Curriculum and Instruction Commons^™

The Breaking Point: Examining Teacher Burnout And Methods To Build Resilience In A Time Of Unprecedented Challenges, Maribel Rudecindo-Mendez

Selected Full Text Dissertations, 2011-

The purpose of this qualitative phenomenological study was to gain insight into the experiences of K–12 teachers in the Hudson Valley region of New York as it relates to teacher burnout. The Job Demands-Resources model was used as a framework to understand organizational causes of burnout, how burnout impacts instruction and relationships with students, and how teachers cope with stress. Twenty full-time teachers who were involved with K–12 students in various instructional capacities were interviewed in a semi-structured format. Thematic analysis revealed that the main contributors to burnout were instability in the system, being overburdened with work, and issues related …

Inclusive Psychology Pedagogy Is Linked To Increased Belonging And Reduced Prejudice Toward Consensually Non-Monogamous Relationships, Rose Bern, Rachel Dinero, Kate Linenbach, Amy Moors

Psychology Faculty Articles and Research

Students enrolled in an elective psychology course entitled Relationship Science, which emphasized inclusive curricula focused on relationship diversity, completed pre- and postcourse assessments of attitudes toward consensually nonmonogamous (CNM) relationships, relationship skills (e.g., constructive communication), and classroom belonging. Given the established literature on lesbian, gay, bisexual, transgender, queer+-inclusive pedagogy, attitudes toward lesbian, gay, bisexual, transgender, queer+ individuals were also measured. Comparisons of pre- and postcourse assessments revealed significant reductions in stigma toward individuals engaged in CNM, alongside increased acceptance of CNM relationships more broadly. Students also reported increases in relationship skills and classroom belonging over the course of the …

Exploring Healthcare Students' Perceptions About Race And Privilege At A Large Academic Medical Center: A Pilot Study Of A Peer Education Program, Elizabeth A. Brown, Dante Pelzer, Katrina Black Reed, Chinieka Jackman-Rogers, Madison Kimmell

Health Behavior, Policy & Management Faculty Publications

Amid the racial unrest stemming from the summer of 2020, in the United States, many institutions had difficult conversations about race and the impact of racism with employees, students, and patients. In January 2021 and February 2021, we recruited undergraduate students for the Peer Education Program (PEP), a voluntary program conducted at a large academic medical center, and encouraged students to have a safe space to discuss controversial topics in healthcare. From April 2021 to July 2021 four interdisciplinary healthcare students met once a month for 1 hr to discuss privilege, race/racism, leadership, and advocacy and their influence on health …

The Role Of Department Chairs In Supporting Student Learning Outcomes, Tommy C. Molden Jr

Dissertations

The purpose of this qualitative study was to examine high school department chairs’ perceptions of their role in relation to teacher leadership in achieving student learning outcomes.  The study adds significant implications for department chair training in the context of teacher leadership and the achievement of student learning outcomes.  Further, the study extends the literature on the importance of department chairs’ perceptions of their proficiency for adapting to and institutionalizing the role as teacher leader to increase student achievement.  Additionally, the study identified training strategies and resources that enhance department chair competence in teacher leadership for student achievement of learning …

What Motivates Occupational Therapy Students To Self-Study Anatomy, Samantha Williams, Athena Kirou-Mauro, Kelly Hennessy, Lexi Davidson, Emily S. Ho

Journal of Occupational Therapy Education

Informed by self-determination theory, this study examined the motivations and preferred learning styles of entry-level occupational therapy students and explored how their perceived anatomy competency related to their academic performance. To investigate this, ninety-seven occupational therapy students completed a reflective assignment through which they set anatomy self-study learning goals. Self-study learning approaches were categorized, and the relationship between student perceived anatomy competency and academic outcomes (i.e., anatomy quizzes, term grades) was analyzed. When examining self-study learning approaches, students favored computer assisted instructional tools (n = 75, 77%) and integrated clinical application with their learning goals (n = 52, …

From Classroom To Care: A Pilot Level I Fieldwork Experience Building Acute Care Self-Efficacy, Hannah Y. Oldenburg, Jennifer Bergstrom, Traci Kruse, Tamra Trenary, Corey Mcgee

Journal of Occupational Therapy Education

Level I fieldwork provides an opportunity for occupational therapy students to be exposed to the occupational therapy framework and process across various practice settings. This study addresses a gap in the literature regarding introductory fieldwork experiences for occupational therapy students in complex medical settings, specifically acute care. Researchers implemented a seven-week Level I fieldwork experience at two Midwest trauma centers, utilizing a mixed-methods, two-cohort design with 12 students and 16 practitioners. The program featured a blended Level I fieldwork supervision model, combining faculty-led and traditional on-site supervision. Over the seven-week period, students showed significant improvement in their perceived self-efficacy regarding …

Effect Of Simulation On Occupational Therapy Students' Self-Efficacy When Preparing For Level Ii Fieldwork, Juliet Steffe, Karen Menard, Angela Gibson

Journal of Occupational Therapy Education

Occupational therapy academic programs provide students with knowledge and professional skills through coursework and clinical skills practice, enabling them to transition successfully into clinical placement. Despite completing multiple semesters of didactic work, students may experience high levels of anxiety and self-doubt when preparing for Level II fieldwork. The problem addressed in this study was the lack of perceived self-efficacy in clinical skills when preparing for Level II fieldwork, leading to the potential for difficulty transitioning from the classroom to the clinic among entry-level occupational therapy graduate students. A basic qualitative study was conducted using focus groups to explore how providing …

Hands-On: Integrating Active Learning Into An Upper Extremity Occupational Therapy Elective, Jennifer Radziak, Katie Jones, Kelsey Picha

Journal of Occupational Therapy Education

In an effort to provide students with advanced clinical practice skills, several occupational therapy elective courses were developed. The current article describes an educational innovation that involved an in-person elective course for graduate second year Master of Science in Occupational Therapy students that focused on the upper extremity. The course was team-taught, promoted active learning, and used unique activities to engage students in the learning process. Relevant evidence-based practice literature and clinical guidelines were incorporated into the course to teach students about the treatment of upper extremity conditions. The active learning strategies implemented in the course included fresh donor dissection, …

Integrating Web-Gis And Inquiry Learning To Enhance Spatial Thinking In Geography Learning, Nyokro Mukti Wijaya, Meri Herlina, Sugeng Widodo, Suhendro Suhendro

Journal of Educational Technology Development and Exchange (JETDE)

This study investigates the impact of integrating Web-GIS with Inquiry Learning on secondary school students’ spatial thinking skills. A 2×2 factorial experimental design was employed with 116 eleventh-grade students from SMA Negeri 13 Bandar Lampung, divided into four treatment groups: direct instruction with printed maps, direct instruction with Web-GIS, inquiry learning with printed maps, and inquiry learning with Web-GIS. The Spatial Thinking Ability Test (STAT), a widely validated international instrument, was used to measure outcomes. Data were analysed using two-way ANOVA. The findings indicate that the learning media had a significant effect, with Web-GIS outperforming printed maps, whereas learning strategies …

Teacher-Guided Video Instruction For Dance Appreciation: A Design-Based Research Study, Cuiqing Meng, Tiantian Zhou

Journal of Educational Technology Development and Exchange (JETDE)

Video is widely used in dance appreciation courses; however, unguided viewing often leads to passive observation rather than analytical understanding. Grounded in multimedia learning theory and instructional scaffolding, this study employed a Design-Based Research (DBR) approach to develop and evaluate a teacher-guided video instructional model in a dance appreciation course in a Chinese university. The DBR process involved iterative phases of design, implementation, analysis, and refinement within an authentic classroom context. A convenience sample of 23 undergraduate dance majors participated in the study. Data were collected through a structured questionnaire consisting of Likert-scale items and open-ended responses. Quantitative data were …

Determinants Of Generative Ai Adoption In Teacher Education: A Ttf–Tpb Model Tested With Pls-Sem, Peter A. Partey Dr., Emmanuel Quayson, Samuel K. Adjei, Joseph Antwi

Journal of Educational Technology Development and Exchange (JETDE)

Abstract

The integration of generative AI in education necessitates a clear understanding of the factors influencing its adoption by preservice teachers. This study examined the predictors of generative AI use and its impact on the academic performance of preservice teachers in Ghana, employing a quantitative cross-sectional survey design. Data were collected from 783 preservice teachers using structured questionnaires measuring task characteristics (TskC), technology characteristics (TechC), task–technology fit (TTF), attitude (ATT), subjective norms (SJN), perceived behavioural control (PBC), use of generative AI (USE), and academic performance (AP). The partial least squares structural equation modelling (PLS-SEM) analysis revealed that TskC and TechC …

Enhancing Academic Literacy Through Ai-Supported Writing Analytics In Multilingual Higher Education, Riki Nasrullah, Septia Rizqi Nur Abni

Journal of Educational Technology Development and Exchange (JETDE)

This study examines the longitudinal impact of AI-supported writing analytics on academic literacy in multilingual higher education. Using a quasi-experimental design over two semesters with 124 undergraduates, the treatment group employed a GPT-based analytics tool, while the control group relied on conventional feedback. Using a longitudinal quasi-experimental design and repeated-measures analyses, the study found significant group effects and significant Group × Time interactions, indicating that the treatment group achieved larger and more sustained gains in academic literacy. Process-oriented indicators and learning analytics further showed a shift from surface editing to global revision, accompanied by deeper metacognitive engagement.

Artificial Intelligence In Higher Education: How Educators’ Perception, Readiness, And Well-Being Shape Performance, Fatimah Pohan, Dicky Aprillo Siregar, Muhammad Bangun Siregar

Journal of Educational Technology Development and Exchange (JETDE)

Artificial Intelligence (AI) is transforming higher education, but its effectiveness depends on how educators perceive, adopt, and psychologically respond to the technology. This study examines the effects of educators’ perception of AI and AI adoption on self-reported educators’ performance through AI readiness and psychological well-being. Grounded in the Technology Acceptance Model, Readiness for Change Theory, and the Job Demands–Resources framework, the study employed a quantitative cross-sectional survey design. Data were collected from 121 educators at private higher education institutions in North Sumatra, Indonesia, using purposive sampling of active educators. The data were analyzed using Partial Least Squares Structural Equation Modeling. …

Investigation Of Dean’S Transformational Leadership Profiles And Digital Transformation Maturity In Guangxi Public Higher Vocational Colleges, Lili Ding, Jamilah Binti Ahmad, Yuqiang Luo

Journal of Educational Technology Development and Exchange (JETDE)

Background: As China builds an innovation-driven economy, vocational education provides essential skilled workers for key industries, helping to elevate vocational colleges into crucial centers for talent development and social mobility. In this context, the dean’s transformational leadership may play an important role in supporting institutional digital transformation.

Research Question: How do deans’ transformational leadership domains predict institutional digital transformation maturity across leadership and pedagogy in vocational education?

Methods: A sequential explanatory mixed-methods design combined a faculty survey with semi-structured interviews. Valid survey responses from 30 faculty members were analyzed using descriptive statistics, correlations, and regression, followed by thematic analysis of …

Role-Differentiated Ai Competencies And Curriculum Implications For Health Professions Education: Qualitative Study, Yuyi Park, Yejin Han, Hyeongjo Kim, Solmoe Ahn, Frederick William Kron, Jihyun Lee

Department of Family and Community Medicine Faculty Publications

Background: As AI fundamentally transforms the healthcare landscape, medical education curricula have struggled to keep pace with these technological shifts. While current research has established a foundation for general AI literacy, less attention has been given to the role-specific competencies required for the diverse functions that healthcare professionals perform in an AI-integrated environment. Although existing tiered and domain-based competency models have clarified general AI competency requirements, they offer limited guidance on how such competencies should be differentiated according to the roles healthcare professionals perform in practice.

Objective: This study aimed to explore how AI-driven changes in healthcare shape competency requirements …

Developing A Socioculturally-Informed Esl Curriculum For First-Grade Students In Public Schools, Russul R. Abtan

Doctor of Education

Most English as a Second Language (ESL) programs in US elementary schools do not accommodate developmental, linguistic, and cultural needs of young learners, which leads to insufficient language uptake and future academic-related issues. This study examines how an English as a Second Language (ESL) language arts curriculum for first grade can be developed within the framework of the sociocultural theory and developmentally appropriate practices. Research indicates a difference between existing ESL curricula the linguistic, cognitive and emotional needs of young learners. This project integrates key components of Krashen’s Input Hypothesis and Cummins’ BICS/CALP model by drawing on Vygotsky’s sociocultural theory …

Exploring Culturally Responsive Faculty Practices That Support Student Success In Community College Classrooms, Mary Catherine Flynn

Theses and Dissertations

This qualitative study explored the culturally responsive teaching practices used by six community college faculty and instructors in their in-person courses. Faculty and instructors taught courses included in certificate and degree programs related to early childhood education, human services, and criminal justice at one midwestern community college. Specific content areas included sociology, political science, and child development. Data collection for this study included comprehensive interviews with each instructor, an analysis of documents including syllabi, student assignments, and assessments, and multiple classroom observations. This study was anchored in a theoretical framework based on the constructs of culturally responsive teaching practices. Each …

Deep Search In K–12 Education: Opportunities, Risks, And Research-Literacy Imperatives For Ai-Enabled Classrooms, Steven Baule, Dillon Martinnez

Essays in Education

Generative artificial intelligence (AI) deep search tools, such as ChatGPT’s Deep Research, Google’s Gemini Deep Search, Perplexity Research, Claude’s extended search, and emerging academic engines like Elicit and Consensus, are reshaping the ways students and educators locate, evaluate, and synthesize information. These tools promise to democratize research and reduce barriers to high-quality sources, particularly in K–12 environments where time, instructional capacity, and access to resources vary widely. However, recent analyses reveal significant challenges: inaccuracies, opaque algorithms, hallucinated facts, and inconsistencies across platforms. Using classroom-relevant examples and controlled experiments, including ambiguous historical searches and complex educational policy queries, this article examines …

Environmental Load In Technology-Rich Classrooms: A Practitioner Reflection On Student Attention, Cognitive Fatigue, And Instructional Design, Christopher Morales

Essays in Education

This practitioner essay examines student disengagement in technology-rich classrooms through the lens of cognitive load and environmental demand. Rather than interpreting all off-task behavior as laziness, avoidance, or lack of motivation, the essay argues that some students may be responding to cumulative overload created by screens, transitions, digital platforms, visual clutter, noise, lighting, and fragmented instructional routines. Drawing from classroom observation and cognitive load theory, the essay introduces environmental load as a practical concept for educators seeking to preserve student attention without lowering academic expectations. The essay offers reflective questions and instructional adjustments that can help teachers and school leaders …

The Impact Of High-Quality Phonological Awareness Professional Learning On In-Service Teachers' Content Knowledge And Pedagogical Content Knowledge, Roberta S. Thomas

UNF Graduate Theses and Dissertations

This convergent mixed-method study examined the impact of high-quality phonological awareness professional learning on Montessori primary lead, associate, and team associate teachers’ content knowledge and pedagogical content knowledge of phonological awareness. Eleven teachers (4 lead, 4 associates, and 2 team associates) from a private school in northeast Florida participated in four professional sessions with a content focus on the levels of phonological awareness, including word, syllable, onset and rime, and phoneme awareness. In contrast to previous studies that reported low levels of teacher content knowledge prior to professional learning, participants in this study demonstrated relatively high levels of content knowledge. …