This study explores the lived experiences of older students who work and have family responsibilities while attending an undergraduate program full-time. Research indicates that this segment of the student population is the only one that is growing today and is projected to grow in the future; this also is the largest the group of students that does not finish their studies in spite of the many services aimed at supporting students' academic success. This study critically investigated the category of the nontraditional student and reviewed the literature about students' college experiences, including the limitations of its theoretical assumptions to describe and explain the nature of the college journey of older students with substantive life experiences. From the notion that learning is lifelong and holistic (Jarvis, 2006), this study combined a student-centered approach with a hermeneutic phenomenological methodology to respond to the following research questions: What is the lifeworld of undergraduate nontraditional students with significant life experience as they encounter college life? What resources sustain the college experience of undergraduate nontraditional students of and allow navigating the space of college life? What are the changes undergraduate nontraditional students live, the meaning they construct while encountering, and navigating college life? Themes that resulted from the analysis included the participants' experiences as essentially different from that of traditional students. These nontraditional college students bring skills and knowledge that they deploy on behalf of their specific academic goals. The pace of their lives is fundamentally different from the traditional university student's sense of time; they are self-sufficient, making decisions and navigate obstacles. Their new identity as students is re-negotiated with the identities they live outside of campus and they establish ad hoc relationships with members of the university community.

The problem I address in this study is the lack of Black elementary students' knowledge and interest of the social studies content. Black students who lack a true identity of self, fail to develop into productive citizens. Although previous studies have examined Black students' experiences in secondary social studies classrooms, few have thoroughly examined Black students' experiences in the elementary classrooms. For this study, I analyze Black fifth grade students' perceptions of the social studies content. Identifying these perceptions is imperative so educators can adjust their pedagogical practices based on what they deem as important for educational growth, and the experiences of Black students. Allowing Black students to share their experiences and express their thoughts is conducive to their knowledge and awareness of the subject (Scott, 2017). To grasp an authentic analysis of student understanding educators must start in the primary grades. Previous research highlights that curriculum and instruction fails to align with what students, especially Black students need to be successful in the classroom. Identifying these areas in elementary school will create a smooth transition for students as they advance to the next level.

The views of those with an intellectual disability (ID) on sexuality is not a topic many are willing to broach. Many challenges exist for those identified with ID when it comes to sexual education, including a lack of appropriate curricula; a lack of trained school personnel; the inability of school, state, and national stakeholders to agree on policy or curriculum content; and the generalizability of the content. These challenges are heightened by an increase in sexual assault of women with ID. To improve sexual assault prevention skills, the researcher conducted a phenomenological study to identify the current status of sexual assault and sexual education, specifically for women with ID. Semi-structured interviews occurred with seven women with ID who were sexually assaulted. The outcome of this dissertation research provides information, derived from these women, as ways to better educate females with ID in relation to sexual education and sexual assault prevention.

This phenomenological study examined the lived experiences of special education teachers who worked with students with emotional behavioral disabilities (EBD) across various urban settings and educative environments. Given that the overall percentage of students receiving special education services has increased, the overall percentage of students with EBD served among all school-aged children and youth has remained below 1% (U.S. Department of Education, National Center for Education Statistics, 2018). The current failings of reform efforts to improve the academic achievement of students with EBD brings the roles, responsibilities and practices of teachers and their preparation into view. This study examined the impact of culture on the attitudes, beliefs, and practices of special education teachers. Semi-structured interviews were conducted with eight participants (N = 8). A thematic analysis resulted in three overarching themes. The three themes included: (a) the essentials: keys to student engagement, (b) the frustrations regarding effective program implementation, and (c) elements of an effective program. This study exposed multiple factors affecting the effectiveness of special educators' practices as well as offered recommendations for teachers, schools, districts, policies, and future research.

Due to social and communication deficits, individuals with Autism Spectrum Disorder (ASD) are targeted for school bullying more than other populations. With an increased number of individuals with ASD being served in general education classrooms, teachers are at the front line of defense for this vulnerable population. Many teachers and preservice teachers lack experience and self-confidence when dealing with situations related to individuals with ASD in their inclusive classrooms. While research on educating preservice teachers to deal with bullying behaviors is limited, the importance of providing high-quality teacher preparation programs for upcoming teachers remains at the upmost importance. The purpose of this study was to examine the effects of three online modules on preservice teachers' ability to identify and respond appropriately to situations of bullying involving individuals with ASD in their classroom. This study utilized an experimental group design to determine the impact of the modules for participants in the treatment group compared to participants in the control group who received a prerecorded lecture on the topic of bullying in schools. The researcher found this intervention to have a positive change between the pre-test and the post-test for participants receiving the modules; however, the results were not statistically significant.

This phenomenological study was conducted to understand high school teachers' use of transition clubs to support student self-determination goals and student participation in community activities. A Qualtrics survey was administered to 51 clubs, with responses from 13 teachers. Survey results indicated club directors were most proud of the career exploration focus and club activities, which gave the students in the clubs new experiences and helped lead the students to positive outcomes. Five teachers agreed to meet for Zoom interviews about their experiences leading their College and Career Transition (CCT) Club. Responses were transcribed and analyzed using Colaizzi's (1978) method of analysis for phenomenological studies. Ten sub-themes were identified: Refining goals, career exploration, exposing new ideas, CCT club activities, Teachers' personal experiences, club teacher networking, COVID problems, transition services, student outcomes, and family involvement. Recommendations for policy makers, educators, and students and their families are included.

Simulators offer the standardization of training for parents of children with disruptive behaviors in a controlled, safe environment, thus reducing the potential harm associated with inadvertently reinforcing problem behavior. Simulated scenarios in a virtual learning environment, combined with the action review cycle, allow parents to rehearse and receive feedback on implementing behavioral procedures. The study explored the impact of repeated virtual rehearsal sessions paired with the action review cycle on participants' implementation fidelity of functional analysis procedures, under attention and escape test conditions, in the TLE TeachLivE™ remote simulated environment. Virtual rehearsals combined with the action review cycle were introduced and withdrawn in a multiple baseline design across participants. Findings suggest the intervention increased participants' implementation fidelity; however, a functional relation could not be verified. Implications for practice and future research are discussed.

This study examined the effectiveness of using a technology-based self-monitoring intervention called Monitoring Behavior on the Go (MoBeGo). On-task behavior for students with behavioral issues was the primary dependent variable in the study. The researcher employed a single-subject withdrawal design (ABAB) with two generalization phases (C-D) to investigate the ability of MoBeGo to generalize the results to a different setting. Visual analysis of graphs revealed the participants had a clear functional relationship between MoBeGo and percentage of on-task behavior. The finding illustrated on-task behaviors in a different setting did not increase without using MoBeGo and therefore no automatic generalization occurred in different settings. A replicated phase (D) was conducted to confirm the finding, and the results showed the percentage of on-task behavior increased in math and science classes which used MoBeGo and did not increase in reading/writing which did not use MoBeGo. Also, the outcomes showed MoBeGo has a high level of acceptability among teachers who participated in the study. The researcher evaluated this single-subject withdrawal design (ABABCD) by using the What Works Clearinghouse (WWC) evidence standards. In addition, the researcher utilized the Single-Case Analysis and Review Framework (SCARF) to evaluate the study outcomes. The evaluation results of using WWC and SCARF are discussed in Chapter 4. The researcher discussed major lessons learned and some limitations of using technology based self-monitoring (TBSM). In addition, implications for practitioners, researchers, and application developers were included as future directions for using TBSM. Moreover, the researcher discussed the potential role of self-monitoring-based artificial intelligence (SMBAI) in education, and the use of artificial intelligence (AI), large language models (LLMs), or machine learning (ML) with self-monitoring apps. Finally, some important questions were raised about protecting privacy and minimizing the risk of data breaches for individuals, and how to ensure the security of individuals' data.

This research study identifies the digital technology skills important for entry-level employees in the 21st-century workforce and assesses the digital technology preparation currently provided in Inclusive Postsecondary Education programs for students with intellectual disabilities. Digital technology skills were evaluated using the Digital Competence Conceptual Reference Model (2016). A survey was distributed to 100 U.S. employers to assess the digital technology skills in demand in the workforce. Inclusive Postsecondary Education programs were then evaluated to assess the digital technology skill preparation offered at 83 programs across the U.S. The results were analyzed to determine whether Inclusive Postsecondary Education programs are preparing individuals with intellectual disabilities with the digital technology skills necessary for job market competitiveness. Results indicated a misalignment in type of digital technology preparation offered at Inclusive postsecondary education programs and the digital technology skills perceived important in the workforce. The findings and implications of this study will provide a platform for further research and discussion about preparing individuals with disabilities for the 21st-century job market.

Education is an important aspect in one's life and the importance of well qualified teachers in this process is widely accepted. However, with regard to public urban classrooms, numerous questions linger as to the quality of instruction afforded to children. When it comes to urban school education, many schools find themselves understaffed or staffed with teachers ill prepared for the vigorous education environment in which they are placed. In an attempt to produce better prepared educators, the UCF College of Education/City of Orlando Reading Camp program was designed in part to introduce urban education to preservice teachers at the University of Central Florida. In this research, data was predominantly gathered through the use of surveys administered to preservice teachers. This study ultimately presents the impacts the Reading Camp program have made on the preservice teachers' professional development as well as the necessity for a heightened realistic view of the many challenges urban educators experience daily.