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Item 21st Century Instruction: A Descriptive Case Study of a One-to-One Chromebook School(2022-09) Alcazar, Jennifer A.Schools in the United States make significant investments in educational technology (ET) in an attempt to develop essential 21st century skills in students. The problem was a lack of understanding about whether the use of ET by teachers was effective in promoting innovative skills. A better understanding of the effective use of ET may maximize investments and promote the development of future ready skills. A gap exists in the communication of specific strategies that may be used to develop 21st century skills. The purpose of the study was to explore teacher perceptions of ET use in a one-to-one Chromebook program. Social Cognitive Theory provided the theoretical framework for the study. Key research questions explored teacher perceptions regarding ET use as well as perceived critical supports for successful instruction. Using a qualitative case study design, 16 teacher participants were surveyed, interviewed, and invited to submit lesson artifacts. Purposeful sampling was used to select teachers utilizing Chromebooks at least three times weekly in core content areas. Participant responses, surveys, and artifacts were coded using NVivo software, and thematic analysis was used to identify themes. Results indicated teachers developed 21st century skills in students through online collaboration, digital presentations, and research. Teachers also indicated a need for increased time to collaborate and access to on-site support providers. Study recommendations include the provision of increased time to teachers to build practical implementation knowledge and self-efficacy levels and the use of on-site technology support providers.Item A Basic Qualitative Research Study: Educators’ perception of Parental Involvement and Student Achievement(2023) Coote, Kadian OwnieeEach year educators call on parents to be involved in their children’s schooling; they believe students of involved parents do better academically. The problem was restricted parental involvement in school-sponsored activities, such as parent-teacher meetings, communications, and conferences at the secondary grade level, impacts students’ academic performance. Researchers have measured teachers’ perceptions of parental participation, but little research has focused on Title 1 rural high schools with primarily African American pupils. This study may help to fill the literature gap. Using Epstein’s parental participation frameworks and transformational leadership theories, the purpose of this basic qualitative research study was to explore educators’ perceptions of how the extent of parental involvement relates to the degree of secondary students’ academic achievement at a high school in Eastern North Carolina. Twenty-five educators participated in the research based on their engagement with students and parents. Interviews were conducted and recorded for thematic analysis and reporting. Data were analyzed using Creswell’s six-step process for examining qualitative data and were supported using the MAXQDA data analysis software. Results revealed that secondary educators believed parental involvement is vital to students’ academic achievement; parent-teacher collaboration increases student progress, and administrators emphasize parents being advocates for their children. However, more investigation on the obstacles to parental involvement at Title 1 public high schools with mostly African American pupils is needed. Keywords: academic achievement, academic socialization, cultural competency, culturally and linguistically diverse, Epstein’s framework, family engagement, parental involvement, perception, socioeconomic status, socio-psychological barrier, Title 1, and transformational leadership theoryItem A Case Study: Factors Influencing Rural School K–12 Students’ Academic Achievement(2023) Flynn, VanettaAcademic performance is a concern for many countries because outstanding academic success demonstrates a student’s overall intelligence. The problem was that rural K–12 schoolteachers feel students faced factors influencing academic achievement on summative assessments. The No Child Left Behind and Every Student Succeeds Act attempted to close the achievement gap between children of different ethnicities. Lower socioeconomic students lagged behind their peers on state assessments. Scant literature revealed limited research on the needs of rural schools compared to other populations. The purpose of this qualitative exploratory case study was to explore factors influencing rural school K–12 students’ academic performance and success. The research was conducted in a rural school district utilizing 15 teacher participants in Northeastern North Carolina. Purposive sampling was used to select teacher participants of different ethnicities and genders from multiple grade levels with at least three years of teaching experience. An exploratory case study design explored various factors affecting and contributing to K–12 students’ academic achievement. The theoretical framework of the research study was grounded on Walberg’s theory of educational productivity and the social constructivism theory. Data collection instruments included semi-structured interviews, questionnaires, and focus groups. Data analysis procedures comprised transcribing data, segmenting and categorizing transcriptions, creating codes, and identifying key themes. Effective education in rural school districts is impeded by various factors, including high teacher turnover rate, socioeconomic status, and inadequate state financing. The findings will empower rural school administrators and educators with the skills and knowledge to improve students’ academic performance on summative assessments. Keywords: academic achievement, rural schools, poverty, socioeconomic statusItem A Case Study: Middle School Teachers Describe the Experience of Disruptive Behavior in Classrooms(2024) Stahler, JamieDiscipline is a concern for numerous schools; teachers continuously look for ways to create a positive environment. The problem was how disruptive classroom behavior negatively affects the learning environment. The purpose of the qualitative case study was to explore how middle school teachers experienced disruptive behavior in the classroom and how they described the perceived effects of disruptive behavior. A gap in research literature included middle school teachers’ views on classroom behavior, particularly within the past few years. The theory of planned behavior provided the theoretical framework for the research. Two research questions included how middle school educators described the experience of disruptive behavior in the classroom and how middle school teachers described the effects of disruptive behavior in a middle school classroom. The case study research design described the experience of behaviors interrupting the learning environment. The target population was 106 sixth, seventh, and eighth grade middle school teachers. The purposeful sampling size included 226th to 8th grade teachers. The selection criteria were based on different grade levels and types of classes to include a variety of environments. Data instruments included interview protocol and field tests. The data collection methods included transcripts of the interviews and notes taken during the interviews. Data were analyzed using Creswell and Poth's Data Analysis Spiral for data analysis. Key results addressed the types of behavior in the classroom and the effect of disruptive behavior. The conclusions of the study included answers to two research questions that guided this study. A recommendation for future research should involve teachers from schools without behavior concerns.Item A Causal-Comparative Study of Cell Phone Policies and Students’ Test Performance(2022-08-22) Akintounde, AbimbolaRegulating the distractions that the indiscriminate use of cell phones in classrooms poses has become a challenge for K–12 schools. The problem is that no specific cell phone use policy has guaranteed the attainment of higher learning outcomes among young adolescents. As cell phone distractions in secondary classrooms become a ubiquitous problem, this study is essential due to the lack of convergence in empirical evidence for validating the effects of cell phone regulation on students’ mathematics achievement. The purpose of this causal-comparative quantitative study was to test for statistically significant differences between the 2018-19 Smarter Balanced 10th-grade aggregate math test scores of selected high schools in Washington State based on their implementation of prohibitive versus permissive cell phone use policies. Self-determination and constructivist learning theories served as the theoretical framework for this study. Sixty-five public high schools were selected based on strict inclusion criteria. One research question was posed to test for significant differences among schools’ aggregate math scores based on pre–COVID-19 cell phone use policies. Data were analyzed with SPSS, using an independent t-test. There was not enough evidence to suggest that a statistically significant difference existed between the math scores achieved at cell phone permissive (M=56.83, SD=12.96) versus prohibiting (M=56.88, SD=10.88) schools. Educators were challenged to devise strategies for channeling cell phones toward instructional use. Further research on a larger scale across diverse demographics was recommended.Item A Correlational Study of Belongingness and Persistence in Engineering Academies Students(2023-05-08) Bangstein, Bjorn HaraldThe growing number of U.S. engineering jobs signifies a need for more students to pursue engineering degrees. To increase access to engineering education, in 2015, Texas A&M University established Engineering Academies (EA) in cooperation with selected community colleges. The problem addressed in this study was a lack of knowledge about why Texas A&M EA students’ first-year retention has since 2015 consistently been about 10% lower than the rate for on-campus students. Researchers have suggested that sociological noncognitive factors such as belongingness may affect students’ decisions to persist or leave engineering. The purpose of this quantitative correlational study was to examine the statistical relationships for three separate constructs of belongingness: (a) the classroom, (b) the university as a community, and (c) the university as an institution in relation to EA student persistence. The study was framed by student integration and servant leadership theories to determine how belongingness influences the intention to persist. Data were collected from an internet-based survey of 155 first-year EA students. Three Pearson product-moment correlations revealed statistically significant correlations between students’ three constructs of belongingness and persistence with different strengths of associations (weak, medium, and strong). The findings suggest that leaders of Texas A&M University Engineering Academies should implement preentry intervention programs and college transition assistance to increase first-year retention. Recommendations for future research include determining if persistence for continued enrollment correlates with actual retention as well as assessing if preentry programs and college transition strategies enhance associations between belongingness and persistence for first-year EA students. Keywords: belongingness, persistence, retention, co-enrolled student, community college pathway program, engineering academies.Item A Correlational Study on Leadership Styles of Special Education Administrators and Perceived Stress Levels of Special Educators(2024) Combs, Alix WeissThis study investigated a continuing shortage of special education teachers in the United States, causative factors, and supporting literature for the perceived problem. The problem is special educators continue to leave the field due to stress and school processes and procedures. Principals' influence on teacher stress levels, well-being, and retention has been widely documented. However, with the addition of special education administrators in buildings, a gap in research exists in identifying if special education administrators also influence the stress levels of their special educators. The purpose of the quantitative correlational study was to investigate the stress levels of special educators associated with the leadership styles of special education administrators. The transformational leadership theory and cybernetics theory were the frameworks for the study. Snowball sampling was used to recruit 40 participants (full-time certified special educators who worked for six months with their special education administrator). Data was collected through Survey Monkey utilizing a revised Teacher Stress Inventory (TSI) and The Leadership Practices Inventory (LPI). Using SPSS software, Pearson Correlation was used to analyze the data, and results revealed no statistically significant relationship between special education administrators' leadership styles and their special educators' stress levels; however, it did reveal a weak negative correlation. Recommendations for future research include investigating transformational leadership styles in conjunction with most advanced degrees, years as a leader, and participation in continuing education related to leadership.Item A Descriptive Study of Online Perceptions for Community College Students(2022) Gorman, LaurieThe problem was more than one-third of college students feel disengaged and demotivated learning online during extreme or unforeseen circumstances, resulting in low academic performance. The purpose of the qualitative descriptive study was to explore students’ perceptions about experiences of motivation, engagement, and learning outcomes when studying online under extreme or unforeseen circumstances at a large suburban community college on Long Island, New York. The study attempted to fill the gaps in the literature by examining how digital technology can be used to motivate and engage students at higher education institutions in the United States. Constructivism and behaviorism learning theories were the theoretical frameworks for the study. The research questions examined students’ feelings about the online learning environment and perceptions of motivation and engagement. The data were collected using semi-structured interviews containing six open-ended questions from 15 higher education students out of 950 students who responded to the participant recruitment invitation. The selection criteria were convenience sampling. Thematic analysis was used to find patterns, connections, relationships, and meanings in the data. Results from the study confirmed remote learning was more convenient. The interaction between the course instructor and the students along with the use of instructional-based digital technology has enhanced online performance, motivation, and engagement. Recommendations are to provide professional development opportunities focusing on technology to enhance the learning environment for students. Keywords: educator, behaviorism learning theory, motivation, engagement, perception, 21st-century skills theory, constructivism, digital divide, and digital literacy.Item A Phenomenological Exploration of Non-academic Services Offered Through the Center for Equity, Diversity, and Inclusion(2023-07-28) Cassells-White, MichelleCommunity colleges have a long history of providing entrance to higher education to minority students who enroll in these institutions underprepared and deprived of basic needs. With limited resources, community college leaders are expected to assist students in academic pursuits. The Center for Equity, Diversity, and Inclusion (Center for EDI) was developed using a transformational leadership approach to help address students' holistic needs at a small urban community college in Connecticut. The problem was despite the provision of non-academic support services in post-secondary education, much was not known about the benefits of the services through the experiences of the students, and in some cases, services were under-utilized. The purpose of this study was to understand the lived experiences of urban community college students on the use of non-academic services offered by the Center for Equity, Diversity, and Inclusion and the overall influence of services on retention. Transformational leadership theory directed the study. Research questions focused on the experiences of students using non-academic services at the Center for EDI and the non-academic support services influence on student retention. The qualitative phenomenological study consisted of 17 participants who were identified by means of criterion sampling. A field-tested semi-structured interview instrument was used for data collection. Interviews were administered through Zoom online platform. Peoples’ six steps flow chart was employed to conduct the data analysis. The compelling accounts presented by participants engendered four major themes. Findings revealed non-academic support services influenced semester-to-semester retention. Further inquiry should be conducted to corroborate the findings.Item A Phenomenological Study Exploration of Pre-planned Thematic Units in Preschool and Kindergarten(2023-03-24) Fischer, Deborah AnnPreschool and kindergarten staff can leverage organized planning strategies to support the use of integrative thematic units. However, early-year teachers state dilemmas in selecting, preparing, and executing integrative thematic units. Challenges surface when the staff tries to follow children‘s interests and inquiries, deliver lessons, and compile materials to support lesson design. When preschool and kindergarten staff select thematic units beforehand, teachers may feel best equipped to plan, target student objectives, prepare lesson resources, and maintain lesson consistency within grade levels. Pre-selecting and pre-planning can also support diverse learners such as English Language Learners (ELLs), special needs students, or students with multiple intelligences or learning styles. Conversely, selecting thematic units more spontaneously based on the students‘ current interests could help excel a students‘ motivation to learn more effectively. This study analyzed 15 preschool and kindergarten teachers‘ thoughts and lived experiences using pre-planned or unplanned integrative thematic units within one specific, large international early childhood center in Germany. Having gathered and evaluated thoughts, opinions, livedexperiences, and planning methods from the 15 participants, the study results may prove transferable and beneficial to other contexts involving integrative thematic units in the early years.Item A Phenomenological Study of Alternative Education School Leader Servant Leadership Characteristics in Texas(2022-06) Pratt, David RandallAlternative education schools provide marginalized students a different method of achieving success in school. The problem facing alternative education schools of choice (AESOC) in Texas was the lack of defined servant leadership characteristics and how those characteristics further the mission of AESOC. Studies have linked servant leadership characteristics with effective alternative school practices in general. The purpose of the phenomenological study was to explore what servant leadership characteristics are revealed in the lived experiences of exemplary leaders of AESOC in Texas and how those characteristics advance the mission of AESOC. Research identifying characteristics of effective AESOC leaders was lacking. Servant leadership and social learning theory provide the theoretical framework. Research Question 1 explored What servant leader characteristics are exhibited by AESOC leaders’ lived experiences in Texas. The second research question looked at how servant leadership characteristics exhibited by AESOC leaders’ lived experiences advance the mission of AESOC. Social learning factors improve student success in schools of choice. Semi-structured interviews, conducted through teleconferencing, explored the lived experiences of 20 exemplary alternative education leaders in Texas. Relationships were the overarching theme influencing themes of mission and vision, leadership styles, accountability, and respect. Exemplary AESOC leaders exhibit characteristics comparable to servant leadership. These characteristics further the mission of the AESOC. Further research is needed to determine if leaders other than AESOC leaders exhibit servant leader characteristics.Item A Phenomenological Study of Cybersecurity Technologists’ Decision to Become Educators(2021-09) Lightcap, Richard W.Nationally, a shortage exists of qualified cybersecurity persons entering the field, posing challenges for higher education institutions in locating qualified educators to help fill the gap. A wealth of literature discusses the needs of students, yet literature outlining qualities of attracting graduates to become educators is lacking. The purpose of the qualitative phenomenological study was to examine, recognize, and describe the lived experiences that influenced cybersecurity graduates to the field of higher education. The study was guided by Lent, Brown, and Hackett’s social cognitive career theory and Mezirow’s transformative learning theory, as each focuses on the awareness of self and motivating behaviors in choosing an occupational career path. The research questions that directed the study were created to examine the experiences that prompted cybersecurity graduates to become educators in the field of higher education. Seventeen postsecondary educators from Texas completed a video-conferencing interview and member-checking review. The data revealed three emergent themes and eight subthemes from the participants’ experiences regarding how the decision was made to enter the field of higher education. Findings from the study can benefit stakeholders in the fields of academic advising and admissions, and human resources guiding the recruitment process of future cybersecurity educators.Item A Phenomenological Study of Leadership Competencies in Nonprofit Higher Education(2022-07-28) Zary, Patrizia S.Leadership skills are vital in developing and building influential leaders in organizations. The identified research problem was the absence of communication, collaboration, and strategic agility competencies among leaders in nonprofit higher education institutions in the United States. The purpose of the qualitative phenomenological study was to explore how collaboration, communication, and strategic agility competencies were experienced among leaders at a nonprofit higher education institution in the United States. Transformational and servant leadership theories formed the theoretical framework examining characteristics, behaviors, and features promoting positive leadership. Two research questions guided the study to explore the shortfall of communication, collaboration, and strategic agility competencies and assess how the competencies improved leadership performance. Twenty-one participants were chosen from three leadership levels: entry, middle, and executive. Instruments used for the study entailed an online questionnaire soliciting participation and a semistructured interview conducted virtually via Zoom. The data were analyzed using an open inductive coding process and sorted by comment scope, code, and participant. Findings revealed themes related to better talent conversation, further leadership development, and further investigation of the understanding of strategic agility skills.Item A Phenomenological Study of Teacher Experiences with the Classroom Physical Environment's Influence on Teaching and Learning(2023) Milan, Maylene ManaoisAlthough the classroom environment is essential to teaching and learning, the classroom’s physical conditions are not a priority at every school. The problem is that school leaders and teachers seldom focus on the physical component’s influence on teaching and learning regarding the teacher’s self-efficacy to establish their classroom physical environment. This phenomenological study explored elementary, middle, and high school teachers’ experiences to understand their perceptions of the classroom physical environment’s influence on teaching and learning in Guam. While literature details the classroom environment’s effects on student learning and achievement, research seldom shares a teacher’s perspective of the classroom physical environment’s influence on the teacher’s practices and student learning. Spatiality theory and SCT guided the study to focus on the teachers’ perceptions and experiences. The study used purposeful sampling to select 18 Guam public elementary, middle, and high school teachers in all grade levels and content areas. Data collected from semi-structured interviews was analyzed through thematic analysis, which identified five themes related to the research questions: classroom preparation, physical environment, teacher efficacy, leadership support, and classroom culture. All participants shared similar beliefs about the classroom physical environment’s influence on teaching and learning; however, their experiences depended on the grade level they teach, the region in Guam they teach, and whether they shared their classroom space with others. The findings filled a gap in the literature and recommended further research to be conducted to explore school administrators’ perceptions.Item A Phenomenological Study of Teachers’ Understanding and Development of Culturally Responsive Classroom Management(2023) Schnormeier, AngelaThe problem is new teachers often lack the support and training in culturally responsive classroom management (CRCM) during the induction period of their careers. A literature gap exists in how new teachers understand the phenomenon of CRCM and how CRCM is developed in the first few years of teaching. Kolb’s 1984 experiential learning theory provides a framework for how new teachers perceive and develop CRCM through various experiences. The purpose of the qualitative phenomenological study was to investigate perceptions and development of CRCM strategies of new teachers with less than 5 years of experience in urban high schools in a large city in Ohio. The study explored new teachers’ understanding of CRCM, new teachers’ lived experiences in developing CRCM, and the supports new teachers feel are most beneficial in developing CRCM. Teachers were selected based on the following criteria: (a) full-time teacher with under 5 years of teaching experience and (b) employment in one of four select schools with high populations of African American and economically disadvantaged students. Questionnaires, interviews, and journaling were used to collect data on new teachers’ perceptions and lived experiences. All data were analyzed and coded for themes through QDA Miner Lite software. Results of the study indicated new teachers had a deep understanding of CRCM. Many teachers reported numerous methods used to develop their CRCM strategies, also noting they needed to seek out additional resources on their own due to a lack of support from their schools and teacher preparation programs. Unofficial mentoring was classified as the most beneficial support in developing CRCM skills.Item A Phenomenological Study on Teachers’ Perceptions of Improving Student Engagement in K-8 Schools(2024) Mitchell, KimberlyStudent engagement has become a trending topic in education. The problem is the lack of student engagement in K-8 schools as perceived by teachers while providing instruction. The purpose of this qualitative research study was to discover the impact of teachers’ perceptions of student engagement on their instructional practices in K-8 school settings. The theoretical groundwork for this research study was underpinned by David Kolb’s theory of experiential learning and Maslow’s hierarchy of needs theory. Two research questions guided this study including how teachers’ perceptions of student engagement impact instructional delivery, and what cognitive, behavioral, and emotional engagement markers teachers use to know that students are engaged. Using a qualitative methodology, along with a phenomenological research design, a criterion- based sample size of 15 certified general education teachers assigned to grades K-8 were chosen to participate in a semi-structured interview. After thematic analysis of the data, the study resulted in six emergent themes: building relationships with students, using effective and strategic planning, addressing student needs, having high expectations driven by teacher modeling, observing students and taking action, and lastly, holding students accountable for their learning. Administrators and educators can benefit from the study by applying emergent themes to their instructional decisions and practices. To promote student engagement, teachers should make relationship-building a priority with students which fits into Maslow’s hierarchy of needs theory and Kolb’s experiential learning theory.Item A Qualitative Case Study Exploring Teachers' Perceptions of Blended Learning and the Impact on Student Achievement(2024-02-09) Lloyd, BrennaTechnology's rapid development is changing how educators plan lessons and incorporate these digital resources into classrooms with the expectation of impacting student academic performance. The problem is that teachers need professional development related to blended learning implementation to improve student achievement in elementary (An, 2021; Hung et al., 2020; Lockee, 2021). The purpose of this qualitative study was to identify the professional development needed to implement best practice strategies in blended learning environments in third through fifth classrooms in a suburban school district in Northwest Atlanta, Georgia. Although previous research studies using diffusion of innovation and self-determination theory exist, the studies focus on teachers' perceptions of blended learning in secondary and postsecondary environments. Data were collected utilizing purposeful sampling to select 15 third to fifth-grade teachers. An open-ended question interview was used to collect the data. Thematic analysis suggested that teachers perceive blended learning professional development as beneficial to their instructional choices. Additionally, teachers expressed that the support received from onsite personnel was more meaningful than generalized professional development. The findings suggest teachers have positively impacted student achievement using blended learning best practices. The results addressed the gap in the literature and suggested that professional development in blended learning best practices impacts teachers' perceptions and instructional choices for students. Furthermore, targeted professional development benefited teacher pedagogy and improved student achievement.Item A Qualitative Case Study: Teachers’ Perceptions of Arts Integration and Vocabulary for English Learners in Grades 3-5(2024) Hill, FeliciaStudents who are acquiring English and have another primary language are defined as English learners. Vocabulary knowledge is critical for English learners because vocabulary knowledge influences academic success. Evidence suggests that integrating the arts with academic content may influence vocabulary knowledge. The problem was that Georgia English learners in grades 3-5 were not obtaining vocabulary skills necessary for success in school. The purpose of this qualitative case study was to explore teachers’ perceptions of implementing arts integration as an instructional approach to support vocabulary development of English learners in content areas and the potential challenges associated with this approach. The study filled gaps in the literature by exploring participants’ perceptions of the influence of arts integration on the vocabulary of English learners in grades 3-5. Guided by social constructivist and multiple intelligences theories, the research questions addressed arts integration, vocabulary development, and challenges. A descriptive case study revealed teachers’ insights. The population included elementary Georgia teachers with a sample size of 15 participants. Georgia teachers who instructed English learners, taught grades 3-5, and used arts-integrated approaches were selected. Data instruments included open-ended questionnaires and interviews. Data was collected using Google Forms and transcribed interviews. Inductive coding was used to identify recurring themes. Key results included relevance, active involvement, and noncognitive influences, along with potential challenges. Among the recommendations were the development of new curriculum, the examination of policies, and provisions for time, resources, and professional development.Item A Qualitative Phenomenological Study of Declining Enrollment Trends in Private Christian Schools(2022-04-30) Binkley, AmandaAbstract The problem was the enrollment decline in private Christian schools in the United States, particularly in the National Christian School Association (NCSA). The identified gap in the literature was the absence of various perspectives and experiences of stakeholder groups (e.g., parents, teachers, and administrators) on the problem of enrollment decline in private Christian schools. The purpose of this study was to explore stakeholder perceptions concerning why private Christian school enrollment has declined, specifically at NCSA member schools. The theoretical framework for the study drew from Friedman’s school choice theory and transformational leadership theory. The key question driving the study focused on the perceptions of various stakeholders concerning the phenomenon of declining Christian school enrollment. The research design for the research study was qualitative phenomenology. Data were collected via 19 questionnaires and 11 in-depth follow-up interviews. Open and axial coding was used to identify deductive and inductive themes in the data. Participant data revealed the up-and-down nature of Christian school enrollment, as opposed to consistent decline. Results of the study revealed church affiliation negatively influenced enrollment trends, whereas broad values had a positive influence. Results revealed a school’s value proposition is most influenced by school reputation, tuition rate, clientele, extracurriculars, and academics. Increased school choice options were reported to harm private Christian school enrollment. Finally, the COVID-19 global pandemic has led to a resurgence in positive enrollment trends. Recommendations for future study include the long-term impact of the COVID-19 global pandemic on private Christian school enrollment. Keywords: private Christian school, enrollment, phenomenology, Friedman’s school choice theory, transformational leadership theory, Christian mission, parent priorities, value proposition, COVID-19Item A Qualitative Phenomenological Study of Educator Perspectives on Full Inclusive Teaching Environments(2022) Yates-Bledsoe, CherylThe problem was general education classroom educators in a rural northeast Ohio school district did not identify as prepared to provide effective instruction to learners of wide-ranging academic and physical abilities in inclusive classroom. Study significance was evident in organizational shifts benefiting inclusive model educators and students. Stakeholders may benefit from research findings, with positive impact on inclusive models. Literature gaps existed regarding teacher training and need identification supporting inclusive students. Transformational leadership and social constructivist theories provided the theoretical framework for the study. Key research questions prompted seeking lived experience of inclusive educators, documentation of the experience, instructional strategies, and administrative elements supporting teachers. The purpose of the study was to understand how general education teachers perceived preparation to provide effective instruction in inclusive classrooms. In this hermeneutic phenomenological study, data were collected using semistructured interviews from 15 K-12 general education teachers in inclusive classrooms at the site, excluding intervention specialists. Data collection included professional development transcript analysis, demographic inquiry, and semistructured interviews utilizing a researcher-created instrument, with thematic analysis model examination of data. Transcriptions were member-checked by participants. Multiple data encounters established familiarity, initiating coding for theme identification and labeling. Latent expression and patterns were evaluated to saturation, and codes collapsed for interpretation related to research questions. Key results yielded insufficient training and ineffective application of least restrictive environment (LRE). Co-teaching models were identified as ineffective resulting in failed authentic differentiation and tiered instruction. Recommendations included time for professional development and increasing opportunities for co-planning and cooperative teaching. Keywords: IDEA, ESSA, inclusive teaching, inclusive classrooms, inclusive efficacy, student outcome inclusion, characteristics of learners with disabilities, teacher preparedness for inclusion, social learning theory, social constructivism, transformational leadership