Educational Administration and Supervision Commons^™

October 31, 2025 Minutes, Swosu Faculty Senate

Faculty Senate Minutes

No abstract provided.

Dual Or Full Immersion - What Do Wida Access Scores Reveal Might Work Best For Primary Grade Ell Students?, Charla D. Chailland, Lori Gumbert-Harris

Journal of English Learner Education

The purpose of this quantitative study was to examine the academic performance of primary-grade English Language Learner (ELL) students attending Dual Immersion programs compared to their ELL peers in Full Immersion programs. This Indiana study employed a quasi-experimental design for non-equivalent control groups and analyzed three years of WIDA ACCESS assessment scores in reading, writing, and Overall English Proficiency. Archived test results from ELL students who attended one of 12 qualifying Dual Immersion programs were compared to the scores of ELL students who attended one of 12 comparable Full Immersion programs. Results were analyzed by grade level (K-3) and demographic …

Effectiveness Of Pre-Service Teachers’ Service Learning With English Language Learners Via Zoom, Donita Grissom, Padideh Fattahi Marnani, Sophie Cuocci, Irina Mclaughlin

Journal of English Learner Education

This study investigates service-learning experiences for university students in a teacher certification program, explored through the lens of sociocultural theory. Data was collected from pre-service teachers (PST) involved in service learning conducted virtually using Zoom with Vietnamese pre-service teachers. Data was in the form of surveys, which included short reflections and yes/no responses. Findings show that the service-learning program allowed PST to have the opportunity to apply the strategies learned in their coursework with ELs and increased their sense of preparation as a result. Pre-service teachers reported the service-learning communities of practice to be beneficial for their ELs. Implications highlight …

Exploring Language Through Systemic Functional Linguistics: Importance Of Communicating And Developing Academic Language For Multilingual Learners, Yana Shifrina-Piljovin

Journal of English Learner Education

Systemic Functional Linguistics (SFL) is a comprehensive theory of language that offers a unique perspective on how we use language to communicate and create meaning. SFL provides educators with a powerful theoretical framework for understanding how language functions in various contexts and how this knowledge can be applied to enhance classroom instruction. Developed by linguist Michael Halliday in the 1960s, SFL has become an influential framework for understanding linguistic metafunctions, from everyday conversations to academic discourse. The "systemic" aspect of SFL refers to the idea that language is a network of systems, each offering a set of choices for expressing …

The Benefit Of Qualified English Language Teachers In Non-English-Speaking Countries, Tina M. Allen-Abulhassan

Journal of English Learner Education

Abstract

This study explores the impact of qualified English language teachers on English Language Learners (ELLs) in their home countries, assessing how English language instruction can enhance their preparedness for higher education in Western universities. The need for effective English language education is underscored by the scarcity of qualified ESL instructors, which leaves L2 learning ill-equipped for academic success. Utilizing Vygotsky’s social development theory, particularly the Zone of Proximal Development, this research examines the role of social interactions with qualified native speakers in fostering language proficiency and academic achievement. The literature review highlights significant barriers ELLs face, including inadequate teaching …

Equity In Action: Transformative Leadership And Anti-Racist Praxis In Canadian K-12 Schools, Ayodeji Osiname

Journal of Educational Leadership in Action

This paper examines how Canadian K-12 schools, amidst growing diversity, have historically marginalized certain student groups, perpetuating inequities. It explores the roles of school principals in reversing these trends and creating inclusive, equitable, and safe environments for all. The paper uses two theoretical frameworks—Transformative Leadership theory and Anti-Racist theory—to guide principals in fostering inclusive school cultures. The synergies and distinctions between these frameworks are analyzed to advocate for an integrated approach. Together, these frameworks provide a comprehensive lens for school leadership. School leaders must engage in self-reflection, collaboration, and resilience to cultivate social justice-oriented school cultures. The integration of Transformative …

Mental Health Awareness For Teachers: A Review Of The Literature, Jerry Burkett

Journal of Educational Leadership in Action

Mental health is a state of wellbeing in which an individual realizes their abilities and can cope with the normal stresses of life (Bohare & Tiwari, 2020). These individuals are productive in their work, life, and communities. These people can manage their mental health challenges which can range from high to low (MHFA, 2020). Research is showing a growing need for expanding mental health support in K-12 schools. Schools are in a unique position to address today’s mental health crisis among members of the education community. (Mcluckie et al., 2014; National Association of School Psychologists, 2015; Ormiston et al., 2021). …

Teacher Inexperience And Student Exclusionary Discipline Consequences At Texas Large-Size High Schools, William Thompson, Cynthia Martinez-Garcia, John R. Slate

Journal of Educational Leadership in Action

In this statewide, multiyear investigation, the relationship between teacher inexperience levels and student discipline assignments into in-school suspension, out-of-school suspension, and DAEP at Texas high school campuses with an enrollment of 2,000 or more students was addressed. An analysis of each discipline placement was conducted for the 2016-2017, 2017-2018, and 2018-2019 school years. Statistical analyses revealed the presence of relationships between teacher inexperience and student disciplinary consequence assignments. Students were more likely to be assigned to an exclusionary discipline consequence when higher percentages of inexperienced teachers were present than when higher percentages of experienced teachers were present. Implications and recommendations …

Voices Unheard: The Paradox Of Teacher Leaders In Educational Decision-Making, Diane E. Johnson, Kelly Brown

Journal of Educational Leadership in Action

This phenomenological study explores how teacher leaders (TLs) perceive the impact and recognition of their voices within a high-performing suburban high school. Despite their pivotal role in shaping instruction and school culture, TLs often feel their insights are undervalued, particularly by district-level administrators. Through in-depth interviews with ten formal and informal TLs, the research reveals a disconnect between TL input and policy implementation, with on-campus administrators more receptive but limited in authority. Findings highlight the importance of collaborative leadership structures, professional capital, and authentic engagement to empower TLs. When TL voices are genuinely integrated into decision-making, schools experience improved teacher …

The Emotional Labor Of Care: Sustainability And Strain In Leading With Unconditional Positive Regard, Emily R. Mulvihill

Journal of Educational Leadership in Action

Unconditional Positive Regard (UPR) is the capacity to honor the inherent worth of all persons, a practice increasingly applied to school leadership. While UPR fosters trust and dignity-based relationships, its sustained use within chronically under-resourced schools exacts a significant emotional toll. This study builds on prior research with Colorado school leaders who framed UPR as a “compass for relationships.” Using narrative inquiry with five leaders from the original cohort, this follow-up examined the emotional and psychological costs of leading with UPR. Findings revealed four themes: the weight of holding space, tensions between values and mandates, resilience through reflection, and boundary-setting …

Curriculum Beyond Constraint: Stakeholder Perspectives On Innovation And Autonomy In A Free School, Lucy A. Barker, David Littlefair, Christopher Million

Journal of Educational Leadership in Action

Free schools in the UK, like international ones, were established to promote autonomy, innovation, and diversity in education. This case study explores how one such school in the South of England, leveraged these freedoms to co-construct a distinctive and socially just curriculum. Data collected through semi-structured interviews and focus groups with school leaders, teachers, trustees, and parents was analysed thematically and revealed how leadership, curriculum design, and the hidden curriculum intersect to support holistic development, equity, and community cohesion. Particular attention is paid to how extended opportunities in the arts, sport, and enrichment activities contribute to cultural capital and wellbeing. …

Wmu Board Of Trustee Board Meeting, Thursday October 30, 2025, Wmu Board Of Trustees

WMU Board of Trustees Meetings

Acceptance of the Agenda

Approval of the Minutes (September 11, 2025)

Remarks by the Chair of the Board

Remarks by the President

Updates by the Faculty Senate President

Updates by the Western Student Association President

Updates by the Graduate Student Association President

Presentation: Broncos for Sustainability Across WMU

Public Comments Regarding Action Items

Action Items

WMU Police Officer's Association (POA) Wage Agreement

Five Year Capital Outlay Master Plan and Capital Project Request

Prior Learning Assessment Fee

Western Michigan University External Audit, 2025

Consent Items

• Curriculum Proposals
• Personnel Report
• Utility Easement Request from the City of Kalamazoo
• Liquor License – College …

The Effectiveness Of Video Modelling To Teach Asking Permission For People With Intellectual Disabilities In A Primary School, Mana S. Alguefel, Norah S. Aldosiry Dr.

International Journal for Research in Education

The study aims to measure the effectiveness of video modelling in teaching three students with intellectual disabilities in primary school the skill of asking permission. The sample of the study included three female students with mild intellectual disabilities, their ages ranged from 8 to 12 years. A Multiple probe design across participants has been used to verify the effectiveness of video modelling in teaching three female students with intellectual disabilities to ask permission. The study applied in a private primary school in the city of Riyadh. Specifically, the baseline procedures and the intervention and maintenance procedures were applied in one …

Journal Of Educational Leadership In Action, Volume 10, Issue 1, Full Issue

Journal of Educational Leadership in Action

No abstract provided.

20251029: Registrar, 1939-2016, Registrar

Guides to University Archives

These items include materials from the Office of the Registrar. Items were received in 2025 and include Marshall College Bulletins and Catalogs, primarily, from 1939-2016. Please download the finding aid for a full list of contents.

P–12 District Equity “Shutdown”: Equity Directors’ Experiences Amid Anti-Equity Organizing, 2020–2022, Andrew Matschiner

Education Faculty Articles and Research

This article examines local experiences of the national attack on district equity work intended to better support Students of Color and LGBTQ+ students over the 2020–2022 school years. Drawing on theory on zones of mediation and interviews with over 70 district “equity directors” (EDs) nationally, I analyze how together national, state, and local pressure led to district equity “shutdown.” Forms of district equity shutdown included censoring equity-focused communication and language, eliminating district equity-focused programming or personnel, and restricting books and learning resources, with 40% of EDs reporting at least one form of district equity shutdown.

20251027: Wmul, 1968-1996, College Of Liberal Arts

Guides to University Archives

These items include materials from the College of Liberal Arts at Marshall University from 1969-1996. Items were received sometime in the late 1990s but were not processed until 2025. Materials in this collection include items about Marshall's radio and television broadcasting (W-MUL WMUL). Items include pamphlets, closed circuit television programs, some department program listings, an article write up from the Herald-Dispatch, some reprints, and concepts of what they aired. This is not an exhaustive list. Please download the finding aid for a full list of contents.

Artificial Intelligence (Ai) Additions To Nursing Education: Accommodating The Complexity Of Today’S Populations And Assuring Evidence-Based Pathways Of Patient-Centered Care, Jamie Anne Marcus, Bonnette Villalba Webb, Abigail Pauline Batin Villarroya

FDLA Journal

Predicted demographic changes in the rising older than 65 populations with possible declining mental and physical health mandate adaptations to new professional nursing roles that will incorporate technology, and changing policy environments. Nursing experience, knowledge, and skills will transition to new cognitive pathways to think and process information. Nurses will be supported by artificial intelligence (AI) technologies and become information integrators, health coaches, and continue to be deliverers of human caring. New transition pathways in nursing education to meet the needs of these diverse populations, and patient complex presentations will transcend to synergizing and optimize digital-age healthcare environments and assure …

2025 October 23 - Academic Council Agenda And Minutes, Academic Council, East Tennessee State University

Academic Council Agenda and Minutes

No abstract provided.

An Exploration Of Massachusetts Public Middle School Teachers’ Perceptions Of School-Based Professional Development For Implementing Response To Intervention, Kristina M. Hollender

Doctor of Education Program Dissertations

The purpose of this qualitative phenomenological study was to explore Massachusetts public middle school teachers’ perceptions of school-based professional development (PD) for implementing Response to Intervention (RtI). This study examined how teachers experienced PD in relation to RtI implementation, including its relevance, structure, and ongoing support. The research was grounded in Knowles’ (1984) adult learning theory, which emphasizes the importance of learner-centered, problem-based, and immediately applicable professional learning for adults. A review of the literature revealed ongoing challenges in the effectiveness of PD to support RtI practices at the middle school level, particularly in areas such as sustained support, teacher …