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A Community's Next Chapter: Introducing The Journal Of Accreditation And Quality Improvement In Medical Education, Melisa Pierce, Jason Booza, Colleen Hayden

Journal of Accreditation and Quality Improvement in Medical Education

No abstract provided.

Front Matter, Jason C. Booza, Raquel Hernández Givens

Journal of Accreditation and Quality Improvement in Medical Education

Front matter for the Journal of Accreditation and Quality Improvement in Medical Education, Volume 1, Issue 1, Fall 2026.

Strengthening The Science And Practice Of Accreditation And Quality Improvement, Jason C. Booza, Raquel Hernández Givens

Journal of Accreditation and Quality Improvement in Medical Education

This editorial welcomes readers to the inaugural issue of the Journal of Accreditation and Quality Improvement in Medical Education (JAQI).

Students Drive Cqi In Step 1 Support Using The After-Action Review: A Replicable Model For Student Engagement In Accreditation-Driven Quality Improvement, Lauren B. Stumpp, Abigail Yohannes, Greg Null, Allison Serra

Journal of Accreditation and Quality Improvement in Medical Education

Background. Medical schools increasingly recognize the importance of engaging students in continuous quality improvement (CQI) processes, yet most institutions rely primarily on surveys that offer limited depth and no leadership role for students. This study describes a student-led CQI model combining a structured survey instrument with the After-Action Review (AAR) framework, implemented across two consecutive cohorts at the University of Pittsburgh School of Medicine.

Methods. Students who completed the United States Medical Licensing Examination (USMLE) Step 1 in 2023 and 2024 were invited to complete a survey evaluating school-provided academic, emotional, and decision-support resources. Following each survey, 12 and 14 …

Meet The Board: A Jaqi Rountable, Ashley Gregory

Journal of Accreditation and Quality Improvement in Medical Education

This roundtable introduces readers to the founding members of the Journal of Accreditation and Quality Improvement in Medical Education's editorial board. Through their reflections, readers will gain insight into the experiences, interests, and aspirations that collectively inform the journal's mission and strategic direction.

Mission Seemingly Impossible: Student Satisfaction With Time For Self-Directed Learning, Sara Bradley, Robyn Bockrath, Mara Johnson, Celia Laird O'Brien

Journal of Accreditation and Quality Improvement in Medical Education

Background. Medical schools accredited by the Liaison Committee on Medical Education (LCME) are often required to demonstrate improvement on accreditation elements in a relatively short amount of time. In October 2021, the LCME cited our institution as Unsatisfactory for the self-directed learning (SDL) element after 21.3% of second-year medical (M2) students reported dissatisfaction with unscheduled time for SDL. The LCME required us to demonstrate improvement in a status update due December 2022. In this paper, we describe a rapid continuous quality improvement (CQI) approach that successfully increased student satisfaction and achieved full compliance within 1 year.

Methods. We employed a …

Performing Proficiency: Ethnodrama As Arts-Based Research In An Esl Acting Classroom, Angel M. Morales

Journal of English Learner Education

This study explores the use of ethnodrama as an arts-based research method and pedagogical tool in English as a Second Language (ESL) education. Drawing on the work of Saldaña, Salvatore, and Denzin, the project examines how performance can communicate lived experiences, foster language development, and promote social justice in multicultural classrooms. Based on interviews and observations of ESL students in an Acting I course, the resulting ethnodrama, What?! Acting?!, presents verbatim narratives that reveal learners’ identities, struggles, and resilience. The findings highlight how theatrical practice enhances linguistic fluency, self-expression, and cultural understanding, demonstrating the transformative potential of performance in …

A Franco-American University Collaboration: Oral Assessment With Cefr And Star, Nadia Yassine-Diab, Christina Torres University Of Central Florida, Aimee Schoonmaker

Journal of English Learner Education

This article describes the collaboration between faculty at two international
universities, one in France and one in the U.S., who partnered their students to practice and assess oral skills. Using computer-mediated communication with both synchronous and asynchronous elements, the collaboration provided a valuable opportunity for both groups to engage in pedagogically meaningful and structured exchanges integrated into coursework that mirror their future professional situations (O’Dowd et. al., 2020). More specifically, each semester, the U.S. TESOL students interview and assess French speaking English language learners using the Common European Framework of Reference (CEFR) and the Situation Task Action Results (STAR) interview …

Math Language Acquisition And Improving English Language Learners’ Ability To Understand And Solve Math Word Problems, Crystal L. Gammon, Jillian Skelton

Journal of English Learner Education

The purpose of this qualitative study was to explore third- through fifth-grade teachers’ perceptions of effective vocabulary instruction and collaboration practices used to support English Language Learners (ELLs) in understanding, discussing, and solving math word problems. The problem addressed was that ELL students in rural southeastern U.S. school districts were not achieving mathematics proficiency at the same rate as their native English-speaking peers, particularly when solving word problems requiring academic language comprehension. The findings revealed that teachers viewed math vocabulary instruction as essential for closing academic gaps while also identifying vocabulary as a major barrier when it was not explicitly …

Good News! Students With Disabilities Are Overrepresented In Private School Choice Programs, Patrick J. Wolf, John Kristof, Alex Wolf, Alli Aldis

Education Reform Faculty and Graduate Students Publications

• Critics predicted that, once private school choice was implemented on a large scale, students with disabilities would become highly concentrated in the public school system. That hasn’t happened.
• We conservatively estimate that 258,844 students with disabilities are participating in private school choice programs.
• Students with disabilities are being served in the private school choice sector at a rate higher than that in the public school sector.
• Private school choice programs provide important educational options for many students with disabilities, helping ensure they can access the education that best meets their needs.

Cultural Humility In The Workplace: A Causal-Comparative Study Of Foreign And Local Hire Employees In International Education, Natalie A. Ortiz

Electronic Theses and Dissertations

Cultural humility is recognized as a framework for fostering respectful relationships in culturally diverse workplaces. However, limited research has examined cultural humility within international education in regard to workplace dynamics and power imbalances that may exist between foreign and local hire educators. The purpose of this quantitative causal-comparative study was to examine differences in perceived cultural humility levels between foreign and local hire employees in PreK-12^th grade private international schools in Central Asia and Eastern Europe. The study also examined whether years of international educational experience and the number of international educational assignments influenced perceived cultural humility levels. Data …

Bridging Policy And Practice: Leadership Strategies And Certification Reforms To Enhance Teacher Recruitment And K–6 Literacy In Alabama, Sherry Jackson

Journal of Research Initiatives

This literature review explores the intersection of teacher certification reform, district and state-level leadership, and early literacy outcomes in Alabama. It critically examines the shift toward competency-based certification models under the Alabama Literacy Act, highlighting both the promise and challenges of balancing rigor with equitable access to the teaching profession. The paper synthesizes research on leadership-driven strategies, such as mentorship programs, Grow Your Own pipelines, and financial incentives, that support teacher recruitment and retention, particularly in high-need districts. It also evaluates the role of state accountability systems and collaborative partnerships in sustaining reform implementation. While current reforms show potential for …

Removing Barringer: University Renaming Governance, Campus Racial Climate, And The Limits Of Symbolic Reform, Charletta H. Barringer-Brown, Daniel N. Brown

Journal of Research Initiatives

University renaming is often seen as either a necessary moral correction or a less significant symbolic reform. This article examines renaming as a matter of higher education governance. It analyzes the removal of Paul Brandon Barringer’s name from honorific spaces at the University of Virginia and Virginia Tech through a qualitative documentary comparative case study. A contextual policy scan of the University of Richmond, the University of North Carolina at Chapel Hill, and Oregon State University situates the two primary cases within a wider field of naming-governance design. Guided by critical toponymy, institutional theory, policy-decoupling scholarship, organizational-routines theory, and campus-racial-climate …

Human-Centered Ai Governance In K–12 Education: A Qualitative Content Analysis Of Policy Gaps In Massachusetts School Districts, Simone Elias, Noran Moffett, Jeremy Womack, Richard Brutti

Journal of Research Initiatives

Artificial intelligence (AI) and generative AI tools have rapidly permeated K–12 education, outpacing governance structures and raising urgent concerns about equity, student data privacy, and academic integrity (Eutsler et al., 2026; OECD, 2023). Although a growing body of scholarship proposes multi-level AI governance models for education, empirical evidence on implementing these frameworks at the district policy level remains limited. This article contributes to the field by first synthesizing and adapting a K–12 AI governance framework based on peer-reviewed and policy literature, structured around macro-meso-micro levels and six pillars: ethical and equity-centered use, data governance and privacy, teaching and academic integrity, …

From Silos To Systems In Higher Education: Doctoral Students’ Conceptualizations Of Faculty And Staff Collaboration In Academic Planning, Linda Wilson-Jones, Simone Elias

Journal of Research Initiatives

Collaboration is increasingly recognized as central to student success and institutional effectiveness in higher education. This qualitative study investigates doctoral students’ conceptualizations of faculty and staff collaboration in academic planning. Data were collected from 22 written responses in a doctoral-level program course. Through reflexive thematic analysis (Braun & Clarke, 2006, 2021), five interrelated themes emerged: (1) holistic student support, (2) shared institutional vision and goal alignment, (3) complementary expertise and role interdependence, (4) communication as quality assurance, and (5) collaborative culture as an institutional asset. The findings indicate that collaboration functions as organizational infrastructure that aligns academic and administrative systems …

Access In Teaching Stem Subjects To The Blind, Ashley E. Neybert

Journal of Science Education for Students with Disabilities

There are still many gaps in the literature regarding the difficulties faced by instructors of students who are blind and low vision and who teach Science, Technology, Engineering, and Math (STEM) subjects. We surveyed 26 K-12 STEM teachers about accessible materials they are aware of versus which accessible materials they use in their classrooms, their thoughts on how common challenges identified in the extent literature affect them in their teaching, and their perspective on how much extra time may be required for blind and low vision students (if any) to effectively learn STEM subjects.

Between Care And Competence: Rethinking Alternative Provision., Helen V. Mulligan

Plymouth Interdisciplinary Education Open Journal

This opinion piece argues that Alternative Provision (AP) in England is failing to meet the needs of vulnerable young people due to inconsistent staffing, inadequate specialist training, and the normalisation of low educational expectations. Although some AP settings demonstrate high aspirations and committed practice, the sector as a whole remains marked by variability and a lack of coherent pedagogical structure. Drawing on research into educational inequality, emotional labour, ethics of care, and professional identity, the paper contends that systemic reform is urgently required. Recommended actions include mandatory specialist training for AP staff, national standards for curriculum and pedagogy, stronger accountability …

Reimagining Global Dei Through Adaptive Leadership: A Framework For Advancing Racial Equity In International Higher Education Partnerships, Briana C. Edwards

Journal of Comparative & International Higher Education

Abstract

As internationalization in higher education expands through transnational research, global curricula, humanitarian training programs, and faculty mobility, discourses on diversity often remain Western-centered and detached from lived realities of structural inequity. This paper argues that adaptive leadership, grounded in mobilizing communities to confront systemic challenges in complex and uncertain environments, provides a useful pathway for rebuilding global DEI with racial equity at the center (Heifetz et al., 2009). Drawing from practice-based insight in global health, humanitarian workforce systems, HBCU models of global engagement, and higher education HR structures, the paper interrogates how colonial legacies, racial hierarchies, anti-DEI political climates, …

Professional Learning Communities In Virtual K-12 Schools: Survey Evidence From Texas, Charles L. Tracy Jr

Electronic Theses and Dissertations

Professional Learning Communities (PLCs) have been viewed as a tool for improving teacher practices and student outcomes in schools for more than thirty years. Much of the existing research on their effectiveness has focused on the traditional school setting. With the explosion of virtual K-12 schools, less is known about how PLCs function in the fully online environment and how teachers perceive their overall effectiveness. The purpose of this study was to explore the perceptions of teachers working in a full-time virtual school with regard to their participation in Professional Learning Communities. A review of the literature examined the importance …

The Stories Of College Faculty Navigating Student Trauma Disclosures: A Narrative Inquiry, Samantha Daluz

LSU New Orleans Theses and Dissertations

The purpose of this narrative inquiry was to understand how faculty who navigate student trauma disclosures construct stories about themselves as educators and how those stories shape their understanding of teaching and learning. Although the literature has increasingly focused on trauma-informed approaches to teaching and learning, little research has explored how faculty navigate student trauma disclosures or how those experiences shape their understanding of teaching and learning. This study sought to better understand those experiences and provide institutional leaders with insight into how faculty experience student trauma disclosures within higher education. Narrative inquiry was employed using Mahayana Buddhism as the …