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 …

Staff Attitudes Toward Ai Adoption At A Private Research University, Ashley C. Smith

Theses and Dissertations

This study addresses the limited research on university staff attitudes toward artificial intelligence use and adoption. Using the Unified Theory of Acceptance and Use of Technology (UTAUT) research framework, the General Attitudes towards Artificial Intelligence Scale (GAAIS), and quantitative survey methodology, the study examines the attitudes of higher education staff toward AI, specifically examining whether demographic or professional characteristics are factors. The findings indicate that staff had moderately negative attitudes toward AI while also expressing some concerns. The results suggest that more resources and support for AI are needed for staff to address concerns. It also suggests that construct-level analysis …

Institutional Retention And Graduation Outcomes Before And During Covid-19: A Comparison Of Online-Experienced And Online-Inexperienced Four-Year Institutions, Nicholas J. Finnessey

Theses and Dissertations

This study examined whether student success outcomes and their trajectories over time differed across higher education institutions before, during, and after the COVID-19 pandemic based on prior experience with online education. Guided by Astin’s (1993) Input-Environment-Output (I-E-O) framework, pre-pandemic participation in online coursework was conceptualized as an institutional-level environmental condition. A quantitative, causal-comparative research design was employed, using secondary data from the Integrated Postsecondary Education Data System (IPEDS), to examine longitudinal differences in institutional retention and graduation rates across institutions classified by their pre-pandemic participation in online education. The sample included 528 Title IV-eligible, degree-granting, four-year institutions observed across five …

Using Curated Co-Teaching Tools To Elicit Tacit Experiences Related To Collaboration, Innovation, And Satisfaction Between Co-Teaching Pairs, Lisa Caputo Love

Theses and Dissertations

This is a qualitative, phenomenological study that documents the lived experiences of co-teaching pairs while they engage with a curated co-teaching “toolkit.” The toolkit, which comprises high-leverage practices and related resources, helps to elicit emotions and descriptions of the pairs’ experiences. A mosaic of data was gathered and analyzed for evidence of collaboration and innovation sparked by the toolkit and to assess participants’ perception of feeling valued and satisfied in the co-teaching role. The findings outline that the participants reported that access to the tools and time for their implementation could be helpful, but that more consistency in work pairings …

Data Utilization In Facilities’ Performance Management Decision- Making At U.S. Four-Year Public Institutions: A Cross-Sectional Exploratory Study, Tanaporn Supanichrattana

Theses and Dissertations

The growing complexity of higher education finance, aging infrastructure, and rising accountability expectations has intensified demands on facilities organizations to manage institutional assets strategically. As colleges and universities face sustained fiscal constraints and expanding operational pressures, the ability of facilities leaders to use data to inform performance management has become increasingly critical. Despite this importance, limited empirical research has examined how facilities leaders integrate data into decision-making within public higher education contexts.

The quantitative study employed a cross-sectional, exploratory survey design to investigate data utilization practices among facilities leaders at U.S. public four-year institutions. Guided by the Data–Information–Knowledge–Wisdom hierarchy and …

Reconceptualizing Instructional Supervision For Stem Education In The Digital Age, Armen Alvarez

Theses and Dissertations

This conceptual thesis reconceptualizes instructional supervision for AI-enabled STEM teaching in the Digital Age. Traditional supervision models, including clinical, developmental, and cognitive coaching, emphasize human-centered observation and feedback but lack guidance for supervising AI-mediated instruction, interpreting algorithmic outputs, and addressing neurodiverse learner variability. Using integrative literature review methodology, this thesis synthesizes scholarship across five theoretical foundations: epistemic perspectives, the neurodiversity paradigm, Universal Design for Learning, human-centered AI and educational leadership, and supervision literature.

The resulting conceptual framework organizes supervisory attention into four interconnected domains:

• human-centered AI use in teaching and assessment,
• neurodiversity- and UDL-informed pedagogy,
• relational and compassionate classroom climate, …

Cultivating Culturally Responsive Special Educators: A Qualitative Study Of Self-Efficacy Journeys Across Preservice Preparation And Inservice Professional Development, Ashley R. Norton

Theses and Dissertations

In an increasingly diverse society, educators must be prepared to effectively instruct students from a wide range of cultural, linguistic, and ability backgrounds. Teacher self-efficacy in culturally responsive practices (CRP) is critical to achieving equitable educational outcomes, particularly in special education, where students often experience multiple forms of marginalization. Despite the importance of culturally responsive teaching, limited research has examined how special educators develop culturally responsive teaching self-efficacy (CRTSE) over the course of their professional careers, particularly in urban school districts serving culturally and linguistically diverse (CLD) populations.

This qualitative study explored the self-efficacy journeys of special educators and their …

Examining Teachers’ Data Usage Using The Teacher Data Use Survey, Natasha L. Hawkins

Graduate Studies Theses and Dissertations 2026

The United States spends approximately 2.7 billion dollars on classroom assessments and local exams for K-12 students (SIMBA, 2019).  However, despite this financial investment and the adoption of data-driven frameworks such as Multi-Tiered System of Support, the U.S. Department of Education found that only 55% of teachers used student data to make instructional decisions (U.S. Department of Education, 2007).  This study aims to explore the psychological and organizational factors that influence teachers’ data use when making instructional decisions.

This study used the Teacher Data Use Survey (TDUS) to investigate the extent that teachers’ use of data could be predicted by …

Examining Principals' Perceptions Of Their Preparedness To Lead In Title I Schools, Tiffany Roebuck

Graduate Studies Theses and Dissertations 2026

Principals serving in Title I schools face complex instructional, organizational, cultural, and community related demands that require specialized leadership preparation and support.  The purpose of this qualitative phenomenological study was to explore the lived experience of principals serving in urban Title I schools regarding their preparedness, supports, challenges, and successes as instructional leaders. The study also examined principals' perceptions of culturally proficient leadership and principal preparation program attributes considered essential for leadership readiness in high-needs school settings. Guided by the Culturally Responsive School Leadership (CRSL) framework, data were collected through semi-structured interviews with 10 principals serving in urban Title I …

Teachers’ Perceptions Of School Leaders’ Role In Implementing The Four Pillars Of Community Schools For Improving Student Achievement, Adrian Irwin Thomas

Graduate Studies Theses and Dissertations 2026

This study examined teachers’ perceptions of school leaders’ roles in implementing the Four Pillars of Community Schools to support Student achievement in under-resourced schools. The four pillars of Community Schools- Integrated Student Support, Expanded Learning Time and Opportunities, Family and Community Engagement, and Collaborative Leadership and Practices- served as the conceptual framework for the study. Distributed Leadership Theory and Epstein’s Framework of Parental Involvement provided the theoretical lens that guided the interpretation of the findings. The study explored teachers’ perceptions of leadership practices associated with the four pillars and identified leadership strategies perceived as most effective for sustaining the community …

Holistic Review In Graduate Admissions: Admissions Professionals’ Evaluation Of Non-Cognitive Traits, Joshua L. Olson

Graduate Studies Theses and Dissertations 2026

This basic qualitative study examines how graduate admissions professionals conceptualize, operationalize, and interpret holistic review within graduate admissions processes. Guided by Social Cognitive Theory and Expectancy-Value Theory, the study explores how non-cognitive traits such as motivation, resilience, self-efficacy, and professionalism are evaluated alongside traditional academic indicators in admissions decision-making. Using semi-structured interviews with graduate admissions professionals directly involved in admissions decisions, the study identifies how holistic review is defined and implemented across institutional contexts, which non-cognitive traits are most valued, and the tools and procedures used to assess applicant potential beyond academic metrics. Findings suggest that, for participants in this …

From Preparation To Practice: A Study Of Assistant Principals After Completion Of An Aspiring Assistant Principal Preparation Program, Mallory L. Mcconnell

UNF Graduate Theses and Dissertations

Leadership programs and readiness in schools, particularly those in Florida, is well studied. However, few studies have investigated how current assistant principals who have completed Clay County District School’s Aspiring Assistant Principal Program describe their experiences, believe the program has prepared them for the realities of school leadership, or identify the most impactful elements that have supported their leadership development. This case study seeks to collect foundational research knowledge by analyzing data from the program, participants, and key facilitators. Using a sampling of current assistant principals who have completed the Aspiring Assistant Principal Program, this research examines the results in …

The Un-Bridged Pipeline: Leading And Preparing Women Of Color To Senior-Level Higher Education Administration, Jacqueline D. Slater

UNF Graduate Theses and Dissertations

Despite increased educational attainment among Black women, representation in senior‑level leadership positions within higher education remains limited. This qualitative study examines the experiences of Black women who serve or have served in senior‑level academic administrative roles and explores how those experiences inform guidance, preparation, and decision‑making for future Black women leaders. The study focuses on practical barriers, workplace realities, and strategies that shape leadership entry, advancement, and retention.

Using a descriptive case study design, five Black women with professional experience as presidents, provosts, vice provosts, and academic deans participated in semi‑structured interviews lasting 45 to 75 minutes. Purposeful sampling ensured …

An Ethical Analysis Of International Graduate Student Workers' (Igsws) Employment Vulnerability, Adeola F. Oladeji

University of Kentucky Doctoral Dissertations

International graduate student workers (IGSWs) occupy a distinctive position within U.S. higher education as students, employees, and temporary visa holders. Their academic progress, financial support, and legal authorization to remain in the United States are often closely intertwined, creating dependencies that heighten their vulnerability to exploitation, unequal treatment, and institutional power imbalances. Although previous scholarship has documented these challenges from empirical, legal, and policy perspectives, comparatively little attention has been given to universities' ethical responsibilities toward IGSWs.

This dissertation examines how U.S. higher education institutions should fulfill their ethical responsibilities to international graduate student workers. Grounded in Dewey's pattern of …

Emotional Labor, Well-Being, And Community Care In Student Conduct Administration, Tiffany Shierling, Kelly A. Burlison

College of Education Faculty Publications & Presentations

This explanatory sequential mixed-methods study examined emotional labor, stress, and coping among student conduct administrators (SCAs). SCAs work in emotionally intensive, high-stakes environments that require balancing student development, institutional risk management, and legal compliance. Despite clear parallels to other helping professions, the emotional toll of student conduct work remains underexamined. Grounded in self-compassion theory and resilience theory, this explanatory sequential mixed-methods study examined the emotional labor demands, stressors, and coping strategies experienced by SCAs in higher education. Quantitative (n = 101) findings revealed strong relationships among stress, burnout, and anxiety, while individual self-care practices offered limited protection without institutional support. …

Theodor Zeckler's Educational And Welfare Institutions In Eastern Galicia: Genesis, Institutionalization And Socio-Cultural Role, Vitaliy Dokash, Yurii Klonovskyi

Occasional Papers on Religion in Eastern Europe

This article examines Theodor Zekler’s educational and welfare institutions in Eastern Galicia from the late nineteenth to the first half of the twentieth century. It analyzes their genesis, stages of institutionalization, organizational structure, and socio-cultural role in the region. The study shows that the orphanages, schools, boarding facilities, and other charitable and educational institutions founded by Zekler combined the functions of care, education, moral and religious formation, and social integration. Particular attention is paid to the interconnection of pedagogical, confessional, and philanthropic principles in the operation of these institutions. Drawing on archival materials, published sources, and historiography, the article argues …

Equity In Coastal Resilience: A Framework For University Engagement In Community-Based Projects, Juita-Elena (Wie) Yusuf, Jennifer L. Whytlaw, Marina Saitgalina, Ogechukwu N. Nwandu-Vincent, Khairul A. Anuar, Thomas Allen, Joshua Behr

School of Public Service Faculty Publications

As communities face intensifying climate hazards, it is vital to strengthen resilience in ways that explicitly prioritize social equity. This study examines how higher education institutions can better support government, nonprofit, and community partners in advancing equity-centered coastal resilience in the U.S. Utilizing a qualitative research design, we analyze discussions among researchers and practitioners during a three-day workshop. We present a framework derived from a thematic analysis of breakout group transcripts from a three-day national virtual workshop involving 113 researchers and practitioners. The analysis identified four core themes: the necessity of aligning projects with community-defined priorities; the foundational role of …

Rethinking Dfw In Gateway Mathematics: Preserved, Disrupted, And Dissipated Momentum Pathways To Student Retention, John Alan Nunnery, Charles Mathies

Educational Leadership & Workforce Development Faculty Publications

This study examines how disaggregated first-year mathematics outcomes, including failure, low-passing grades, course withdrawal, and no attempt at a credit-bearing mathematics course, are associated with second-year retention at a large, diverse, urban public university. The study extends academic momentum theory by positing and operationalizing preserved (marginal passing), disrupted (failure or withdrawal), and dissipated (non-enrollment) as qualitatively distinct momentum states rather than a single condition. Using a segmented binary logistic regression model with more than 26,000 first-time, full-time students across ten entry cohorts (2012–2021), we estimate differences in retention by mathematics outcome, course type, and cohort context. Results show a pronounced …

An Ethnographic Study Of First-Generation Alumni At Dartmouth College: Perspectives From Alumni, Faculty, Staff, And Administrators, Brittney A. Roden

Dartmouth College Master’s Theses

First- generation college students (FGCS) often face challenges adapting to the academic and social environments of elite institutions like Dartmouth College. Lacking familial experience in higher education, they must decode unspoken institutional norms, contributing to stress, social isolation, and barriers to accessing institutional support. This study examines how FGCS experience academic pressure, social belonging, and engagement with campus systems, and how these shape their personal and professional trajectories. Drawing on participant-generated audio diary journals with alumni, qualitative interviews with faculty and staff, and a review of existing literature, this research highlights the interplay of academic stress, coping strategies, cultural capital, …

Entry Requirements As Predictors Of Early Academic Success And Student Performance In Undergraduate Occupational Therapy Education, Eileen Du Plooy, Daleen Casteleijn, Denise Franzsen, Gopika Ramkilawon

Journal of Occupational Therapy Education

The selection process for health sciences programs such as occupational therapy is complex, involving a combination of academic and non-academic selection criteria as entry requirements. This study aimed to investigate the predictive value of entry requirement variables on academic performance during the first and second year of an undergraduate occupational therapy program in South Africa. A quantitative, cross-sectional design was utilized, and the sample included 129 first- and second- year occupational therapy students. Data was collected retrospectively through educational data mining of university records and institutional dashboards. The variables analyzed included National Senior Certificate Grade12 (NSC12) grades (Mathematics, Life Sciences, …