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Social Emotional Learning (SEL) programs and curricula have emerged as a priority in schools over the past three decades, with greater urgency since the COVID-19 pandemic. While SEL programs may show promise in supporting students' social and emotional needs generally, current SEL practices apply color-evasive approaches, leading to White-centered practices and norms that do not acknowledge the identities and needs of students who identify as Black, Indigenous, and People of Color (BIPOC). In response, scholars have called for Culturally Responsive Social Emotional Learning (CRSEL) programs to support students in acknowledging their cultural strengths, recognizing their funds of knowledge, and feeling connected to their learning environment. Although there is a growing body of research on SEL that focuses on conceptualizing social justice, trauma-informed, equity-based, and anti-bias education SEL, more research is needed on teachers' perspectives and how they implement and integrate CRSEL into their classroom settings. The purpose of this study was to explore teachers' perspectives and experiences with CRSEL practices and how they describe the enactment of CRSEL for BIPOC students who attend Title I public schools in California. By centering the research study on the voices of teachers who work in Title I public schools, the study offered critical insights into the implementation of and teachers' commitment to CRSEL. In this phenomenological qualitative study, I interviewed 20 teachers from California Title 1 schools who self-identified as having experience teaching SEL and CRSEL. I asked them about their perspectives and experiences with CRSEL. Across the 20 participants, teachers described their perspectives on CRSEL as a form of building meaningful connections with students and being unable to do SEL without being culturally responsive. They described their enactment of CRSEL as integrating and incorporating students' cultures and personal experiences into the classroom and curriculum materials. Across their perspectives and enactment of CRSEL, teachers described students' responses as a driving force to why and how they implement CRSEL. This dissertation offers implications for research, policy, and practice on SEL enactment in the classroom and teacher preparation. Based on the expressed needs of teacher participants, this study highlighted the importance of school districts adopting and supporting CRSEL curriculum tailored to the intersectionalities, diverse identities, and diverse backgrounds of the students they serve. Moreover, there is a need to provide teachers with resources and ongoing professional development opportunities. This investment that school districts can make will ensure that teachers have the tools and knowledge necessary to create truly inclusive learning environments for all BIPOC 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.]

The purpose of this phenomenological qualitative study was to explore how educators describe the impact of SEL instruction provided by the guidance counselor. Additionally, this study also sought to explore how educators perceive the supporting role they play in the delivery of SEL instruction alongside the guidance counselor. The overarching two research questions were: How do educators describe the impact of SEL instruction when students receive social-emotional learning instruction from the guidance counselor on a regular basis? How do educators describe the supportive role they play in the delivery of SEL instruction provided by the guidance counselor? The theoretical frameworks that supported this study were Bronfenbrenner's Ecological Systems Theory and Goleman's Emotional Intelligence Theory. Data collection for this study consisted of semi-structured interviews that were conducted with nine educators at a private school in West Tennessee. Each participant participated in a series of three interviews following Seidman's three interview protocol. The findings from this study identified eight themes: (a) social awareness, (b), relationship skills, (c), self-awareness, (d), value, (e), relationship with the guidance counselor, (f), support, (g), relationships, (h), benefits of guidance counselor teaching SEL. This study obtained data of the lived experiences of the nine educators that participated. Based on the results of the study, recommendations for future use included: increasing the number of participants in the study to obtain additional data viewpoints, broadening the scope of the study by interviewing educators at private schools with varying demographics and environments, and conducting studies including the guidance counselor. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

According to recent research, gun violence at schools has become a public health issue. Teachers, administrators, students, and communities are trying to cope with the aftermath of gun violence at schools. The purpose of this qualitative phenomenological study was to identify coping mechanisms among teachers and administrators after experiencing gun violence at school. The theoretical framework was the transactional model of stress and coping, contending that a person's capacity to cope and adjust to challenges and problems is a consequence of transactions. Data collection included Zoom interviews with 10 participants. Findings from coding and thematic analysis indicated that experiencing gun violence can result in risk factors that can be reduced by implementing coping mechanisms. Findings on emotional stress and physical issues provide information on decision making and planning for teachers and administrators who have experienced gun violence and needed resources for adverse mental health outcomes. Findings may be used to address positive social change through trauma-informed practices, safe space in classroom settings, and interventions for teachers and administrators. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study examined the experiences of Iranian-American and Iranian female leaders within higher education institutions. Utilizing a qualitative phenomenological approach, the research actively engaged a cohort of 18 participants through purposive sampling and semi-structured interviews. Four research questions guided this study, highlighting the experiences, perspectives and complexity of these women in their journey towards leadership roles in higher education. The research questions focused on highlighting challenges, methods to overcome them, measures of success and recommendations for aspiring Iranian and Iranian-American leaders. This study aimed to showcase the distinctive intersections of identity, culture, and gender within a lens of leadership experiences of Iranian women in higher education. The narratives provided by these women, not only provide great insights into their personal and professional development, but also offer significant perspectives on the wider context of diversity, equity, and inclusion within academic leadership. As the narratives from interviews were explored and connected to literature, a deeper understanding of challenges Iranian female leaders have overcome emerged. These challenges include, but are not restricted to, a lack of a support network, balancing family and work life, misogyny in the workplace, along with other challenges in the workplace, such as being dismissed or not taken seriously as well as immigration challenges and mental health challenges. Following that, to overcome these challenges, they relied on personal and professional communities to lean on as well as leaning on personal characteristics such as resiliency, being flexible, having strength of character and confidence to overcome those challenges. Measures of success were revealed as reaching professional milestones, publishing, relying on feedback and meeting the needs of their family. Furthermore, recommendations were given to aspiring leaders to build a network and community, support those in those communities, to be confident and persevere, to keep learning and ultimately, to embrace your unique Iranian background. A model was developed for Iranian female and Iranian-American leaders and aspiring leaders in higher education. The model was developed to help Iranian women evolve, grow and sustain through four different areas of internal and external areas of identity, introspection, community and organizations. [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.]

Academicians, administrators, and policymakers in New Orleans have pointed toward a disproportionate academic and life-cycle outcome where Black American males are particularly disadvantaged as compared to White students. An often-cited cause of these disproportionate outcomes for Black male students is inequality and mistreatment in schools. Therefore, this study explored the educational experiences of 10 Black males aged 18 or over from four alternative public schools in New Orleans via individual interviews. The purpose of this hermeneutic phenomenological qualitative investigation was to explore Black male students' encounters with non-Black teachers and staff in New Orleans and gain their perspective on their educational experiences. Incorporating their perspectives will help bridge the gap in counseling literature and enhance the knowledge base essential for educators, school counselors, administrators, staff, and policymakers in their interactions with Black males. The research questions centered on the lived educational experiences of 10 Black male students in New Orleans when interacting with non-Black teachers and staff. The following six themes emerged from the study: implicit bias and stereotyping, discipline disparities, lack of cultural competence, differential treatment, underrepresentation, and academic achievement. The data were analyzed using hermeneutic phenomenological analysis. The results of the study support positive social change through discourse on policy and school reforms as well as an individual reflection by non-Black teachers and staff which can facilitate more equal educational opportunities and better life prospects for Black male 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.]

The purpose of this replicated phenomenological study was to describe teachers' lived experiences with self-efficacy teaching face-to-face instruction during the COVID-19 pandemic in a public school district in Southwestern Louisiana. The theory guiding this study is Bandura's (1977) theory of self-efficacy, which was used to answer the following research question: What are math teachers' lived experiences with self-efficacy teaching face-to-face instruction during the COVID-19 pandemic? Fourteen teachers from two schools described their lived experiences teaching face-to-face instruction during the pandemic. Data was collected through semi-structured interviews (digital or written) and a focus group. Data analysis followed Moustakas' (1994) methods of epoche, phenomenological reduction, and thematic development and synthesis for textual and structural descriptions of the phenomenon, to present the essence of the phenomenon. The study focused on four themes and nine sub-themes. The themes were perseverance, awareness, a need to socialize, and challenging. The findings revealed that teachers' self-efficacy in teaching face-to-face instruction continuously fluctuated and was influenced by their classroom experiences and perceptions of their classroom environment. Teachers experienced increased self-efficacy through mastery experience, vicarious experience, and verbal persuasion, which increased teacher commitment and relationships, however, teachers also experienced decreased self-efficacy through emotional arousal because they perceived their environment as challenging, which intensified teacher stress. [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 hermeneutical phenomenological study was to understand the mindsets of preservice educators regarding mandatory training in pre-violence indicator patterns at XYZ University. Pre-violence indicator patterns are defined as behaviors symptomatic of violent or aggressive behavior. The theory guiding this study was Dweck's implicit theory of intelligence. The central research question was: What is the mindset of preservice educators regarding mandatory training in pre-violence indicator patterns? Qualitative hermeneutical phenomenological methods were used to study the beliefs of 12 preservice educators through a questionnaire, individual interviews, and a group discussion. The data were examined through line-by-line coding and thematic analysis to understand each participant's process, narrative, structure, and values. The findings revealed deficiencies in current training and collegiate conversations on pre-violence indicators, the need to integrate growth mindset principles and situational awareness to improve educator preparedness and safer educational environments, and an overall mindset shift toward pre-violence indicator pattern training. [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.]

Trauma negatively impacts a student's ability to build trust and relationships, which in turn can negatively impact their ability to learn and maintain knowledge. Research shows that K-12 institutions that lead through a trauma-informed lens can have a positive impact on learning outcomes for students. However, the relationship between a trauma-informed approach in college classrooms and student rates of academic success has not yet fully been studied. This qualitative phenomenological study aimed to explore the relationships between trauma-informed pedagogy and the perceptions of student success. A total of eight formerly incarcerated, trauma-impacted students participated in semi-structured interviews to gain insight to their experiences in higher education. The results demonstrated the following: students see success as more than their GPA; when students feel connected and supported, they are more open to learning; the way teachers speak to and treat their students, especially when it comes to seeking support, can have great impact on how they see themselves in the academic milieu; rigid classroom policies have a detrimental impact on students' abilities to feel successful. The findings of this study contribute to knowledge of trauma-informed pedagogy for higher education and provide theoretical evidence for further education and support for higher education teachers in order to meet the needs of their trauma-impacted 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.]

Student affairs professionals in four-year universities are increasingly reporting feeling overwhelmed, stressed, job dissatisfaction, and potential burnout, resulting in decisions to leave their positions. High rates of turnover in these institutions may hinder the effective management of student affairs departments. The majority of studies on job-related stress and burnout of university student affairs professionals use quantitative methodologies. The study used interpretative phenomenological analysis, a qualitative research design, to explore the lived experiences of four-year university student affairs professionals and their perceptions of job-related stress, potential burnout, and effective individual and organizational coping strategies. Participants were selected from a large public four-year university located in the Southwest region of the United Studies. The qualitative approach of the study was used to fill the gap in empirical research on this growing higher education organizational problem and provide potential guidance for student affairs leaders and practitioners in similarly situated four-year universities. [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 the experiences of East Asian international doctoral students in clinical supervision within counselor education programs in the United States. With the increasing enrollment of international students in these programs, understanding their unique challenges and strategies for success in supervision is essential. Using a phenomenological lens and Bandura's human agency theory, this study examines the personal, proxy, and collective agency of 10 East Asian international students (N = 10) in navigating their supervision experiences. The study identifies several barriers that these students face, including linguistic, sociocultural, professional, and systemic barriers. Despite these challenges, the study reveals that East Asian international doctoral students employ self-initiated development strategies, supervisors, and support networks. The study offers significant implications for students, counselor educators, and administrators on enhancing the supervision experience and professional development of East Asian international doctoral students, ultimately contributing to the diversity and cultural competence of the counseling profession. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Teacher-student relationships have long been identified as an important factor in the success of a student, and in the investment of the teacher. Extensive research has been conducted on the perception and outcomes of teacher student relationships from the perspective of the teacher and that of the students. However, research on the outcomes, insights, and expectation of teacher-student relationships from the perspective of parents, specifically parents of urban elementary students, is scarce. This study aimed to address the research gap by exploring the lived experiences of urban elementary parents through a phenomenological, qualitative study. Three semi-structured focus groups were held in which the researcher interviewed and facilitated discussions with parents of a child currently in kindergarten-second-grade in an urban school district in Northeastern Ohio. The 16 parent participants were asked to describe characteristics and expectations of high-quality teacher-student relationships, reflecting on their lived experiences and current state as a parent of an elementary student. Participants shared personal anecdotes, reflected on the impact of teachers in their own life, and emphasized the formative role teachers play in all aspects of a child's life. Responses indicated five primary themes when determining expectation and characteristics of teacher-student relationships from the perspective of parents: 1. Strong and consistent communication, 2. Teacher care and connection, 3. Teacher awareness and understanding to individual situations, 4. Holding students and families to high-expectations, and 5. Student engagement and recognition of individualized learning. The results of the study suggest that the teacher-student relationship is pivotal in making meaningful connections and creating a sense of belongingness and interconnectivity for students. Implications of the study indicate the importance of viewing the teacher-student relationship from a comprehensive lens, including the insights of parents, teachers, and students. The advocacy for resources and opportunities for teachers to foster relationships is vital in creating student success in the academic setting and beyond. Additional findings include the cruciality of the teacher beyond school in making connections, and the significance of the teacher in the success of the students, especially in an urban setting. The teacher matters in all components of a student's life. Furthermore, the results indicate that high-quality teacher student relationships include interpersonal and authentic relational attributes of care, investment, respect, cultural attunement, and a connection beyond academics. [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 the lack of empirical research that exists on the experiences of counselors in training who identify as trans or gender nonconforming (GNC). The literature that does exist paints a troubling picture of systemic oppression and othering (Blumer & Barbachano, 2008; Bryan, 2018; Carroll & Gilroy, 2002; Chan et al., 2018; Cor et al., 2018; Shipman & Martin, 2017; Singh & Chun, 2010)--using a critical phenomenological theoretical framework and a queer and trans methodology. This study investigated the lived experiences of trans and GNC counselors-in-training. Participants included seven trans and GNC counseling students attending counselor education graduate programs across the continental United States. Three semi-structured group interviews were utilized to collect data. A post-methodological analysis found three thresholds and five spaces. Threshold 1) Gender (dis/re)orientation, Space 1) (Dis)orientation: The world doesn't get us, Space 2) (Re)orientation: Recognizing Privilege. Threshold 2) Power and Problematization: Action and its cost, Space 3) Problematization through action, Space 4) Power and Problematization: The cost of continued action. And Threshold 3) (Dis/re)orientation with clients, Space 5) Self-disclosure. Findings are discussed in reference to implications for counselor education programs and recommendations for future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

In 1969, the Stonewall riots in New York City marked the launch of the liberation movement for the LGBTQ+ community. In the years that followed, the fight for equal rights and inclusion has permeated society, the court system, professional settings, and academic institutions. The role of colleges and universities, particularly historically black colleges and universities (HBCUs), in fostering change and building inclusive initiatives that solicit inclusion has steadily been a struggle. A study conducted by the Rutgers Center for Minority Serving Institutions with the Human Rights Campaign revealed that though more HBCUs have either full-time staff or LGBTQ+ centers, programs, and organizations than ever before, there is still a significant issue with enacting policies, initiatives, and support that foster inclusion at these institutions. However, the Rutgers Center for Minority Serving Institutions research also noted several HBCUs that have successfully integrated positive organizational change initiatives that foster inclusion for the LGBTQ+ campus community. This phenomenological qualitative research examined leaders from successful colleges and universities in the southeastern region of the United States. Furthermore, through Teller's appreciative leadership lotus model, this research established a profile of inclusive characteristics that have propelled these leaders to establish organizational change initiatives that foster an inclusive environment on their campus. [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 phenomenological study investigates the transition to college experience for students with learning disabilities who participated in a high school transition-to-college curriculum. Utilizing individual, semi-structured interviews with seven graduates from an independent school for students with learning disabilities currently enrolled in college, the study seeks to deepen understanding of their lived experiences and provide recommendations for enhancing outcomes in this student population. The findings underscore the importance of transition-to-college preparation that allows students to acclimate to the challenges of college life. The results align with existing research highlighting the benefits of prior knowledge about one's learning disabilities, familiarity with accessing accommodations, and understanding one's rights under educational mandates. The study contributes to the existing literature by providing insights into the specific experiences and needs of students with learning disabilities transitioning to college, ultimately aiming to improve support and resources for 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.]

Visionary leadership theory is built upon the premise that leaders cast a vision for followers by developing an image of the future and then inspiring followers to achieve that vision (Sashkin, 1996). Visionary leaders articulate where a group is going and encourage the group to innovate, experiment, and take risks in pursuit of the vision. How is visionary leadership demonstrated in Christian higher education, and how can today's higher education leaders leverage visionary leadership? Two world-class Christian universities have emerged to become the largest private nonprofit universities in Virginia: Liberty University and Regent University. This qualitative phenomenological research study leverages heuristic phenomenology (Moustakas, 1990) to explore the visionary leadership of the founders of Liberty University and Regent University through the lens of their followers' perceptions of leadership. In-depth interviews were conducted to explore visionary leadership traits that university employees witnessed firsthand. Implications are discussed for today's higher education leaders and for future research on visionary leadership. [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 staffs' perceptions regarding the influence of transparent communication on organizational culture in a faith-based college in the mid-Atlantic United States. The study used a phenomenological approach, grounded in the principles of existential phenomenology as posited by Heidegger, alongside an interpretivism framework, which focused on understanding the consciousness and lived experiences of individuals who have directly encountered the phenomenon of transparent communication within their organizational setting. The research was driven by two primary questions: (1) What are leadership staffs' perceptions about the influence of transparent communication on organizational culture at a faith-based college? (2) What are leadership staffs' perceptions about ways leaders may improve transparent communication at the same institution? Purposeful sampling was used to select participants who were leaders at the college, ensuring a diverse and relevant pool of perspectives. Interviews were conducted via Zoom, and data were analyzed using a thematic analysis, which revealed four major themes: (1) Transparent communication supports a culture of trust and collaboration; (2) Transparent communication can lead to role clarity and increased self-efficacy for employees; (3) Leaders should create communicate plans to ensure effective and transparent communication; and (4) Information should be disseminated in different ways to reach diverse audiences. The results of this study contribute to positive social change within faith-based institutions of higher learning and other organizations that seek to improve communication practices, trust, and organizational culture. [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 number of non-western students migrating to western countries for higher education is increasing every year. They suffer from stereotypes and often perceived as non-critical thinkers. However, it is not the lack of critical thinking skills, rather it is the lack of understanding of the different approaches and different styles of practicing critical thinking skills by non-western learners. The purpose of this qualitative study was to compare the perception of critical thinking skills of students who studied Indian philosophy with those who studied western philosophy, and to understand the commonalities and differences in students' thinking processes and the approaches adopted by these philosophy programs to train their students in CTS. This study compared undergraduate students of Indian philosophy (Nyaya) with western philosophy students from India. The research methodology selected for this study was a phenomenological qualitative method. This study focused on exploring the experience of students regarding the methods used by western and Indian philosophy teaching in India that would contribute to enhancing the critical thinking skills of learners. The participants were interviewed through Zoom and the interview data were analyzed using constant comparative analysis; the three stages are open coding, axial coding, and selective coding. A total of 12 participants, six from the western philosophy group studying for a BA in Philosophy from Kerala Verma College, and the other six participants from the Nyaya philosophy group studying BA Nyaya Philosophy from Sree Sankaracharya University of Sanskrit, (both colleges are from Kerala, India) agreed to participate in this study. They all had completed their final year exams and were waiting for their results. They were all enrolled in a three-year BA program. The medium of instruction for both groups of students was English and the regional language. The regional language in both colleges, which are located in Kerala, is Malayalam. All participants from the NP group preferred to have a translator and answered in Malayalam to the translator. The translator translated the questions to the participants and translated the participants' answers in English during the interview. The common themes that emerged after data analysis of students enrolled in Western Philosophy were that the one, participants felt Western philosophy was relevant and relatable when compared to Indian philosophy. Two, participants defined critical thinking skills in western philosophy as solving social problems. Finally, three, according to participants the outcome of western philosophy is the ability to make decisions. The themes that evolved after analyzing the interview data of final-year students enrolled in the Nyaya philosophy program were three themes. First, participants felt Nyaya philosophy was suited for self-questioning. Second, participants defined critical thinking in Nyaya philosophy as raising voice against wrong. Third, participants viewed outcomes of Nyaya philosophy as similar skills (analysis, evaluation, decision making), but with the purpose of being moral. Although this study was able to provide insight into the difference in the perception of students enrolled in western philosophy and Nyaya philosophy on critical thinking skills, nonetheless, further studies can help in understanding the reasons behind those perceptions and actual methodologies that helped in shaping students perception towards critical thinking skills based on teaching 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 transcendental phenomenological study aimed to understand the time management decisions of persistent non-traditional online learners over 30 at large institutions offering online programs in the United States. The central research question is: What are the shared time management experiences of persistent non-traditional online students over 30 enrolled in large institutions in the United States? Data was collected through semi-structured interviews, journal prompts, and focus groups. The sample comprised 12 participants. Saturation began to visualize after the ninth interview. Data collection continued until all 12 participants were interviewed and their journal prompts were completed. The study was conducted in a virtual setting, utilizing Knowles's theory of adult learning as its theoretical framework. Strategies for ensuring transferability and credibility include member checking and triangulation of data sources. Thematic analysis was employed for data interpretation. Findings revealed that key themes such as Personal Organization and Reflection, Time Management Challenges and Scheduling, and Work-Life Balance significantly influenced the persistence of non-traditional learners in online education. These elements and strategies for navigating challenges and leveraging online learning flexibility underscored the importance of effective time management for online academic success and personal fulfillment among non-traditional learners enrolled in online learning 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.]

Professional development programs aim to make long-lasting change to teacher practice. However, these programs are often short-lived due to limited personnel, cost, and time constraints. Using an actor-oriented approach, this study aimed to understand how teachers transfer their learning from a professional development program focused on implementing scientific representations into their planning and teaching of a science unit. Additionally, this study examined how teachers' prior knowledge and experiences, in this case their science teaching orientations and emotions, influenced how they transfer their learning. Participants in this study, four elementary school teachers, varied in the length of their participation in the professional development, as well as the form of professional development they received (individualized coaching vs. professional learning communities vs. combination of both). Employing interpretative phenomenology, four case studies explicate these research questions utilizing semi-structured interviews, teacher reflections, lessons plans, and classroom recordings. Findings showed that teachers' orientations to science teaching played a role in whether they transferred their learning into practice. Orientation alignment facilitated transfer, while orientation misalignment hindered transfer. Those with more experience in the project focused on quality and content-aligned use of representations that they felt strong orientation alignment with, while those with less experience had more generalized, non-content-specific use of representations. As expected, positive emotions facilitated transfer, while negative emotions hindered transfer in most cases. A few notable cases showed how teachers were able to leverage their negative emotions toward productive change in the future. Finally, emergent findings discuss time as an additional barrier to transfer. This study has implications for the design of professional development programs, specifically regarding aiming for orientation alignment with the program as a major learning outcome, and the importance of attending to teachers' emotions with the aim of helping them persist through negative emotions and leverage them for change. Additionally, professional development programs should address the practical applications of the encouraged instruction, including where necessary how to adapt existing curriculum and maximize the impact of instructional changes where time constraints are an issue. [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 Individuals with Disabilities Education Act (IDEA) indicates students should participate in their Individualized Education Program (IEP) meetings whenever appropriate (IDEA, 2004), yet many students are uninformed of the purpose of these meetings and are not meaningful or active participants in the development of their IEPs (Martin, Van Dycke, Christensen, et al., 2006a). A student-centered planning approach is consistent with the focus within the IDEA on including students in transition planning and using a strength-based approach inclusive of hobbies and interests. There are many benefits of this approach, including self-determination, self-advocacy, academic achievement, and increased participation. The current qualitative study involved an exploration of student, parent, and an IEP team member's perceptions of an IEP meeting before and after participating in a student-centered IEP meeting through individual interviews. The interviews were transcribed and analyzed using interpretive phenomenological analysis (IPA). Themes identified in the student interviews revealed an increase in student awareness and knowledge, specifically about their IEPs, strengths, weaknesses, and services to which they are entitled. Parent interviews revealed themes of collaboration and team member interviews conveyed a theme of increased participation. Overall, centering students in the IEP process led to better participation and understanding of the IEP and the process, which illustrates the importance of IEP teams implementing this approach. [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 Interpretative Phenomenological Analysis (IPA) explored the experiences of teachers who a) participated in a multiyear, multisite professional development (PD) program on formative assessment practices and who b) are identified by their supervising administrators as positive-outliers by virtue of their extraordinary improvement and performance with regards to their formative assessment practices. Black and Wiliam's (2009) theory of formative assessment was used as a lens through which to examine the experiences of these teachers in the PD program. Their experiences were analyzed in terms of the five integrated strategies in Black and Wiliam's theory of formative assessment. A literature review on formative assessment and assessment leadership also informed this study. The data sources were semi-structured interviews with eight teachers. Data was coded using thematic coding and 28 initial codes were distilled into five major themes corresponding to the five integrated strategies in the theoretical framework. The findings of this study have the potential to inform the development of PD on formative assessment for K-12 teachers. [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 interpretative phenomenological qualitative study was to obtain an understanding of the lived experiences of instructors in higher education who had implemented ungrading. Ungrading is defined as shifting focus from points/letter grades to detailed feedback on student progress, creating space for failure, revision, and resubmission of work and inviting students to reflect on their growth and propose a final course letter grade (Blum, 2020). Specifically, this study examined instructor perceptions of the benefits and barriers to learning associated with ungrading through the lens of Relational Cultural Theory, a theoretical framework through which relationship is seen as a crucial component of all educational endeavors (Miller & Stiver, 1997). The study was grounded in the literature exploring the problems with traditional grading and learning, particularly regarding motivation, consistency, equity, mental health, and self-efficacy. Semi-structured interviews were conducted with 12 participants to understand their lived experiences in implementing ungrading, along with their perceived benefits and barriers to student learning. Four key themes emerged in the data analysis process: Alignment with Values, Relationships, Motivation to Learn, and Adjustment. Participants revealed that ungrading was more aligned with their values of helping students learn in equitable conditions. They thought the emergence of strong relationships, among other factors, motivated students to learn in a system of ungrading. However, they also discussed ungrading as a force that could work against student motivation to learn, particularly as students adjusted to a new and different grading system. [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.]

As colleges and universities seek to ensure accommodating academic experiences for all students, it is becoming increasingly clear that the concepts of diversity and disability extend beyond easily identifiable conditions but must also include invisible differences. The purpose of this study was to explore the lived experiences of college students with nonidentifiable diversities to determine the extent to which institutions are meeting the full spectrum of students' needs. Further, the study sought to determine ways in which institutional practices enhance or hinder the academic progress and success of students with nonidentifiable diversities. The research question that guided the study was, "What are the lived experiences of students with nonidentifiable diversities in higher education?" The study was conducted using interpretive phenomenological analysis. The researcher created an informational video outlining the specifics of the study, including the criteria of being at least 18 years of age and having an invisible diversity. From that video, the participants were able to scan a QR code which led them to a prequestionnaire, which signified their interest in the study. Through semi-structured interviews, eight participants revealed memories, perceptions, and insights into their educational experiences in higher education. Following the steps of interpretive phenomenological analysis, the researcher discovered four emergent themes: (a) Managing Invisible Differences, (b) Extrinsic Rejection of Invisible Differences, (c) The Scars of Invisibility, and (d) Creating a Sense of Belonging, which provided insight into how the participants navigated their invisible differences during their higher education experiences. A key implication of this research was the importance of creating an institutional culture rooted in empathy through building relationships and developing positive service quality experiences for students with nonidentifiable diversities. Creating an institutional culture not only enhances the overall educational experience but fosters a sense of belonging and improves academic success measures for students. Additionally, there exist a few gaps in research from the findings that would benefit from further research, including a need for greater comprehension of self-advocacy for students with nonidentifiable diversities along with a need to understand more about campus services and how those services can help promote equity and self-advocacy 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.]

The purpose of this phenomenological qualitative study is to highlight the characteristics that first-time, first-year students at a small, private, faith-based university in South Florida perceive as part of quality advising, what qualities of advising this group of students perceive as most important for their retention, and whether the advisors believe the same qualities are important to helping retain these first-time, first-year students. The research design includes interviews with first-time, first-year students and the advisors of this group of students to gain insight into the characteristics that make up quality advising from their perspective. Tinto's Theory of Student Departure will serve as a guide in analyzing the data collected and discovering recurring themes. The study's findings will contribute to the existing knowledge on student perception of advising and fill the gap in the knowledge by focusing on a small, private, faith-based university. This research is important for advising professionals and higher education administrators. By concentrating on the impact of student perception of advising on retention in relation to first-time, first-year students, this study aims to assist colleges and universities in developing a better understanding of how these students' perspectives of their advising processes impact their 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 relationship between school administrators, teachers, and students can help impact the degree to which students thrive both academically and social-emotionally in their learning environments. The purpose of this qualitative phenomenological study is to explore administrators' and teachers' perceptions and attitudes on the effects of teacher-student relationships on students in middle school. Currently, a large body of literature exists in the area of teacher-student relationships in elementary school settings. However, positive teacher-student relationships are critical beyond these primary years, which is why this study attempts to bridge the gap that exists in the literature surrounding the critical roles that teacher-student relationships play in the middle school environment. This qualitative phenomenological study employs purposeful sampling as the method of participant and site selection. The participants include eight certified teachers and two certified administrators. Data collection included ten one-on-one interviews, classroom and school environment observations, a focus group, and artifacts. Multiple themes and sub-themes emerged inductively from the participants' responses to the research questions. While findings revealed that the administrators and teachers both value teacher-student relationships and that such relationships have positive effects on students, there are certainly barriers that must be overcome in order to strengthen and maintain these relationships. These findings produced several implications, one of which includes the need for professional development in the area of teacher-student relationships. The study ends with recommendations for further research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Schools across the county are transitioning from balanced literacy to researched based reading instruction. This shift impacts not only instructional practices in reading, but the fundamental understanding of reading development. Teachers are on the frontline of this huge endeavor. This research examined five first grade teachers' self-efficacy through this transformational change. One-on-one interviews were conducted to explore teachers' perspectives as they make this shift. Through interpretative phenomenological analysis, (IPA) four themes emerged; lack of training, feelings of disconnect, teacher overwhelm, and passion for change. Recommendations for practice include clear and concise communications of the shifts that are necessary when moving away from balanced literacy to research-based reading instruction. Districts should work to ensure that all educators including school level leadership, receive in-depth professional development that includes linguistic and basic reading skill knowledge. Findings have indicated that peer models and cohorts should be leveraged to support teachers through this 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.]

This phenomenological study explored the perceptions and experiences of Black men who participated in the MOCI. The study uncovered insights into what aspects of the program were effective and where improvements could be made according to the student participants. Employing a phenomenological design, the research identified commonalities among the participants' experiences (Creswell & Creswell, 2018; Moustakas, 1994; Rubin & Rubin, 2012). The structure of understanding surrounding participants in the MOCI program was meticulously facilitated using phenomenology (Creswell & Creswell, 2018). The interviews were not just semi-structured but also empathetic, with prepared open-ended questions followed by probing inquiries, all aimed at capturing the essence of the students' experiences (Creswell & Creswell, 2018; Crouch & McKenzie, 2006; Saunders & Townsend, 2016). Three research questions guided the study in elucidating the perceptions and experiences of Black men who participated in the MOCI program. This transcendental phenomenology research revealed that participants consistently expressed a sense of brotherhood, valued program activities and networking opportunities, and felt supported and cared for throughout their involvement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

With the 84th Legislature's House Bill 505 expansion of dual credit in Texas in fall 2015, students became eligible to begin coursework as early as ninth grade. Allowing students to begin college earlier in their high school journey triggered questions about their college and career readiness during transition to postsecondary coursework, which has made the issue of academic and social readiness for college a continual topic due to the silo-approach towards secondary and postsecondary education college academic and social preparedness in the United States. The purpose of this study was to investigate whether participation in dual credit had any role in high school exit-level testing outcomes, and in student perceived levels of preparedness for postsecondary education. Using Schlossberg's transition theory, this mixed-methods explanatory sequential study consisted of a quantitative strand retroactive examination of dual credit enrollment levels using 2016-2019 of archival data to determine participation rates across four high school graduation cohorts, and a qualitative phenomenological interview strand based on the four self, situation, support, and strategies tenets of Schlossberg's transition theory. The key results and conclusion of the study found dual credit programs have a weakness in the social transition preparedness for students despite having positive overall reviews. Implications include inclusion into social clubs and organizations, modified instructor training, and revisions to student orientations. The main recommendation for future research is a mixed-methods study at the baccalaureate level where students come from various dual credit programs to identify any inequities between them. [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 dissertation was to provide teachers, principals, district administrators, and local, state, and national legislators with an understanding of what the perception is of Hispanic American Immigrant parents regarding their access to parental engagement and agency through the American public school system, specifically elementary schools. This was a phenomenological qualitative study. There were ten participants that participated in the study. The criteria for the participants were: (a) They had to have been born in a Hispanic country, (b) Spanish must be their first language, (c) they must have immigrated to the country as adults, and (d) must have at least one child in elementary public schools in Texas. The Hispanic population in Texas and across the nation continues to grow. How schools, districts, and policymakers interact and make decisions for this specific community matter. Through this research, the audience has a better understanding of Hispanic immigrant perception on: (a) access to social capital provided by the school, (b) how and why they become involved in education, (c) and their agency and engagement in their children's education. The conclusions found in this study were: (a) public elementary school's lack of providing social capital to Hispanic American immigrant families to help break down their barriers and provide equitable opportunities and (b) public elementary school's lack of embracing Hispanic American immigrant parents in their school communities. Overall, American elementary public schools needed to rethink how they implemented parent engagement for the growing immigrant populations, specifically Hispanic American. [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 my mixed-methods approach with an explanatory sequential design study was to explore what role extreme poverty backgrounds play in social skills development and the academic performance of children in a rural central region of Angola, in southern Africa. Therefore, triangulation of interview data was achieved by a quantitative archival data focus on how students living in backgrounds of extreme poverty in central Angola perform academically across four schools, three core subjects, three teachers per school site, and three 2018, 2019, and 2020/2021 academic school-years. A quasi-experimental ex post facto design was applied in my quantitative strand, which involved archival data from the four consenting schools in the same central region of Angola. A phenomenological design was applied in my qualitative strand, which consisted of individual in-depth interviews with 12 elementary teachers who worked in the same four consenting schools in the central region of Angola, and who completed brief scheduling survey responses. Study results revealed that extreme poverty backgrounds play a debilitating role in the social skills development and academic performance of the students, especially in relation to linguistic barriers, extreme hunger/lack of nutrition, severe resource shortfalls, lack of parental involvement, constraining teacher training deficits, constraints to social emotional wellbeing of students and teachers, and misaligning cultural differences among others. These results highlight the importance of providing extreme poverty mitigating resources to support these students who are at greater risk of falling behind in potentially life transformative academic mastery/ performance and social skills development. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This qualitative study explores the lived experiences of former high school African immigrant students (AIS) in US classrooms. Using a theoretical framework that drew from funds of knowledge and racist nativism, the literature review focuses on risk factors and factors that promote success for AIS, including both deficit and asset-based approaches to language. The methodology used for this study was phenomenology using hybrid inductive and deductive thematic analysis. The study offers implications for teachers and schools and recommendations for future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Rising levels of burnout among medical providers have been noted with the phenomenon being identified in the academic setting for these emerging professionals (Dyrbye et al., 2008; West et al., 2018). Recognizing the link between excessive stress, burnout, and low well-being is crucial. (Dyrbye et al., 2010; Loehr & Schwartz, 2001). As outcomes associated with low levels of wellbeing and burnout are known to negatively impact the individual and the organization in which the individual functions, interventions to improve the phenomenon are needed (Dyrbye & Shanafelt, 2016; West et al., 2018). Literature suggests that the causes of burnout and low levels of well-being are rooted in conditions with learning and/or work environments rather than an individual's characteristics (Dyrbye & Shanafelt, 2016). While there is an abundance of research on physicians and medical students, there has been limited research on the physician assistant (PA) population (Dyrbye et al., 2008; Johnson et al., 2020c; West et al., 2018). A phenomenological qualitative study was conducted to identify primary factors influencing PA student experiences, their impact on stress, well-being, and burnout. The goal was to better understand the PA student experience such that a toolkit could be created for institutions to use to improve student stress and well-being thus preventing or mitigating burnout. Primary findings highlight the influence one's environment has on stress and well-being. The study produced four distinct themes with a fifth, culture, identified as a contributing thread to each of the other four. As a result of the research, recommendations and interventional strategies are offered to organizational leaders to prevent burnout and improve stress and well-being of their PA 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.]

Technology use, education technology, and innovations continue to grow in the 21st century. Information is abundant, and it can be challenging to process and decipher. Students are deficient in critical thinking and experience negative effects from the overuse of technology. Liberal education philosophy focuses on building critical thinking and educating the whole person. The purpose of this qualitative phenomenology study was to explore and describe the experiences of K-12 leaders and teachers implementing education technology while following a liberal education model focused on supporting critical thinking, cognitive ability, and the whole person. Semi-structured interviews were conducted with eight leaders and five teachers to understand real-lived experiences and perceptions of building critical thinking skills within a liberal education while utilizing education technology. Cognitive load theory and humanistic learning theory provided the theoretical framework for this study to explore utilizing education technology tools within a liberal education model that supports critical thinking for the whole person amidst challenges faced today and in the foreseeable future. The foundation of cognitive load is processing new and old information and looking at how we learn, gain knowledge, and use memory. Humanistic learning theory acknowledges the whole person, experiences, and environment to gain authentic learning and reach self-actualization. The findings of this study revealed an understanding of liberal education with aspects of Charlotte Mason as a priority for decision-making in implementing education technology. The increase in negative effects on the whole person due to societal overuse of technology has caused leaders and teachers to limit technology within the classroom purposely. Leaders and teachers shared the significance of narration for building critical thinking skills. In addition, they explained the impact of nature for supporting cognition and physical and mental well-being. The findings suggest a complexity of maintaining balance with technology for those in current practice. Further research recommendations include studying habits and the benefits of nature in relation to education technology. Integrating education technology can bridge liberal education with the 21st century with an understanding of cognitive load and individual well-being. [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.]