Elementary and Middle and Secondary Education Administration Commons^™

From Mirrors To Maps: Reimagining Supervision Through Coaching, Reflection And Metaphor, Meg Norris, Sungeun Min, Andrew S. Miness, Tracy Driehaus

Education Faculty Research

No abstract provided.

Reimagining Civic Education In The United States: Integrating Research, Policy, And Practice For Democratic Renewal, Delante Clark

Graduate Scholarship and Creative Works

Civic education in the United States faces persistent challenges, including inequitable access, curricular fragmentation, and reluctance to address controversial social and political issues. This paper presents a comprehensive synthesis of research, policy analysis, and practice-based case studies to reimagine civic education for the 21st century. Drawing on core scholarship supplemented with additional peer-reviewed studies on school segregation, charter school demographics, and race-conscious student assignment policies, the study examines the historical evolution of civic education, structural inequities, political avoidance, and promising innovations. Using a qualitative synthesis approach, the findings highlight five thematic areas: structural inequities, curricular misalignment, sanitized narratives, limits of …

Becoming Again: Dialogues On Identity Formation Among Second-Career Educators In Initial Certification Programs, Michelle White, Tracy Driehaus, Mark Wolfmeyer

Education Faculty Research

No abstract provided.

Hire And Hope: An Exploration Of Principal Turnover, Jessica D. True

Electronic Theses and Dissertations

This study is designed to investigate the possible relationships between principal turnover within K-12 public schools in the State of Texas, and demographic characteristics of school location, principal’s ethnicity, principal’s gender, and principal’s level of post-secondary degree. Data for participating schools was gathered from state-reported educator information specifically for the 2018/2019, 2019/2020, 2020/2021, 2021/2022, 2022/2023, and 2023/2024 school years. The longitudinal study reviewed K-12 non-charter public schools in Education Service Center (ESC) 11, which encompasses all public schools in the Fort Worth metroplex of North Texas, allowing this study to analyze a robust and inclusive dataset. The Chi-Square Test of …

The Influence Of Academic Outcomes On Academic Achievement: A Quantitative Study In Grades 3-12, Kelli R. Helle

Doctor of Education (Ed.D)

The purpose of this predictive study was to examine the relationship between social and emotional learning (SEL) subskills and academic performance among students in grades 3–12. Using the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework, the study sought to identify which specific subskills were most strongly associated with student grade point average (GPA). A quantitative predictive correlational design was employed with a sample of 737 students representing diverse grade levels and backgrounds. Data were collected through the Satchel Pulse SEL assessment platform, and hierarchical multiple regression analysis was conducted to determine the predictive value of SEL subskills while …

The Fear Factor: Exploring The Experiences Of Fear Of Secondary School Teachers, Kelly J. Raines

Doctor of Education (Ed.D)

Fear can be a powerful catalyst for cognitive potential, or a potent agent of havoc. This descriptive (transcendental) phenomenological study aimed to understand the phenomenon of fear experienced by teachers in public and private secondary schools in Central Florida. Semi-structured interviews collected data from the purposive sample, and the data were thoroughly analyzed using Colaizzi's (1978) model. The emergent essence of the lived experience of teachers identified the phenomenon of fear as the inducement of a debilitating sense of powerlessness that diminishes self-confidence and self-efficacy, resulting in emotional, cognitive, and/or physical impairments that directly affect the metacognitive potential of teachers. …

Teacher Perspectives Of Implementing Positive Behavioral Interventions And Supports With Fidelity, Anitra M. Alford

Doctor of Education (Ed.D)

The aim of this qualitative study was to understand teachers’ experiences and perspectives concerning the task of implementing schoolwide positive intervention support (SWPBIS) with fidelity. For the purpose of this study, positive behavior intervention support was defined as an evidence-based multi-tiered system to promote positive behavior in students. The researcher considered the following questions: What types of administrative support do teachers perceive as most effective for the successful implementation of SWPBIS? What are the teachers’ opinions regarding SWPBIS? What factors impact the implementation of SWPBIS within a school's culture? The data collection consisted of semi-structured interviews from teachers K-8 grade. …

Collaborative Reflections On A Practical Journey Through Transcendental Phenomenology Data Analysis, Tyler Kulp, Hissah Alzahrani, Michele Parker

The Qualitative Report

Although transcendental phenomenology is widely recognized in qualitative research, there is limited discussion of how researchers come to understand and apply its methods in practice. This paper examines how reflective collaboration enhances the understanding and use of transcendental phenomenological analysis. It involves the first author, a recent doctoral graduate, the second author, a current doctoral student, and the third author, the doctoral advisor, using a collaborative approach. We draw upon the first author’s dissertation, providing clear, actionable guidance for simplifying the analysis process. The discussion highlights the value of collaborative reflection in making the methodology more accessible and enriching understanding …

Cultivating Commitment Within Educational Ecosystems: Improving Teacher Satisfaction Through Autonomy And Expertise, Jane Mcintosh Cooper, Leslie Gauna, John Decman, Sheila Baker

School Leadership Review

This study explores the experiences of Texas educators’ job satisfaction, focusing on their ability to enact curriculum and pedagogy within their school ecosystems. Reporting of partial qualitative results of a larger mixed-methods survey of teachers in Texas, the research examines how administrative and contextual stances impact teachers’ professional and personal goals. Findings reveal that dismissive attitudes toward teachers’ content expertise and micromanagement by evaluation-focused leadership lead to dissatisfaction and potential attrition. Conversely, growth-oriented leadership that values autonomy and respects teachers’ practical knowledge enhances job satisfaction and commitment. The study, grounded in self-determination theory, highlights the critical role of intrinsic motivators—such …

Kontribusi Pelatihan Guru, Kompetensi Guru, Dan Budaya Organisasi Terhadap Keunggulan Bersaing Berkelanjutan Di Madrasah Aliyah Negeri Sleman Yogyakarta, Della Putri Amanda, Lantip Diat Prasojo Prasojo

Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan

Penelitian ini bertujuan untuk mengetahui: seberapa besar pengaruh pelatihan guru, kompetensi guru, serta budaya organisasi terhadap keunggulan bersaing berkelanjutan di Madrasah Aliyah Negeri Kabupaten Sleman Yogyakarta. Penelitian ini menggunakan pendekatan kuantitatif dengan jenis penelitian survei. Populasi penelitian adalah semua guru MAN di Kabupaten Sleman yang berjumlah 234 orang. Sampel penelitian sebanyak 148 guru melalui teknik probability sampling. Pengumpulan data melalui kuesioner dengan validasi item dari ahli dan uji emprik. Uji validitas dan reliabilitas dilakukan dengan menggunakan bantuan program IBM SPSS Statistics 29. Uji dan analisis hipotesis penelitian menggunakan regresi berganda. Hasil penelitian menunjukkan bahwa: (1) pelatihan guru memiliki pengaruh positif …

Copyright Information

Journal of Science Education for Students with Disabilities

Publication rights to works is granted to Journal of Science Education for Students with Disabilities, however, full copyright for works published in this journal is retained by the author(s). The author(s) may post their works online in an institutional repository, on their University departmental website, or on their own personal websites.

Me, Myself, And Others: Emphasizing Identity Through Social-Emotional Learning As A Contributor To Adolescent Development, Marie Hall

Journal of Research Initiatives

Adolescence is a remarkable developmental period where figuring out who you are can feel essential. Relationships and sense of self are at the forefront during this period, as establishing a sense of connection can lead to positive social experiences that contribute to a myriad of benefits, ultimately facilitating positive life outcomes. School is often a central location for engagement, where relationships and a sense of self are explored, thereby serving as a primary social structure for youth. While adverse outcomes have been identified through this developmental period, school-based interventions that promote positive identity development and social connection have begun to …

Teachers' Perceptions And Readiness For Ai Integration In Under-Resourced K-12 Classrooms, Valerie Riggs

Journal of Research Initiatives

This study explores how educators from under-resourced schools, who participated in an AI Summer Research Institute hosted by a Historically Black College and University (HBCU), perceive the role of artificial intelligence (AI) in their classrooms. Using both quantitative data from post-survey responses and qualitative reflections from virtual interviews, the study examines how teachers anticipate AI will influence their teaching strategies and student engagement, and what long-term benefits or concerns they associate with AI integration. The findings indicate that while teachers are optimistic about AI's potential to enhance engagement and personalization learning, they also express uncertainty regarding its long-term impact and …

School Leaders’ Perceptions Of Restorative Practices On Student Behavior, Jennifer M. Herold Fontenot

Electronic Theses and Dissertations

United States public schools turned to a zero-tolerance approach to school discipline with hopes of improving school safety and climate in the 1990s. Administrators dispensed consequences such as suspension and expulsion without considering the whole student, regardless of the student’s conditions, motivations, or background. Many schools today focus on punitive measures rather than a holistic approach that considers the root causes of behavior, such as socioeconomic factors, mental health issues, or the student’s home life. Such actions can lead to disproportionately harsh punishments for marginalized students, particularly those from low-income backgrounds or communities of color, exacerbating existing inequalities. Thus, the …

Blackloving: The Culturally Responsive Engagement Practices Of Black Middle School Principals, Deandra L. Williams

Graduate Doctoral Dissertations

Black students are highly capable of learning and contributing to society when school communities are built on a foundation of love and there is meaningful school–family engagement. The purpose of this qualitative study was to examine how Black middle school principals engaged with Black families using BlackLoving culturally responsive family engagement practices as Black students transitioned from elementary to middle school in Boston Public Schools (BPS). The researcher employed Black Indigenous methodology, in the form of talking circles and memoing, to gather the stories of four former Black Boston public school principals (who were all men) and to explore their …

Sensemaking Opportunities For Students Experiencing Difficulty: A Mixed Methods Study, Rachel Juergensen, Delinda Van Garderen

Journal of Science Education for Students with Disabilities

All students deserve to be engaged in high-quality science instruction that moves beyond memorization and recall of facts and offers opportunities for sensemaking. Science achievement is alarmingly low signifying there is a large percentage of students experiencing difficulty in science. The low science achievement may be symptomatic of gaps in opportunities for sensemaking within the science classroom. Using an explanatory sequential mixed methods design, the current study explored the relationship between middle school science teacher beliefs and opportunities students experiencing difficulty in science had to participate in sensemaking discussions. Integrated findings from the study suggest that teachers’ beliefs influenced the …

Teacher Recruitment And Retention As A School Improvement Strategy, Carl Bryan

The Interactive Journal of Global Leadership and Learning

Fewer issues have received more attention by education researchers than understanding the global teacher shortage, especially in public schools. Concurrent with this issue is the concern that the rate of teacher hires is insufficient to meet the needs of an increasingly diverse body of students. This phenomenon gains significance considering policymakers’ calls for restructuring the way schools do business to meet the needs of students and schools in the era of school accountability. It is crucial not to overlook the substantial body of research which suggests how the practices under No Child Left Behind have complicated the retention of teachers …

Using Tier 1 Multi-Tiered Systems Of Support (Mtss) For Student Behavior To Decrease Discipline Referrals Among Black Ninth-Grade Students, Lauren L. Merck

All Dissertations

I begin this dissertation with an introduction to a problem of practice that affects many schools in America- inequity in school discipline. After reviewing literature that explains why this is an important research topic, I share information about the research site, Mountain View High School (MVHS). It was seen that majority of the discipline referrals written over the school year was from ninth-grade students. When looking closer at the ninth-grade students, it also was determined that Black/ African American students were also receiving a disproportionate amount of discipline referrals compared to their White peers. After introducing the problem of practice …

The Impact School Leaders Have On Special Education Teacher Retention: A Cross-Case Analysis Of Two Elementary School Leaders, Nancy S. Bowers

All Dissertations

School leaders shape school culture and job satisfaction, impacting teachers’ decisions to remain or exit schools. The demand for special education teachers has continued to increase. I studied the impact school leaders have on increasing special education teacher retention by answering the following research question: How can school leaders increase the retention rates of special education teachers? This qualitative case study was guided by two theoretical frameworks, transformational leadership theory and critical disability theory, which informed the research design. I conducted the research at two public elementary schools in a suburban community in South Carolina. The findings revealed school leaders …

Collaborative Action In Education: Empirical Explorations Of The Role Of Partnerships In College Readiness Programs, Jose A. Sanchez

Dissertations

Education gaps exist in the United States in large part because not everyone has equal access to the educational resources or role models that will prepare them to seek a college education. To help combat this phenomenon, Federal and State Governments have promoted college readiness programs via collaborative partnerships between school districts, on the one hand, and colleges and universities, on the other.

To better understand the role that partners can play in creating and sustaining college-readiness programs, this study focused on the history and current practices of collaborations involving oversight of college readiness programs in two school districts. Partnership …