounds and racial identities, including people who identify as Black, Indigenous, or People of Color (BIPOC) including both male and female leaders and (d) Graduate coursework in culturally responsive school leadership. Their narratives are analyzed through the frameworks of both critical theory and critical race theory. The analysis is organized around four components of equity leadership described by the school leaders: core values, leadership roles, barriers to trust, and influence and identity. The study recommends practices for equity-focused school leadership and suggests ways districts can support, identify, and recruit culturally responsive school leaders. This dissertation aims to deepen our current understanding of the relationship between staff trust and culturally responsive school leadership while also describing an emerging leadership identity that is shaping current educational practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study investigated the relationship between stress, resilience, and personality types by using the Perceived Stress Scale (PSS), the Connor-Davidson Resilience Scale (CD-RISC 25), and the Big Five Inventory (BFI). These measures were used to help identify the relationship between stress and resilience. They were also used to investigate the connection between stress, resilience, and personality types. A correlation showed a negative relationship between stress and resilience. Results of this study also showed overall higher mean PSS scores than in previous studies which is likely the result of the study being conducted during the COVID-19 pandemic. Independent samples t-tests indicated that participants in the high resilience category scored significantly lower on neuroticism, higher on openness, higher on conscientiousness, and higher on extraversion than the participants in the low resilience category. The data also showed that participants in the high stress category scored significantly higher than the participants in the low stress category on the neuroticism scale. These results highlight certain personality types that are more likely to have higher stress and resilience and that clinical interventions should be tailored to fit different client's needs as related to their personalities. Results also show that individuals that identify as white have lower stress and lower resilience levels than many of their non-white counterparts. Future research should investigate these differences and connect the results with BFI scale scores. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This phenomenological qualitative study examined the student experience in an online course for Youth Formerly in Foster Care (YFFC), specifically, the challenges in learning in an online course and the environmental protective factors and personal strengths utilized to successfully complete an online course with a C or better. YFFC lag behind their peers in educational outcomes, including college completion rates. YFFC may be interested in the flexibility provided by online courses because childcare and the need to work are often cited as barriers to college completion. Resilience theory was the theoretical framework, which focuses on how those who have encountered adversity rise above to find success. Analysis of the data revealed four main themes related to the student experience in an online course. Participants described challenges they faced and identified attributes of their instructors and campus-based support programs, personal strengths, and attributes of online courses that were helpful to their success. Several strategies for online instructors and YFFC to help successfully complete online undergraduate courses are included. [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, correlational study was to investigate the relationship between parent and child temperament on language acquisition as well as the relationship between parent responsivity and parent-child temperament in autistic children. Participants were 25 parent-child dyads of autistic children between the ages 2 and 8 years of age (18 boys, 7 girls). Parents provided ratings of their temperament and their child's temperament. The child's expressive language, receptive language, and receptive vocabulary were assessed by a licensed speech-language pathologist. Parents' engagement with their children were rated by undergraduate research assistants blind to the study using a Likert rating scale for parent-responsive behaviors. There were several significant findings in the 2-year-old and 3- to 6-year-old age groups. In the 2-year-old age group, significant correlation coefficients were found for the associations between adult effortful control and the autistic child's language, child extraversion and their language, parent responsivity and adult extraversion and negative affect, and finally parent responsivity and child effortful control. Then in the 3- to 6-year age group, there was a significant positive correlation between the autistic child's negative affect and their expressive language. Lastly, in the 7- to 8-year age group, there was a near significant association between adult effortful control and the autistic child's language. Overall, these findings indicate the importance of identifying the parent's and child's temperament and the impact both have on the autistic child's language and their parent's responsive behaviors to enhance the therapy model and improve relationships to maximize the child's ability to acquire language. [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.]

Attending college is like embarking on a journey of self-discovery and transformation. Education as a heroic journey transforms students in such a way that it will invite them to re-examine their conceptual structures, as well as internalized cultural norms. While heroes make their way through their journey, they are often viewed as drawing upon different archetypes. By recognizing the strengths and weaknesses of each archetype, the Hero can consciously rely on the most beneficial attribute of this transformative journey. Despite the essential role of universal archetypes in students' educational journey, they have been overlooked and replaced by a more functional approach in which personal development is neglected. Therefore, calling for a transformative educational approach in higher education has been advocated to push against the boundaries imposed by the functional approach and to help students transcend their personal boundaries. The purpose of this study is to discover the dominant Shadow archetypes of first-year college students and to explore the influence of archetypal unconscious traits on students' self-efficacy. To investigate students' archetypal personalities, two questionnaires: Pearson-Marr Archetypal Indicator (PMAI) and Sherer's General Self-Efficacy Scale (SGSES), were applied. To investigate students' perceptions on the influence of their Shadow archetypes, semi-structured online based interviews through Zoom were conducted. For the quantitative data analysis, statistical analysis was carried out using SPSS; and for the qualitative data analysis, deductive thematic analysis was used to analyze the interview protocols. It was revealed from the findings that the most active archetypes among first year college students are the Seeker, Jester, and Caregiver archetypes. The most common Shadow archetypes that are active among first year college students are the Idealist, Ruler, and the Warrior archetypes. The statistical analysis indicated that there is a linear relationship between the Shadow archetypes and students' self-efficacy. The thematic analysis of semi-structured interviews revealed that first year college students' academic self-efficacy is influenced by the traits of their Shadow archetypes in various ways. Some of these influences are lack of motivation, procrastination, inability to set goals, irresponsibility, and negative self-evaluation. [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.]

To close the achievement gap and reverse the declining achievement of American students when compared to their global peers, several strategies and initiatives have been employed across the nation. There have been several initiatives, including implementing systems that increase school district accountability for student learning, improving university academic standards, and requiring school districts across the nation to employ highly qualified teachers (Ransdell, 2017). Despite various approaches to decrease the achievement gap of students and increase academic standards, there remains a challenge regarding school district administrators hiring effective teachers. Many school districts have used their own systems for selecting, interviewing, and hiring teachers, while others rely on commercial products to assist in recruiting teachers to their districts. This study investigates the teacher candidate interview process to determine how principals and district administrators assess teacher candidates' perceptions of self, perceptions of others, perceptions of the purpose of teaching, and perceptions of their interpersonal skills. The topic of dispositions is central to teacher education and to teacher educators. The purpose of this study is to gain a better understanding of how school leaders select and hire effective educators for their school community. This mixed-methods study seeks to determine how principals assess teacher candidates during the interview and hiring process. This study uses a survey developed by Jennifer Hindman and James Stronge, The Teacher Quality Index (TQI), with respect to teacher selection and hiring. With permission, the survey was modified and used to collect data along with the use of structured interviews to address the research questions of this study. The quantitative data was collected using the modified TQI to elicit principal perceptions of teacher candidates throughout the interview process. The modified TQI survey detailed principals' assessments of dispositional interviews of prospective teachers. Additionally, the qualitative data was collected via a structured interview protocol developed by the researcher, conducted with those individuals who participated in the survey. Interview questions provided more detailed information about administrator perspectives regarding the hiring process. The significance of this study offers important guidance to principals and district administrators who are involved in the hiring process for their school or district. Specifically, this study has attempted to provide evidence that incorporating dispositional assessments and interview questions throughout the hiring process of teacher candidates assists school leaders in hiring effective teachers. School districts looking to improve their hiring practices now have a means to do so with the results of this study. Refocusing the efforts on the overall interview process increases the likelihood of improving the effectiveness of the overall teaching staff of a school or district. Utilizing dispositional interviewing techniques as part of the interview process can identify effective teachers and ultimately may be a necessary step to ensure schools and districts are hiring the most effective teachers possible. [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 explored how a theory could explain how outside contributors could influence a student's decision to return for the second and final year of their academic career program. Using Holland's person-environment fit theory as the theoretical lens, this study contemplates how specific contributors, such as family and friends, surroundings, and others contributors, could have an influence on the student's overall well-being and career decisions. Finding suggest that the students personality summary code does align with their chosen academic career program. Also, certain outside influencers or contributors has an effect on their choosing an academic career program or career path. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The COVID-19 pandemic necessitated an unprecedented shift to virtual learning in America. It is unlikely that this method of instruction will end when it is safe to return to in-person instruction, even though there is limited research supporting virtual learning at the K-5 level. This phenomenological qualitative study explored the professional identities of virtual elementary school teachers, and what strategies they used to engage their K-5 students in a synchronous virtual setting in the state of Missouri. Data for the present study were collected through a census survey sent to all virtual elementary teachers, two focus groups of the same teachers, and two one-on-one interviews with the assistant principals of virtual learning from one large virtual learning provider in Missouri. Through basic descriptive statistical analysis, findings regarding professional identities showed that teachers had a wide range of backgrounds and expertise areas; but most reported a lack of preparation to teach elementary school online. To investigate engagement strategies, Fredericks et al.'s (2004) Multidimensional Engagement Framework was used. Using a combination of inductive and deductive analysis, findings suggest there are certain teacher dispositions that contribute to successful engagement in elementary virtual learning. In addition, several specific strategies for cognitive, affective, and behavioral engagement were uncovered as well as several challenges regarding engagement in K-5 virtual learning. This research begins the important work of uncovering best practices in virtual learning at the K-5 level and paves the way for future research on the topic. [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 aimed at investigating the effect of using some proposed kinesthetic activities on developing EFL oral language performance for the primary governmental language students. Participants of the study were 33 students in primary six from Hassan Abu Bakr governmental language school in the academic year 2016-2017. The researcher's instruments included an oral language performance checklist, a rating scoring rubric and a pre/post oral language performance test. The students received learning their lessons contents through using some proposed kinesthetic activities designed by the researcher that included sports, gallery walks, action songs, acting, miming and take 10 program. Students' scores on the pre and posttest were statistically analyzed using T-test. The researcher also used a qualitative analysis of the students' oral performance. Results of the study revealed the positive effect of using kinesthetic activities on developing the students' oral language performance.

The purpose of this qualitative study was to investigate college students' beliefs of their parents' role in influencing their character development, and of their own character in influencing their college academic achievement. Two research questions guided the study: (1) What are college students' beliefs about how parental role modeling influenced their character development? and (2) What are college students' beliefs about the role their character played in their academic achievement? Data were collected from 10 undergraduate college students who met the criteria for participation. Each participant participated in a virtual semi-structured interview. Each interview was audio recorded. The interview recordings were transcribed verbatim and analyzed for emerging themes. The data yielded 10 themes: Be kind to others, Be a better me, Identifying a connection with parent(s), Spirituality as a vehicle to teach positive character traits, Most influential stage, Most credit for current character traits, Connecting with others increases opportunities for success, Being a hard worker helps me achieve, Being socially reserved leads to missed opportunities, and Lack of self-regulation contributes to doing work at the last minute. [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 predictive correlational study was to examine if, and to what extent, a predictive relationship existed between charismatic teaching and students' intrinsic and extrinsic motivation in community colleges in the Northwest United States. The theoretical foundation for this research was the charismatic leadership theory. Two research questions guided this study. The researcher examined if, and to what extent, charismatic teachers' professional knowledge, positive character traits, sense of humor, quality instruction techniques, and overall charisma individually predicted community college students' intrinsic and extrinsic motivation. There were 176 community college students recruited to participate in this study. Each participant was given three instruments: a demographics questionnaire, the Inventory for Teaching Charisma in College Classroom, and the Motivated Strategies for Learning Questionnaire. Data were collected from these instruments and analyzed using a stepwise multiple linear regression analysis to determine the predictive value of charismatic teaching in relation to students' intrinsic and extrinsic motivation. The results indicated that the global score of charismatic teaching was the highest predictor of intrinsic motivation (R[superscript 2]=0.51), while the positive character traits subscale was the highest predictor of extrinsic motivation (R[superscript 2]=0.09). Findings of the study suggested that teachers who exhibited professional knowledge, positive character traits, sense of humor, and quality instruction techniques positively impacted their students' intrinsic motivation in community college classes. In addition, results indicated that charismatic teaching did not significantly predict extrinsic motivation. [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.]

According to Garcia and Weiss (2019), students in high-poverty and high-minority schools typically feel the largest impact of teacher shortages. The aim and objective of this qualitative phenomenological study was to examine the factors that contribute to the teacher shortage in high-poverty schools and analyze how these factors are being addressed by various education administrators. This study focused on four factors that impact teacher retention: teacher preparation programs, workplace conditions, principal leadership styles, and teacher disposition. Principals, university coordinators, and district-level administrators across the state of Pennsylvania, with experience levels ranging from one to 24 years, participated in this study. The data emphasized the importance of university coordinators incorporating coursework that is more relevant to the challenges in high-poverty schools and finding more opportunities for clinical experiences outside of student teaching. The data also emphasized the importance of building principals hiring individuals who have the appropriate disposition for teaching in a high-poverty school and for building principals to be intentional and strategic in how teachers are supported. Furthermore, the data revealed the need for district-level administrators to establish and maintain partnerships with universities to support retention efforts. The implications for leadership are for stakeholders in universities, districts, and schools to collaborate on teacher preparation curriculum, innovative recruitment strategies, and professional development for building 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 study is to explore the relationship between the personality traits, learning environment and academic achievement of children in mixed-grade versus traditional classrooms. The conflicting existing research on the efficacy of mixed-grade classrooms suggests there may be characteristic differences between children that impact success in these classrooms. Understanding whether and to what degree a relationship exists would help to ensure students are sorted into classrooms that optimize their learning capacity and promote academic success. This is the first known study to date that explores the associations between and predictability of children's personality traits using the NEO-PI-3 as an informant rating system, level of academic achievement, type of classroom, and parent perception of their child's learning climate. The current study explored these relationships by surveying parents of elementary school children in traditional, mixed-grade, and a combination of traditional and mixed-grade classrooms. Participants were asked to complete an adapted version of the NEO-PI-3 based on their perception of their child's personality and personality traits, and the Learning Climate Survey as an objective measure of their perception of their child's learning environment. Results from the present study indicate there is no significant association between type of classroom, children's parent-rated personality traits, and parents' perceptions of their child's learning climate. This conclusion is consistent with previous literature, that there are no significant differences between classroom designs even when personality is accounted for. It is reassuring for parents and educators to know that neither classroom design has yielded significant outcomes for students at this age. Families and schools can continue to make decisions that fit their preferences or maximize their resources. However, both parties would benefit from future studies or larger samples that assess the children directly, involve the input from teachers and potentially follow the children longitudinally to assess long-term consequences of classroom 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.]

Understanding how emotions influence motivation among students is critical to the talent development process. Research shows that certain emotions elicit an approach motive while other emotions elicit an avoidance motive. This study explored emotional disposition and fear of failure among undergraduates enrolled in honors college (n = 63) compared to undergraduates enrolled in regular college courses (n = 296). Results suggest that dispositional shame is positively correlated with fear of failure; however, neither gender nor enrollment in honors college predict fear of failure beyond dispositional shame. Students enrolled in honors college do not differ on measurements of shame and fear of failure compared to students not enrolled in honors college. In general, female undergraduates were more likely to report experiences of shame, guilt, fear of shame and embarrassment, and fear of devaluing one's self-estimate than their male peers. The findings are discussed in light of a need to understand high-ability college 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 quasi-experimental study examined preservice teachers' attitudes, dispositions, and levels of self-efficacy regarding their ability to work with students who are blind or visually impaired effectively. This study assessed preservice teachers' attitudes of blindness using Bell and Silverman's (2011) Social Responsibility about Blindness Scale. Participants' dispositions were assessed with the Shippen, Crites, Houchins, Ramsey, and Simon's (2005) Preservice Inclusion Survey about students who are blind/visually impaired. Participants' self-efficacy beliefs were assessed using Tschannen-Moran and Hoy's (2001) Teachers' Sense of Efficacy (short-form) scale. Viewing the hypotheses through the lens of Bandura's (1971) Social Cognitive Theory, specifically Triadic Reciprocal Determinism, information was gathered about preservice teachers' personal factors [dispositions/attitudes], behaviors [efficacy], and environmental influences [intervention] regarding students who are blind/visually impaired. To analyze the pre-test data, analysis of several variance tests were conducted to determine if a statistically significant difference in test scores existed between the control and experimental groups' attitudes, dispositions, and self-efficacy beliefs. Findings revealed that at the pre-test, both groups were statistically homogenous considering age, gender, and test scores on the SRBS, PSIS, and the TSES. At the post-test, the groups remained the same, and a Mann-Whitney U test rejected the premise that a significant difference existed in scores between the control and experimental group after the intervention. Recommendations for future research are to embed information from the intervention in special education coursework, use a classroom platform to track participants' level of access and participation, and/or conduct a mixed-methods study. The implication for the field of teacher preparation is to use the instruments to examine and investigate preservice teachers' attitudes, dispositions, and self-efficacy beliefs about students with disabilities. Regarding the field of education, administrators in school districts can also offer the information from the intervention as professional development for teachers who are new to educating blind/visually impaired students as results show a trend of increased attitudes about blindness. [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 many years, scholars have investigated instructional design expertise and described the difficulty defining it. A lack of a clear definition, inclusive of primary components, poses a measurement problem for those seeking to evaluate the development of expertise. An overarching aim of this study is to gather evidence to support a definition of instructional design expertise (IDE) which includes knowledge, skills, and dispositions. Instructional design dispositions have not received much attention, but dispositions (e.g., adaptability, flexibility) are often described as distinguishing traits of expert designers. Existing ID competency instruments evaluate the perceived importance of knowledge and skills but are limited in tracking development past competency. They also do not adequately consider dispositions. The purpose of this research was to describe the development of the Instructional Design Dispositions and Expertise Index. Instrument development procedures included item generation, expert review, think-aloud sessions, and a small-scale item tryout. Over 200 designers agreed knowledge, skills, and dispositions are important components of expertise. Qualitative data corroborated quantitative findings further illuminating a relationship between these components and quality instructional design. Initial evidence of content and construct validity for the instrument is established. A validated expertise instrument would allow us to more fully understand and evaluate expertise and its development, which could inspire innovation in instructional design research, theory, and practice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]