Change in educational settings is a complex and multifaceted process that commonly implies change in teaching practices. Different initiatives have shown the significance of teachers and their perceptions when change in teaching practices is intended. Additionally, various factors may influence change in teaching practices at three different moments: before it happens, during, and after its implementation. Considering teachers' perceptions, I studied different factors that may be related to positive change in teaching practices. I studied the relationship between three groups of factors and positive change in teaching practices: motivational factors, including teachers' self-efficacy and autonomy; learning opportunities that include professional development, feedback, and leadership; and the academic and community domains as part of the school climate factor. In particular, I answered the following research question: To what extent do learning opportunities, teacher motivational factors, and school climate predict positive change in teaching practices? In this study I posited that teacher factors such as self-efficacy and school factors such as leadership influence positive change in teaching practices. I also posited that school factors influence the relationship between teacher factors and positive change in teaching practices. To study these relationships, I analyzed data from the Teaching and Learning International Survey (TALIS). This survey provides clustered data: teachers are clustered by schools and schools by countries. I used multilevel modeling statistical methods (i.e., a two-level hierarchical linear model) to examine the Colombian and United Stated datasets. Before estimating the hierarchical linear models, I conducted an exploratory factor analysis (EFA) to identify the teacher-level variables. One follow-up EFA focused on teacher self-efficacy yielded three variables that allowed me to focus on three specific teaching tasks: managing student behavior, motivating students, and varying instructional strategies. I found that learning opportunities, motivational factors, and school climate predict positive change in teaching practices. Learning opportunities, such as feedback from the principal has a stronger effect than feedback from colleagues. The impact of feedback from the principal has significant unnoticeable variability across schools, and it is negatively influenced by the feedback received by the teachers at the same school. Additionally, teachers' self-efficacy in different teaching tasks predicts positive change, however, these relationships differ by country. Finally, distributed leadership as part of school climate is a significant predictor of positive change that also affects it by influencing teacher interactions positively. Implications of these findings are also discussed as it relates to the existing literature and the educational system in each of the two countries. / Doctor of Philosophy / Over many decades there have been different initiatives in education to improve teaching. Unfortunately, many of those efforts have had unsuccessful results, although they are solid proposals. Thus, change itself has become a focus of study. My study focuses on factors that may influence positive change in teaching practices. I focus on three groups of factors: learning opportunities, motivational factors, and school climate. For learning opportunities, I studied the participation of teachers in professional development, feedback to teachers from different educational community members, and interactions between teachers. For motivational factors, I focused on teachers' autonomy and self-efficacy. Finally, for school climate, I studied factors associated with leadership, interactions between teachers at the same school, and participation of teachers from the same school in professional development. I analyzed data from the Teaching and Learning International Survey (TALIS). TALIS is an international survey administered to teachers and principals worldwide. I considered TALIS data from Colombia and the US. Within each country, teachers are grouped by schools, that is, teacher are nested within schools. In this study, teachers are considered the level-one unit, and schools, the level-two units. Therefore, I analyzed the data using a statistical method known as Hierarchical Linear Modelling. This method allowed me to identify different relationships: between teacher-level factors and positive change, between school-level factors and positive change, and between school-level factors and the relationship between teacher factors and positive change. I was also able to partition the variance associated with these relationships between teachers and between schools. I found that learning opportunities, motivational factors, and school climate are predictors of positive change in teaching practices. This means that teachers are more likely to implement changes in their teaching practices if they: participate in professional development, interact with their colleagues, receive feedback from the principal and their colleagues, have a high level of self-efficacy for different teaching tasks, and belong to a school where leadership is well distributed among different stakeholders. In particular, feedback could have a stronger impact if it is based on different sources of information. Finally, I discuss the implications of these findings and conclusions that lead to a better understanding of these relationships.

Over the past few years, White Americans have been exposed to moments of "racial reckonings" –where America was forced to realize racial injustice—often caused by police killings of Black Americans. The summer of 2020 sparked various discussions about White allies and their role in racial justice. Previous scholarship has explored White racial awakenings, also referred to as turning points, when White allies transition into allyship; however, little is known about how these narratives affect White allies' definitions and practices of White allyship. By interviewing self-identifying White allies in college, I examine types of turning point narratives and how they correspond to understandings of ally definitions and practices. I argue that experiencing turning points led White allies to similar definitions and practices of White allyship depending on whether these points occurred in routine or non-routine White experiences. Turning points that arise from typical White experiences (exposure to diversity and education) led White allies to common allyship failures and complicity with racialized structures. Alternatively, turning points resulting from uncommon White experiences (exposure to protests and diverse families) led allies to definitions and practices representing non-complicity with racialized structures. / Master of Science / Over the past few years, White Americans have been exposed to moments of race related dialogues, often caused by police killings of Black Americans. The summer of 2020 sparked various discussions about White allies and their role in racial justice. Previous scholarship has explored White racial awakenings, also referred to as turning points, when White allies transition into allyship; however, little is known about how these narratives affect White allies' definitions and practice of White allyship. By interviewing self-identifying White allies in college, I examine types of turning points and how they correspond ally definitions and practices. I argue that experiencing turning points led White allies to similar definitions and practices of White allyship depending on whether these points occurred in routine or non-routine White experiences. Turning points that arise from typical White experiences (exposure to diversity and education) led White allies to common allyship failures. Alternatively, turning points resulting from uncommon White experiences (exposure to protests and diverse families) led allies to beneficial definitions and practices of allyship.

The purpose of this research was to examine the relationship between a parents' goals for their children and their parenting behaviors. An ecological framework (Bronfenbrenner, 1979, 1990) provides the primary theoretical basis for the study, locating the relationship between parent goals and parent practices within a network of other influences on parenting practices, such as family income, ethnicity, parent educational level, and the degree of similarity in temperament between parent and child. Three different types of parental goals were investigated, using the Parenting Goals Questionnaire (Martin, Halverson, & Hollett-Wright,1991); achievement, independence, and respect for parents. These goals were relevant to subscales of the Child Rearing Practices Questionnaire (Block, 1986). Results indicated partial support for a relationship between parenting goals and parenting practices. The hypothesized link was found for independence-oriented goals and practices, and for traditional goals and authoritarian behavior, but not for traditional goals and parental encouragement of emotional expression. / Ph. D.

My dissertation explores the relationship between journals and the political. Using the modern examples of The Public Interest and Telos, I analyze how critical journals write politics. As a scholar, I am interested in writing practices and how they shape epistemologies, ontologies, and Weltanschauungen; in essence, how they act as narratives of power. The practice I have undertaken to study in this dissertation is the practice of reviewing. The etymology of the word "review" is "to see again." Tracing the review form to its institutionalization in the early 19th century in Great Britain and bringing it forward to the late 20th century in the United States, I analyze how critical journals "see again," whether they challenge how the state "sees," or whether they conform to the state's view. I argue that by writing about politics and re-viewing the state's writing of politics, critical journals also contribute to the wrighting (or making) of political realities. / Ph. D.

The purpose of the study was to describe factors that make teachers feel safe in their classrooms and school buildings. An in-depth exploration of contributing factors to feelings of safety for teachers will assist the field of education when planning facilities and preparing current and future school administrators in leading schools with a healthy and safe climate for teachers. For this study, the researcher surveyed all teaching personnel in a school division which was a total of 133 full-time, fully licensed teachers employed by a rural school division in Southside Virginia. A survey instrument with both quantitative and open ended questions was developed to investigate perceptions of safety in participants' responses regarding the physical characteristics of school buildings and classrooms, the influence of colleague relationships, and administrative practices and school division policies that influence teachers' feelings of safety. The quantitative survey questions utilized a Likert-scale format for participants to indicate degrees of agreement with statements with responses that ranged from strongly agree to strongly disagree. The opened ended questions provided for qualitative investigation by allowing participants to provide answers in their own words regarding the four research sub-questions. Findings from the study indicated that teachers in the study generally felt safe in their schools. Teachers indicated perceiving that the greatest violence risk was posed by outside intruders and concern for safety was not generally caused by student behavior. Teachers' perceptions of safety were influenced by the presence of a resource officer in their school building, locked exterior doors, the use of surveillance cameras, the presence of a supportive and visible school principal, and the support of their teacher colleagues. / Ed. D.

This research developed a process to improve the systematic deployment of best practices in unfamiliar countries in response to rapid globalization in the engineering and construction industry. The engineering and construction industry needs processes, metrics and tools to improve the deployment of best practices in unfamiliar countries to help facilitate project success, as new challenges are encountered. The research identified issues that are commonly encountered when deploying best practices in unfamiliar countries. The issues were identified using content analysis and verified by experts using the Delphi Method. The Analytic Hierarchy Process was used to establish weightings for the importance of each issue. The weightings were then used to create a scoring metric for companies to measure their readiness for projects. In order to overcome the issues identified in the research, a series of processes and mitigation strategies to overcome the issues were developed, through a series of interviews and focus groups. The International Readiness Passport (IRP) is a tool created to support the use of the metric and the mitigation strategies. This tool utilizes a self-scoring section which is applied to the metric. The tool then generates a report with the relevant mitigation strategies related to each issue, based on the score. To ensure that the IRP provides a meaningful benefit to the systematic deployment of best practices in unfamiliar countries, it was validated through a series of retrospective tests. These tests have confirmed the accuracy and relevance of the process, metric, and tool, as well as the tool\'s capabilities. / Master of Science

This dissertation examines how leaders explain the way shifts in leaders responsibilities, shifts in institutional pressures, and minority representation at the Senior Executive Service level influence how they integrate equity and diversity programs in federal agencies. When federal agencies address the issue of minority representation in Senior Executive Service (SES), the degree to which leaders institutionalize diversity and equity programs varies. Leaders at different levels have their own motivation for how they respond to institutional pressures. There have been shifts in responsibilities and pressures over time. Using semi-structured interviews, 18 leaders explain how these shifts influence them. This research, which also includes supporting documents, seeks to contribute to neoinstitutional theory, equity and diversity literature, and representative bureaucracy, extending the perspective of how institutional pressures impact organizations to how pressures influence leaders in federal agencies. / PHD / This dissertation examines how leaders explain the way shifts in leaders’ responsibilities, shifts in institutional pressures, and minority representation at the Senior Executive Service level influence how they integrate equity and diversity programs in federal agencies. When federal agencies address the issue of minority representation in Senior Executive Service (SES), the degree to which leaders institutionalize diversity and equity programs varies. Leaders at different levels have their own motivation for how they respond to institutional pressures. There have been shifts in responsibilities and pressures over time. Using semi-structured interviews, 18 leaders explain how these shifts influence them. This research, which also includes supporting documents, seeks to contribute to neoinstitutional theory, equity and diversity literature, and representative bureaucracy, extending the perspective of how institutional pressures impact organizations to how pressures influence leaders in federal agencies.

This thesis analyzes the impact of capital budget on capital spending in the U.S. states. The analysis is based on the James Poterba's 1995 study of the impact of a capital budget on capital spending using 1962 U.S. state-level data. I first replicate Poterba's model using the 1992-1996 data set that I had constructed for this study. I then extend Poterba's model to include a set of variables that allows exploration of the specific effects of the regulatory environment on spending outcomes in each state. These are mainly categorical variables that classify states in accordance with their definition of capital expenditure, organization of capital planning process, project selection and cost estimating techniques and capital financing practices. These were constructed using the data of the 1997 NASBO survey after reviewing the suggestions of practitioners and policy makers, as well as those engaged in research in this field. The introduction of a set of budget rule/budget composition variables into the analysis is an important contribution of this study. I also introduce additional control variables such as those controlling for the age of infrastructure. This study supports the claim that government spending is determined by a host of causal factors that can be grouped into four broad categories, (1) demographic-economic factors, representing both demand for public capital and source of its financing, (2) political decision-making factors that reflect electorate/party in power preferences for spending, (3) capital stock variables that relate to the age of infrastructure and control for spending culture in a state, and (4) budget composition/spending rules. The main finding of this study is the confirmation of Poterba's finding with respect to the positive effect of capital budget on capital spending using a recent data set and longer time frame of analysis. Another major contribution of this study is a statistically significant effect of sixteen spending rule/ budget composition variables. The results of this study support the basic premise found in the literature that budget process affects capital spending. / Master of Public and International Affairs

A prominent problem for college students today is the rising levels of debt associated with attending college. College students are graduating with more educational debt than ever before. In addition, the use of high-interest credit cards compounds the educational debt they already face by significant amounts. This significant debt has been linked to adverse effects post-graduation in terms of employment, savings and making major purchases. To assist college students with this growing concern, it is necessary to understand their practices, attitudes toward and knowledge of financial management. This study addressed three dimensions of financial management: practices, attitudes and knowledge. I administered a pencil and paper survey to a convenience sample at a large research university in the mid-Atlantic region. The instrument consisted of three scales. The first section measured financial management practices by gathering data about ownership of credit cards and types of debt and the practices that led to these debts. The second section measured participants' attitudes toward financial management in terms of their comfort with money management practices. In the last section, items tested the participants' knowledge of personal financial management. The study found that college students continue to assume large amounts of debt during their undergraduate years. Further minorities, women and students from low SES tend to have higher levels of debt. In addition, college students report relatively positive attitudes toward finances, however lack positive attitudes and practices related to future events. Finally, all college students continue to score poorly on measures of knowledge about financial management. / Master of Arts

Osteoporosis is caused by a multitude of factors. An individual’s risk for experiencing a bone fracture as a senior citizen increases without early intervention. Healthcare professionals do not have access to validated survey tools to identify young adults in need of osteoporosis prevention education, although survey tools to identify postmenopausal women at high risk for low bone mass are available. The purposes of this study were to evaluate three of these survey tools for use in a younger population, and to determine if young adults with osteoporosis risk factors received bone health education from a health professional. Forty-two men and 41 women completed surveys and health questionnaires; responses were compared to bone mineral density (BMD) and content (BMC) measurements. Healthcare professionals discussed bone health with only 13% of participants. Chi-square analysis revealed that health professionals were not more likely to discuss osteoporosis with subjects based on age or gender. Participants with T-scores ≤ -1.0 were not more likely to receive bone health education. Area under the receiving operating characteristic (AUROC) curves analysis revealed that no survey tools were able to identify moderate-risk participants at T-scores ≤ -1.0, and AUROC curves for all surveys did not exceed 0.525 at this level. Two surveys detected participants at high risk for bone disease with identical AUROC curves of 0.821 at a T-score ≤ -2.0, and 0.813 at a T-score ≤ -2.5. The AUROC curves indicate that current tools designed for older women do not detect young adults with moderately low T-scores. / Master of Science