This qualitative study, utilizing Expectancy Value Theory (EVT) as a guiding framework, delves into the motivations and preferences of alternatively certified School-Based Agricultural Education (SBAE) teachers in Ohio regarding their engagement with Teacher Professional Development (TPD). Through individual interviews with 10 alternatively…

Professional development (PD) hours are required for licensure renewal for the more than 110,000 teachers in Ohio. Despite being entrenched in the culture of education; many teachers view PD negatively. In this qualitative study, three structures of PD are studied to determine their impact on teacher attitudes. These three structures are online…

School leaders, specifically principals, play a pivotal role in shaping student learning outcomes. The benefits of strong leaders extend beyond academic achievement, such as reductions in absenteeism and exclusionary discipline. While quality principals are critical for creating and sustaining quality schools, the staffing pipeline is facing…

Do older community college students build momentum toward graduation differently than their younger peers? One-third of students in community colleges are 25 years of age or older, and these students tend to have lower rates of graduation than their younger peers. Yet, we know little about how the factors that influence college graduation differ…

The United States, in less than 50 years, has gone from legal segregation and exclusion of students with disabilities in schools to an emphasis on inclusion in the least restrictive environments based on individual student needs. The United States has made great strides in the physical inclusion of students with disabilities, but work is still…

This comparative case study explored the discourses in Ohio's Seal of Biliteracy (SoBL) policy and promotional materials, and the perceptions of stakeholders regarding its value and benefits in an urban, suburban, and rural district. In doing so, this study aimed to analyze the discourses adopted in the SoBL policy and promotional texts at the…

Black students in high schools do not matriculate in advanced level coursework, such as advanced placement (AP) classes, at the same rate as their White peers. The opportunity to participate in AP in high school has been shown to influence enrollment in college, earning higher overall grades, and better performance on high stakes assessments such…