Education Commons^™

K-12 Teachers’ Experience With Professional Development On Implementing Intervention For Cognitive Reading Disorders And Dyslexia: A Qualitative Hermeneutic Phenomenological Study, Rosemary Balestieri

Doctoral Dissertations and Projects

The purpose of this phenomenological study is to understand the experiences of the 10 K-12 teacher participants who may implement instruction and interventions for students who struggle with cognitive reading disorders and dyslexia. Instruction for intervention of cognitive reading disorders at the K-12 education level was generally defined as the multisensory approach more commonly found in schools. Instructional methods of 10 teachers at the K-12 education level for cognitive reading disorders was explored by implementing the central research question (CRQ), “What are the experiences of K-12 teachers who receive professional development to provide cognitive reading instruction with interventions specific to …

A Small Festschrift In A Big World (Chapter 1), Carolyne Ali-Khan, Daniel L. Dinsmore

Faculty Publications: Education

In this chapter, we provide our personal contexts for Balancing Care and Excellence in Higher Education: A Festschrift in Honor of Jeffrey Cornett. In so doing, we address the place of care and excellence in the 2020’s in our lives through a critical lens, and we examine the ways that these have led to this book. We also place this book in broader contexts to analyze the ways that care has been distorted and weaponized. Further, we examine how care is operationalized in higher education. Through all of this, we argue that each of us bears responsibility for reclaiming care. …

Being Good For Something: The Intersection Of Care And Critical Theories (Chapter 7), Carolyne Ali-Khan, Hope E. Wilson

Faculty Publications: Education

Miles Horton (1990) differentiates being good from being good for something. Being good for something requires an understanding of place, power, and agency. It also requires being deeply and fully present. Working for and with Jeffrey Cornett was an experience in learning how to be good for something and simultaneously learning how to collectively bring active care into a department, college, and the broader world. In this chapter we discuss Jeff’s commitment to both. We examine how Jeff forged the intersection of care and critical theories. And we share a few examples of moments in which Jeff built community

Frameworks For Balancing Care And Excellence In Higher Education (Chapter 2), Daniel L. Dinsmore, Carolyne Ali-Khan

Faculty Publications: Education

In this chapter, we explain our theoretical grounding and provide a framework for what follows. We outline the twin purposes of this book, as we explain our conceptions of care and excellence and the relationship between the two. Like all academic texts our work here stands about other established frameworks, and we diagram this to illustrate where this text fits in the field. Finally, we include an overview of the chapters that follow to serve as a reader guide.

Making Way: A Methods Experiment With Arts-Based Embodied Postformal Autoethnography To Prepare For Research-As-Community Building With A Diverse Urban Elementary School, Kelly Elizabeth Bare

Theses & Dissertations

Using autoethnographic, arts-based, and embodied methods, this postformal dissertation study establishes the first of a two-part research-as-community-building template designed with racially and socioeconomically diverse school communities in mind. Imagined as a double helix in an echo of human DNA, it describes an arts-based, embodied self-study (Helix 1) as a prerequisite for later study of community (Helix 2, not yet complete) typified by mindful engagement across socially constructed lines of difference and attention to the potential building blocks of collaborative leadership across those same lines. As a prerequisite to community work, I explored my lifetime encounters with others of difference (Chang, …

Closing The Gap Between Theory And Practice To Promote Equity In Stem: Coaching Teachers With Udl Strategies To Empower Students, Debbie Langone

Theses & Dissertations

U.S. schools have witnessed educational reforms that have shifted science curriculum and pedagogy within classrooms. Yet, all these reforms have failed to reduce the racial and gender gaps in STEM fields. In 2016, New York State implemented the New York State Science Learning Standards (NYSSLS) to address these gaps. Problems remain, however, with the NYSSLS standards. The NYSSLS do not offer teachers pedagogical practices with regards to implementation. Students are expected to engage in practices as they emulate scientists, without any direction for teachers to support students through these practices, and they exemplify a deficit mindset by placing the blame …

Identifying The Optimal Pedagogy For Preparing Undergraduates For The Mcat Exam, Alyssa J. Black

ELAIA

Excelling on the MCAT is an essential step for undergraduate students preparing for a future as a physician in the medical field. Previous research has made links to MCAT performance and success in the medical field, yet there is a lack of research on how to best prepare undergraduate students for this extensive exam. Various research has been done on assessing the most effective studying strategies for undergraduates on typical collegiate exams, which students often translate to their MCAT studying. To assess the effectiveness of these practiced pedagogies on the MCAT, a social science experiment using a pre- and post-test …

Navigating Whiteness: A Critical Autoethnography Of The Lived Experience Of A Black Female Administrator In The Predominantly White Spaces Of Higher Education, Sheila Miranda Russell

Theses & Dissertations

This critical autoethnographic study explored my multifaceted journey of being Black and female in administration within a predominantly white higher education institution. I drew upon personal narratives and reflections from 25 years of experience in higher education. This study explored the intricate intersections of race, gender, and power dynamics that have shaped my navigation of self and belonging. Furthermore, the study is framed in a Black feminist theoretical approach, acknowledging how the interconnectedness of being Black and female can intersect to shape individual experiences within systems of power and privilege. I used a six-step thematic analysis combined with a systematic …

Beyond Selection And Practice: A Phenomenological Inquiry Into The Lived Experiences Of K-5 Literacy Curriculum Leaders In Long Island, Ny, Mary Elizabeth Pettit

Theses & Dissertations

The ongoing cycle of educational reform in America has led policymakers and educational leaders to prioritize test-based results and de-prioritize noncognitive skills, equitable outcomes, and crucial socio-emotional aspects of schooling (Lynch et al., 2009). Despite the equitable goals outlined in previous education policy reforms, intended outcomes have been eclipsed by the toxic policymakers Global Education Reform Movement (GERM), which ultimately influences the curriculum selection and implementation process (Sahlburg, 2012). A literature review uncovers how inequity has been entrenched in the American education system since the 18th century, perpetuating social stratification and hindering efforts for equitable education reform. Drawing from accountability …

Building A Community Of Practice: Shifting An M.Ed. Program To A Pds School-Based Cohort Model, Elizabeth Hale, Hope E. Wilson, Lauren Gibbs, Jessie Didier, Carolyne Ali-Khan

Faculty Publications: Education

Purpose

The purpose of this study was to examine how participants experienced and perceived an M.Ed. program that had a school-based design. In particular, the authors sought to understand: (1) how participants experienced being in a school-based cohort and (2) whether and how participants experienced the three designated tenets of the M.Ed. program: teacher inquiry, social justice and student engagement and motivation.

Design/methodology/approach

This qualitative study used semi-structured focus group interviews (n = 7) to examine teachers’ perceptions, using a constant comparative method (Corbin & Strauss, 2008) of open coding to analyze the data and determine emergent themes.

Findings

The …

Attitudes About Inclusivity Among Preservice Educators: A Mixed Methods Approach, Kathleen M. Quinn

Theses & Dissertations

In 1975, the Education for All Handicapped Children Act (EHA) became the first enacted policy that led the fight against ableism, providing students with disabilities the right to public education. In 2004, this policy became known as the Individuals with Disabilities Act (IDEA), which included these major components supporting the policy of inclusion: Free and Appropriate Public Education (FAPE), Individual Education Plans (IEP), and Least Restrictive Environment (LRE). This study highlights how teacher preparation programs are pivotal in preservice teachers' attitudes toward inclusion. The data for this study was collected and analyzed based on quantitative surveys and qualitative interviews with …

Elementary English Language Learners' Perceptions Of Teacher Care In The Classroom, Carol Boodram-Wright

Theses & Dissertations

English Language Learners (ELLs) experience care in the classroom based on prior experiences, teacher and student relationships, academic support, health support, and safety. The purpose of this study was to understand how ELLs experience care in the classroom with their classroom teacher as described by six ELL participants. A positive teacher-student relationship rooted in care, comfort, safety, and trust enhanced ELLs' engagement with their classroom teacher. The findings of this qualitative narrative study revealed that unconditional support and individualized quality time contributed to ELLs’ well-being in the classroom. Interpretations of care from the ELLs’ narratives depicted how experiences in the …

Beaches, Bumps, And Milkshakes: A Humanizing, Open, And Dialogic, Postformal Autoethnographic Study Of An Experiential Learning Academy, Eric Anthony Karahalis

Theses & Dissertations

The dominant educational paradigm is rooted in a Platonic, Cartesian, and Piagetian mind-supremacist epistemology that subordinates the body and experience to the mind, ideas, and objective concepts. This reduces students to cognitive receptors of information in a detached, decontextualized, and dehumanizing classroom, i.e., the banking educational model (Freire, 2018; hooks,1994). Students are forced to sit at desks for several hours a day and expected to open their minds and ignore the body’s needs. This educational model is dehumanizing because it only approaches students and learning through one epistemological lens and separates learning from the world. On the other hand, experiential …

Family Caregivers: From Invisible To Visible Within The Healthcare Continuum, Tara Anglim

Theses & Dissertations

As the United States' aging population rapidly grows, the prevalence of adults with chronic illness or disabilities who require intermittent or long-term caregiving from family members also increases. Despite the prevalence of caregiving, the role of the family caregiver is a label that lacks a clear description, definition, or societal understanding. The inability to identify family caregivers creates negative ramifications, including diminished recognition and support throughout the healthcare continuum. Drawing from caregiver identity theory, this qualitative phenomenological study aimed to describe the experiences of family caregivers to promote a deeper understanding of how they became aware of their caregiver identity …

A Narrative Case Study: The Role Of Culturally Responsive Mentorship To Navigate, Empower, And Level The Playing Field For Black And Brown Students In Higher Education, Chotsani Williams West

Theses & Dissertations

As the rate of enrollment increases for Black and Brown students in U.S. colleges and universities, in part, due to innovative and strategic recruitment and enrollment efforts to attract them, research shows that students of color benefit from intentional and strength-based college support services to ensure that they can thrive and persist toward graduation. In this narrative case study, I explored the perceived experiences of Black and Brown alumni who were participants in a mentoring program at a predominantly White institution (PWI). In-depth interviews with 20 alumni chronicled their lived experiences and perceptions as they navigated the PWI with the …

"She Didn't Know How To Work With Black Kids" Exploring How Adolescent Black Girls In Private, Predominantly White Institutions Perceive Their White Teachers' Ability To Affirm And Uplift Their Intersectional Identities, Florence Marie Phophete-Barbour

Theses & Dissertations

Black girls in predominantly White educational institutions (PWIs) are often viewed as less than or categorized as aggressive by their White teachers and peers, and such negative attitudes can lead to sub-par academic outcomes and low self-esteem. My study endeavored to understand the lived experiences of 10 Black adolescent girls ages 13-19 who have attended private PWIs in Nassau County, NY. Using a narrative inquiry approach, I conducted semi-structured interviews, educational mapping exercises, and focus groups to collect data on the girls' academic journey. The findings revealed that Black girls in PWI believe that school culture and structures matter, and …

A Critical Exploration Of Unequal School Funding: Teacher Job Satisfaction Across Underfunded And Well-Funded Schools, David Tomasic

Theses & Dissertations

Unequal school funding is a phenomenon that promotes an educational structure where certain public schools receive higher financial support and resources while other schools receive lower levels. An important but overlooked dimension of the phenomenon is its potential effect on teacher job satisfaction in underfunded and well-funded schools. This dimension forms the basis of this study and exploration of the phenomenon of unequal school funding. Using Susan Moore Johnson's framework, this qualitative phenomenological study aimed to understand how unequal school funding affected nine high school teachers across both under and well-funded high schools on Long Island. The study sought to …

Academic Librarians' Opinions On Social Justice Advocacy, Judith L. Brink Drescher

Librarian Presentations

This session presented the results of 113 academic librarians surveyed regarding their views on social justice advocacy. As part of a mixed-methods exploration, quantitative, qualitative, and integrated elements were revealed. Beyond a comprehensive survey administered, librarian advocates describe how they approach issues of social justice, what the benefits are of addressing inequities within academic libraries, what barriers they've encountered in their advocacy efforts and initiatives, and what advice a more experienced advocate might offer to a peer with less knowledge who is interested in becoming more involved.

“We Live In Two Worlds”: A Phenomenological Exploration Of The Experiences Of Foreign-Born U.S. College And University Presidents, Kristie S. Johnson Ph.D., Cfre, Donald Mitchell Jr., Ph.D., Jakia Marie Ph.D.

Executives, Administrators, & Staff Publications

Within this phenomenological study, we explored the lived experiences of 15 foreign-born U.S. college and university presidents (USCUP) to determine how their cultural background and traditions may have influenced their leadership and prepared them to lead. We also examined the strategies foreign-born USCUPs, who also self-identified as people of color, utilized to navigate to and through the presidential pipeline. We used asset-based community development to theoretically frame the study. The following research questions shaped this study: 1) What are the experiences of foreign-born USCUPs in their journey to the college presidency, and how do foreign-born USCUPs perceive the influence of …

Evaluating Universities Twitter Web Pages Responding To The Black Lives Matter Movement, Hind Albadi, Thomas Kenny

Faculty Publications: Communication

In the wake of the Black Lives Matter (BLM) movement in May 2020, many colleges and universities responded by making statements on their website and social media channels condemning racism. Higher education institutions began initiatives for diversity, equity, and inclusion (DEI) for faculty, staff, administrators, and students on campus. Three years later, this study investigates whether universities are still offering and promoting workshops, classes, events, and activities related to DEI to campus communities. To do so, the researchers conducted a content analysis on Twitter categorizing tweets over a one-month period, then they classified the Tweets using the top 10 colleges …

Multilingual Learners' And Their Teachers' Perceptions Of Culturally Responsive-Sustaining Practices In The Mainstream Classroom: A Mixed-Method Approach, Nicki K. Gonias

Theses & Dissertations

The number of multilingual learners (MLs) is on the rise in the United States, especially in schools located in New York State and Long Island. However, many general education teachers lack the necessary training and certification to teach these diverse students effectively. In response, New York State has developed the NYS Culturally Responsive-Sustaining (CR-S) Education Framework to address the gaps in teaching practices. The implementation varies across districts on Long Island. To gain a deeper understanding, I conducted this study to investigate the perceptions of MLs and their teachers regarding CR-S pedagogical approaches in mainstream classrooms. The study involved surveys …

Is Gifted Education And Its Program A Brand?, Farzana Begum

Dissertations, Theses, and Capstone Projects

The education system has been under constant construction. What will make our students successful has driven education to make a number of changes, and therefore, over the years, the importance of differentiation evolved, mandating the education system to acknowledge that education should not be standardized and that all students learn and retain knowledge differently. As a result, a number of classroom environments and programs have been established to cater to these differences. One example of this is the establishment of the Gifted and Talented Program or Gifted Education in the education system.

Gifted Education provides identified students with a stimulating …

Student Parenting: Mastering The Double Life, Miriam T. Mukurazita

The Vermont Connection

It is okay, beautiful, and brave to be different and take a different path as long as your own dreams and goals are being fulfilled. As virtual learning and online classes are becoming more popular, more students are realizing they can have the best of both worlds, that is, further their education while fulfilling family obligations.

The student parent life is a different journey with its own unique challenges and blessings. Happiness is personal and comes from within, and can be in the form of being a parent and seeing one's own child grow while pursuing academic and career growth. …

Sheltered Instruction For Newcomer Multilingual Learners Through A Multicultural And Assimilation Lens: Administrators, Teachers, And Students’ Perceptions In A Middle-Level Education Setting, Victoria Rae Seelinger

Theses & Dissertations

Administrators and teachers are tasked with the opportunity to implement bilingual programs to accommodate the growing population of multilingual learners, or MLs. There is a debate in the field about the most appropriate structure for bilingual programs. Sheltered Instruction (SI) is a way to “shelter” MLs from the anxiety of regular academic courses by separating MLs from their native English-speaking peers until they are ready and proficient enough to join mainstream classes. While the SI classroom is beneficial academically, the program’s separate structure, culture, and climate could have negative implications for students’ socialization and sense of belonging. The purpose of …

Understanding The Lived Experiences Of Tenured, Non-Native Spanish Speaker-Teachers: A Phenomenological Investigation Of The Native Speaker Fallacy, Orsola Giovanna Dutra

Theses & Dissertations

There is limited research surrounding non-native speaker-teachers of world languages and the disruption known as the native speaker fallacy (Phillipson, 1992), which is the belief that only native speakers can be the most suitable teachers of a given language. This phenomenological study examined the lived experiences of tenured, non-native Spanish-speaking teachers who work across different public high schools on Long Island about their perceptions and experiences of the native speaker fallacy phenomenon. Six in-depth interviews were recorded and coded through the lens of self-efficacy and positioning theories to examine their experiences. The participants showed a strong belief in their teaching …

Does Management Education Need A Facelift? The Intersection Of Managing, Leading, And Coaching. Part Iii, Maureen L. Mackenzie Ph.D.

Faculty Presentations: Business

This paper continues the multi-phase exploration of management education, the growing profession of executive coaching, and its value to workplace preparation. It is the third in a series of five papers dedicated to this exploration. Part III summarizes the knowledge presented in both Part I and Part II. Part I included a literature review and discussion as to who defines premier business education, the growing profession of executive coaching, and higher education’s responsibility to relevant workforce preparation. It set the stage for the multi-phase research plan focused on three sets of stakeholders: senior leaders/employers, business faculty, and MBA graduates. Part …

The Experiences Of Black Women Senior Student Affairs Officers: A Multiple-Case Study, Tamekka L. Cornelius Ph.D, Donald Mitchell Jr., Ph.D.

Executives, Administrators, & Staff Publications

Within this multiple-case study, we explored the experiences of Black women in senior student affairs officer (SSAO) positions at four-year historically white institutions (HWIs) and Historically Black Colleges and Universities (HBCUs) in the United States. We used Black feminist thought and representational bureaucracy to theoretically frame the study. Participants included SSAOs representing three HWIs and two HBCUs. Four central themes—often expressed within experiences of marginalization—emerged across the cases: 1) I Have a Right to Be Here; 2) Creating Networks; 3) No Straight Line to the Top; and 4) I’m Thinking about the Black Girls Coming Behind Me. We conclude the …

I Do, You Do, We Do: Co-Teachers’ Perspectives Of Self-Determination For Students With Dis/Abilities, Jenna Theofield

Theses & Dissertations

Self-determination plays a vital role in the educational journey of students with a dis/ability. However, opportunities to cultivate self-determining skills for elementary students with dis/abilities in an inclusive co-taught classroom are limited. This can be attributed to the intersectionality of ableism and ageism, two oppressive societal constructs that elementary coteachers may consciously or subconsciously hold. Since the inception of educating students with dis/abilities in their least restrictive environments, co-teaching classrooms have been deemed as the most appropriate setting for many students considering the continuum of special education services. The purpose of this study was to examine how elementary co-teaching teams …

Understanding The Qualities Of An Effective Fieldwork Experience And How It Relates To Pre-Service Teachers' Feelings Of Self-Efficacy And Preparedness, Renata Olczak Filipowicz

Theses & Dissertations

The effectiveness of teacher-preparation programs to produce high-quality teachers has been an issue of concern for a long time. Teachers play a significant role in shaping students’ academic achievement and social-emotional growth. Therefore, it is critical to focus on how teacher education programs, especially the field placement component, develop and support new educators. This explanatory mixed-methods study used a theoretical framework of Albert Bandura’s Self-Efficacy Theory (1977) and Pierre Bourdieu’s Cultural Capital Theory (1986) to examine the qualities of an effective practical residency experience and how it relates to preservice teachers’ feelings of self-efficacy and preparedness for teaching diverse students …

The Long-Term Impact Of Covid-19 On Nursing: An E-Panel Discussion From The International Network For Child And Family Centred Care, Mandie Jane Foster Rn, Pg Dip/Cert, Phd, Julie Blamires Rn, Dhsc, Sarah Neill Rn, Phd, Imelda Coyne Phd, Faan, Feans, Ftcd, Guðrún Kristjánsdóttir Rn, Drph/Phd, Fean, Veronica D. Feeg Phd, Rn, Faan, Ann Marie Paraszczuk Edd, Rn, Mohammad Al-Motlaq Rn, Phd

Faculty Works: NUR (2010-2023)

Aim

To explore the International Network for Child and Family Centred Care (INCFCC) members' experiences and views on the long-term impact of COVID-19 on the nursing workforce.

Background

On the 11 March 2020, the World Health Organization declared COVID-19 a global pandemic. While some countries adopted a herd immunity approach, others imposed stricter measures to reduce the transmission of the virus. Hospitals in some countries faced an avalanche of extremely sick admissions, whereas others experienced an early surge in cases or were able to control the spread.

Design

Discursive paper.

Methods

A web-based survey was e-mailed to 63 INCFCC members …