Intergenerational transmission of shyness, or the social process through which shy characteristics or behavioral patterns demonstrated by parents are passed on to their children, has received recent empirical attention and has suggested a positive relationship between levels of shyness in parents and children. One factor that may relate to this relationship is the attitudes parents hold toward having a shy child. The present study sought to illuminate several questions surrounding parental attitudes toward shyness and the presence of withdrawn, inhibited behavior in children. It was hypothesized that: a) parental attitudes toward shyness and shyness in parents would interact to influence inhibited behavior in children; and b) childrearing practices would serve as a mediator in the anticipated relationship between parental attitudes toward shyness and inhibited behavior in children. Results indicated a significant positive relationship between parental attitudes toward shyness and withdrawn, inhibited behavior in children, as well as a series of significant relationships between parental attitudes toward shyness and specific parenting strategies. No significant moderational or mediational effects were found, however. / Master of Science

The original design of zero-tolerance policies was meant to support school safety through an anti-drug and violence campaign but in the years following their implementation, school districts have employed them repeatedly without merit. Exclusionary practices have become controversial, leading to high rates of recidivism, imbalanced implementation toward minority groups, and the loss of learning while suspended or expelled. Just as effective educators respond and intervene to instructional practices that are not proving successful, an overhaul of disciplinary practices was necessary for academic and emotional health. Restorative practices have emerged in recent years as an alternative process to the antiquated system of exclusionary measures. The previously used disciplinary structure inhibited the education of students, diminished opportunities for relationships to form and flourish, and had the potential to damage the well-being of all students involved in a negative event. In recent years, school districts across the country have recognized a need for improvement in the education system. Educators are spearheading efforts to combat the widespread epidemic of illiteracy and increase the level of college and career readiness. As a result, time, funding, professional development opportunities, and research have been dedicated to support this endeavor. While a number of resources are allotted for instructional purposes, the emotional element of student success is often overlooked, only widening the gap between success and stagnation. The purpose of this qualitative study was to examine pre-K through fifth grade teacher perceptions of integrated restorative practices in their respective classrooms and how these practices affected disciplinary measures and intervention.

Turfgrass management activities on golf courses have been identified as a possible source of Chesapeake Bay nutrient pollution. Total Maximum Daily Load goals are in place to reduce nutrient amounts entering the Bay. Dissertation investigations include (1) the role of golf course turfgrass management in nutrient deposition or attenuation in local streams, (2) estimations of total nitrogen (N) discharging to the watershed from stream outlet points as a function of land use and watershed area, and (3) other factors potentially affecting water quality on golf courses, including soil characteristics and use of best management practices (BMPs). Total N, nitrate-N, ammonium-N, phosphate-phosphorus (P), streamwater temperature, specific conductance (SpC), pH and dissolved oxygen (DO) were sampled at 12-14 golf course stream sites in the James River and Roanoke River watersheds during baseflow conditions. Discharge was determined at outflow locations. Unit-area loads (UALs) were calculated from monitoring data. These UALs were then compared to UALs from Chesapeake Bay Watershed Model land use acreages and simulated loads for corresponding watershed segments. Virginia golf course superintendents were also surveyed to determine BMP use. No consistent impairment trends were detected for streamwater temperature, SpC, pH, or DO at any of the sites. Outflow NO3-N was below the 10 mg L-1 EPA drinking water standard. However, some sites may be at increased risk for benthic impairment with total N concentrations >2 mg L-1, as suggested by VADEQ. Significant increases in nitrate-N at OUT locations were measured at four sites, whereas decreases were measured at two sites. Ammonium-N significantly decreased at two sites. Golf course N UALs calculated from baseflow monitoring were lower than or similar to UALs estimated for forested areas in the associated watershed segment at seven out of the 12 sites. Golf course UALs ranged from 1.3-87 kg N ha-1 yr-1. Twenty-one of 32 surveyed BMPs had an adoption rate ≥50% among survey respondents. In most cases, presence of golf courses generally does not appear to significantly degrade baseflow water quality of streams in this study. Management level appears to be an influencing factor on water quality and concerns may be heightened in urban areas. / Ph. D.

This study assesses the influence of writing center tutorials on student writing and presents tutoring best practices. Writing center scholars have emphasized the need for evidence-based studies to understand how one-on-one tutorials influence student writing practices. After examining twenty tutorial recordings along with their pre-and post-intervention drafts in two state universities (ten in each university), the author traced the influence of writing center tutorials on students' post-session revisions and identified tutoring best practices. The findings show that all the twenty students included in the study followed up on the issues addressed in their tutorials, in some form or the other, in their post-session drafts. In terms of tutoring strategies, the findings revealed that although most of the tutors in the study could identify and speak about global concerns (i.e. development, structure, purpose, audience), many lacked specific strategies to address these concerns effectively. To address this concern, this study identifies tutoring best practices related to global concerns. Furthermore, the findings also revealed that the tutors faced challenges navigating the directive/non-directive continuum of tutoring. To address this concern, this study presents tutoring best practices to demonstrate how tutors can shift flexible between directive and non-directive strategies during a session. / Ph. D. / Writing center scholars have emphasized the need for evidence-based studies to develop a deeper understanding of how one-on-one writing center tutorials influence student writing practices. My aim in this study was to examine how writing center tutorials influence student writing and to identify tutoring best practices. To assess how writing center tutorials influence student writing practices, I asked this question: Do students carry over what is discussed in their writing center sessions into their post-session drafts? To assess tutoring best practices, I asked: What tutoring strategies influenced students to revise their drafts? To examine these two questions, I recorded twenty writing center tutorials in two state universities (ten in each university) and collected the drafts that students brought to their tutorials (i.e. the pre-intervention drafts) as well as the drafts that students revised after their tutorials (i.e. the post-intervention drafts). By comparing the pre-and post-intervention drafts and listening to the tutorial recordings, I was able to determine not just what issues were discussed in each of the twenty tutorials, but also how much of this discussion was carried over by students in their post-intervention drafts. As a result, I was able to demonstrate how students make use of their writing center instruction after attending a writing center session. In other words, I was able to show what aspects of a session students’ carried over into their post-intervention draft. My analysis revealed that all the twenty students included in my study incorporated their tutors’ suggestions, in some form or the other, in their post-intervention drafts. Thus, I was able to show the various ways in which a writing center tutorial can influence student revisions. I also used my data to identify tutoring best practices. For instance, my data revealed that although most of the tutors in the study could identify and speak about global concerns in a student’s paper (i.e. development, structure, purpose, audience), many lacked specific strategies to address these concerns effectively. To address this need, I examined the tutoring strategies used by the tutors in my study to address such global concerns and identified best practices related to such interventions. I also analyzed my data to examine how tutors use directive (i.e. providing direct instructions or suggestions) and nondirective (i.e. engaging students by soliciting their views) methods of tutoring. Although many writing center scholars and practitioners recommend using a flexible approach to alternate between these two methods depending on the nature of each session, tutors often find it challenging to do so in actual practice. Through my analysis, I identified best practices to demonstrate how tutors can adopt a flexible approach between directive and non-directive tutoring strategies. Such tutoring best practices can be a useful resource for tutor training programs and contribute to the overall development of writing center pedagogy.

Inquiry-based science education has been a topic of extensive study and discussion. In 2018, the National Science Teaching Association revised their recommendations about inquiry-based teaching, endorsing three-dimensional learning as a more comprehensive approach for students in science classes. This model, known as three-dimensional teaching and learning (3DT), integrates three key dimensions: 1) science and engineering practices, 2) cross-cutting concepts, and 3) disciplinary core ideas. Accordingly, this study investigated the feasibility of developing an observation protocol based on the science and engineering practice "Planning and Carrying Out Investigations." Participants included both science teachers and instructional leaders. Two research questions guided this investigation: (1) Is it feasible to utilize the Science and Engineering Practices as a framework for the development of an observation protocol intended for use by instructional leaders in secondary science classrooms? (2) How do instructional leaders and science teachers assess a science lesson differently, and what are the implications of these potential similarities or differences on the feasibility of the observation protocol outlined in Research Question 1? Data was collected over the course of three sequential phases: 1) soliciting feedback from expert reviewers, 2) conducting a focus group with secondary school science teachers and secondary school administrators, and 3) administering an online pilot study of secondary science teachers and secondary school administrators from Virginia, who tested the observation protocol using video recordings of science lessons. The findings that emerged from this investigation support the idea of using a Science and Engineering Practices-based observation protocol like the one tested in this study. Additionally, the data suggest potential avenues for future research, such as the degree to which administrators would benefit from having subject-specific observation forms. / Doctor of Philosophy / Inquiry-based science education has been a topic of extensive study and discussion. In 2018, the National Science Teaching Association revised their recommendations about inquiry-based teaching, endorsing three-dimensional learning as a more comprehensive approach for students in science classes. This model, known as three-dimensional teaching and learning (3DT), integrates three key dimensions: 1) science and engineering practices, 2) cross-cutting concepts, and 3) disciplinary core ideas. Accordingly, this study investigated the feasibility of developing an observation protocol based on the science and engineering practice "Planning and Carrying Out Investigations." Participants included both science teachers and instructional leaders. Two research questions guided this investigation: (1) Is it feasible to utilize the Science and Engineering Practices as a framework for the development of an observation protocol intended for use by instructional leaders in secondary science classrooms? (2) How do instructional leaders and science teachers assess a science lesson differently, and what are the implications of these potential similarities or differences on the feasibility of the observation protocol outlined in Research Question 1? Data was collected from expert reviewers, secondary school science teachers, and secondary school administrators in Virginia, and involved a focus group as well as rating video recordings of science lessons. Results suggest that using tools based on ideas that are specific to science could be helpful to both school administrators and teachers. There are many potential follow-up research studies that can be done in the future based on the results of this study.

This dissertation examines how third through fifth-grade students' mathematics identities developed through a strengths-based mathematics club focused on equitable teaching practices. In this study, theories of Communities of Practice (Wenger, 1998) and Figured Worlds (Holland et al., 1998) were combined with recommendations from Catalyzing Change (NCTM, 2020) and equity-based practices (Aguirre et al., 2013) to promote students’ positive mathematics identity development. Students with positive mathematics identities have increased mathematics engagement and achievement, and are more likely to seek careers in STEM. Mathematics identities are developed through and influenced by various sociocultural, personal, and educational factors. Incorporating evidence from student surveys, teacher interviews, student reflections, and reflexive journaling, this qualitative action research study demonstrates how students’ mathematics identities developed in response to an equity-based and strengths-oriented mathematics Community of Practice. Findings support that the selection and implementation of tasks that promoted the joy, beauty, and wonder of mathematics and incorporated equitable teaching practices within this Community of Practice influenced a positive shift in students’ mathematics identities. Implications and recommendations for policy and practice, my school and district, and future research are discussed.

This qualitative study aimed to examine the challenges surrounding the non-exit of first grade students from mathematics intervention programs, particularly focusing on Atlantic Elementary School within the Gulf County Public School District. Against the backdrop of declining mathematics proficiency, exacerbated by the COVID-19 pandemic, this study investigates the effectiveness of mathematics intervention and its alignment with best practices in mathematics instruction. While mathematics intervention aims to support students needing additional support with mathematical concepts, there exists a notable gap in understanding why many primary students do not transition successfully from mathematics intervention on grade level prior to advancing to the subsequent grade level. The research questions driving this study center on comparing the tasks and instructional approaches during mathematics intervention against established best practices and examining the impact of teachers' beliefs on mathematics intervention instruction. The data for this study was collected through surveys, observations, semi-structured interviews, and abstracts with three first grade teachers. The finding revealed instances where tasks lacked complexity and failed to promote mathematical conceptual understanding among students, indicating a misalignment with the Mathematics Teaching Practices. In contrast, some instruction during mathematics intervention demonstrated effective use of tasks that encouraged reasoning and problem-solving, aligning closely with the Mathematics Teaching Practices. Also, teachers who held positive beliefs about the effectiveness of interventions were more likely to implement tasks aligned with best practices and provide meaningful mathematics instruction. Conversely, teachers who expressed uncertainty about interventions tended to adopt less effective instructional approaches. The analysis highlighted the importance of aligning Tier 2 interventions with Mathematics Teaching Practices in mathematics iii instruction and recognizing the role of teacher beliefs in shaping instructional practices. These findings should encourage stakeholders in mathematics education to utilize this insight as a catalyst to implement necessary changes in mathematics education.

This study investigated the attitudes and beliefs of four civic and United States government teachers on democratic education practices. The first part of the study investigated the methods and approaches these teachers use to foster the knowledge, skills, and dispositions essential to a democracy’s survival by understanding how they construct their own meaning concerning elements of democratic education. Through interviews, instructional observations, and document analysis, an evaluation of the role and impact of teacher beliefs and attitudes on democratic education practices gleaned insight into how these teachers construct, interpret, and share their understanding as a condition of building civic capacity within their students. Findings showed their beliefs and attitudes did matter in how they approached their instruction and use of democratic education practices. Despite expressing positive views regarding their inclusion into their instruction, teacher discomfort and lack of confidence in engaging students in this form of instruction determined whether or not they utilized these practices. Preventions and recommendations were made for ways in which teacher discomfort and lack of confidence may be addressed to overcome the lack of use of democratic education practices in instruction, as well as a framework for approaching the teaching of K-12 civics.

Even though disciplines that are not traditionally affiliated with design have started to show interest in design thinking such as business, education, healthcare, engineering, and IT (Clark and Smith, 2008; Cross, 2007, 2011; Dorst, 2011; Finn Connell, 2013; Lawson, 2004, 2006; Owen, 2007; Razzouk and Shute, 2012) design thinking studies has tended to focus on limited design disciplines such as architecture, engineering design, and industrial design and there are not enough studies to prove that designers in different design fields perform design processes as design thinking literature proposed (Kimbell, 2011). This qualitative study explores the design process of professionals from different design disciplines, in order to understand the similarities and differences between their process and the design activities proposed by the design thinking literature. Design strategies of experts from different design disciplines were studied and compared, in relation to the activities proposed by the design thinking literature. This basic qualitative study was designed to use semi-structured interviews as the qualitative method of inquiry. This study employed purposeful sampling, specifically criterion sampling and snowball sampling methods. The researcher interviewed nine designers from instructional design, fashion design, and game design fields. A semi-structured interview protocol was developed and participants were asked demographic questions, opinion and values questions, and ideal position questions. Demographic questions provided background information such as education and number of years of design experience for the participants. Opinion and value questions were asked to learn what participants think about the research questions. Ideal position questions let participants describe what good design would be. The researcher analyzed the interview data and the results were reported in a way to demonstrate the differences and similarities within and across disciplines. / Ph. D. / This study explores the design process of professionals from different design disciplines, in order to understand the similarities and differences between their process and the design activities proposed by the design thinking literature. In broad terms, design thinking can be defined as cognitive activities that designers are engaged in while involved in the design process (Cross, 2007, 2011; Liu, 1996; Owen, 2007) as well as the knowledge designers have (Kimbel 2011). Design thinking studies has tended to focus on limited design disciplines such as architecture, engineering design, and industrial design and there are not enough studies to prove that designers in different design fields perform design processes as design thinking literature proposed (Kimbell, 2011). The experience of professional designers in other design fields can provide a different and useful perspective to help us understand whether the essential characteristics of design thinking are consistent across different design fields. Design strategies of working professionals from different design disciplines were studied and compared, in relation to the activities proposed by the design thinking literature. The results were reported in a way to demonstrate the differences and similarities within and across discipline.

No / One of the central questions in the literature on MNCs is the extent to which their subsidiaries act and behave as local firms (local isomorphism) versus the extent to which their practices resemble those of the parent company or some other global standard (internal consistency). Drawing on the resource-based view and resource-dependency theory, this paper aims to provide an insight into the interplay of several corporate-level organizational factors that affect the transfer of HRM practices across borders. Data collected from 80 European and US multinationals with subsidiaries in Greece are used to test specific hypotheses. Our results indicate that the level of importance attached to HRM by the MNC's top management and international experience have the highest explanatory power for the transfer of HRM practices, while international competitive strategy, informal control and the presence of expatriates also have a marginally significant influence.