Motivational Systems In Education That Encourage Academic Achievement & Student Leadership,
2026
University of Arkansas, Fayetteville
Motivational Systems In Education That Encourage Academic Achievement & Student Leadership, Hannah A. Lockhart, Angela Elsass
2026 Honors Symposium
This research examines how school-based motivational systems influence academic achievement, student engagement, and leadership development in K–12 educational settings. Grounded in contemporary motivational theory, the project explores motivation as a multidimensional construct shaped by autonomy, competence, relatedness, and belonging. Using an expanded review of literature as the primary methodological framework, the research synthesized 97 scholarly sources retrieved through multiple academic databases, including the University of Arkansas Libraries system, and integrated qualitative insight from a semi-structured professional interview with educator Ron Clark. Findings suggest that intentionally designed motivational systems, including schoolwide frameworks that foster belonging, recognition, and student agency, have a …
Foundations For Change: A Year-One Analysis Of Thinking Maps Professional Development In Secondary Education And Classroom Adoption,
2026
Boise State University
Foundations For Change: A Year-One Analysis Of Thinking Maps Professional Development In Secondary Education And Classroom Adoption, Tiffani Isaacson
Boise State Graduate Student Projects
Following two years of Thinking Maps professional development, educators at the secondary level have increasingly integrated them into instruction; leading to improvements in student engagement, organization and explanation of thinking. This study demonstrates the effectiveness of Thinking Maps professional development in enhancing instruction. Survey results showed that staff found the training beneficial and felt comfortable utilizing Thinking Maps. To support proficiency both the curriculum coach and teacher trainer provided weekly structured activities with video instruction that modeled implementation, reinforcing student understanding and increasing staff confidence. Thinking maps showed promising results as an instructional tool. with continued reinforcement they will further …
2026 Spring Nutshell,
2026
Morehead State University
2026 Spring Nutshell, Morehead State University. Institutional Research & Analysis.
Office of Institutional Research & Analysis Publication Archive
Spring 2026 issue of the Nutshell.
The Impact Of Sense Of Belonging And Christian Identity On Retention Intentions At Evangelical Christian Colleges And Universities,
2026
Spring Arbor University
The Impact Of Sense Of Belonging And Christian Identity On Retention Intentions At Evangelical Christian Colleges And Universities, Corey R. Ross
Growth: The Journal of the Association for Christians in Student Development
No abstract provided.
Navigating Faith, Race, And Belonging: A Qualitative Study Of Students Of Color At A Private Christian University,
2026
Wheaton College
Navigating Faith, Race, And Belonging: A Qualitative Study Of Students Of Color At A Private Christian University, Eunice Hong
Growth: The Journal of the Association for Christians in Student Development
No abstract provided.
From Discipline To Discipleship: Reframing Student Conduct As Spiritual Formation In Christian Higher Education,
2026
Trinity Western University
From Discipline To Discipleship: Reframing Student Conduct As Spiritual Formation In Christian Higher Education, Andrew Degroot
Growth: The Journal of the Association for Christians in Student Development
No abstract provided.
The Problems With Sin,
2026
Beris Group LCC
The Problems With Sin, Steve Beers
Growth: The Journal of the Association for Christians in Student Development
No abstract provided.
Reviewed: How We Break: Navigating The Wear And Tear Of Living,
2026
Taylor University
Reviewed: How We Break: Navigating The Wear And Tear Of Living, Jacob Banks
Growth: The Journal of the Association for Christians in Student Development
No abstract provided.
Full Issue,
2026
Spring Arbor University
Full Issue, Corey Ross, Eunice Hong, Steve Beers, Andrew Degroot, Rebecca Crowder, William Buhrow, Aundrea Paxton, Hannah Acquaye, Jacob Banks
Growth: The Journal of the Association for Christians in Student Development
No abstract provided.
An Exploration Of Spiritual Loneliness And Spiritual Well-Being And Friendship In Christian College Students,
2026
George Fox University
An Exploration Of Spiritual Loneliness And Spiritual Well-Being And Friendship In Christian College Students, Rebecca Crowder, William Buhrow, Aundrea Paxton, Hannah Acquaye
Growth: The Journal of the Association for Christians in Student Development
No abstract provided.
The Data Cycle: Assessments & Progress,
2026
Belmont University
The Data Cycle: Assessments & Progress, Shelby R. Willford
SPARK Symposium Presentations
Students in this assessment course engaged in a full Data Cycle process by tutoring a student in the community, designing and implementing assessments, targeted instruction, and progress monitoring to support learning. This presentation provides an overview of the culminating project, highlighting how candidates used data to inform instructional decisions and measure student growth. Through this work, students demonstrate the impact of data-driven teaching on real-world learning outcomes.
Integrating Leadership Development Into Sales Management Education: A Teaching Case Using Goleman’S Leadership Framework To Teach Coaching And Adaptive Leadership,
2026
Elon University
Integrating Leadership Development Into Sales Management Education: A Teaching Case Using Goleman’S Leadership Framework To Teach Coaching And Adaptive Leadership, George Talbert, Malcolm Talbert, Earl Honeycutt
AMTP Proceedings 2026
Sales management courses often emphasize operational responsibilities such as forecasting, territory design, hiring, compensation, and performance evaluation. While essential, these topics alone do not prepare students for the behavioral and emotional demands of leading people in dynamic selling environments. Employers increasingly expect early-career managers to motivate, develop, and retain talent under ambiguity. This teaching case presents a senior-level undergraduate sales management capstone that embeds leadership development into the core of the course using Daniel Goleman’s emotional intelligence-based leadership styles as the primary framework. The course positions coaching as a central, teachable competency and treats leadership as a set of context-dependent …
Pillar 1: Strengthening Monitoring And Evaluation Capacity For Foundational Learning Outcomes. Final Report,
2026
Australian Council for Educational Research (ACER)
Pillar 1: Strengthening Monitoring And Evaluation Capacity For Foundational Learning Outcomes. Final Report, Debbie Wong, Hilary Hollingsworth, Payal Goundar, Agnes Bersee, Psyche Kennett
International Education Research
This report presents key insights from the Pillar 1 pilot project in Cambodia from evidence collected on classroom practice and materials used in Grade 2 Khmer language classes, and lexical computing analysis of the highest frequency words in Khmer suitable for children. Findings from this research provides the evidence for refining Cambodia’s Early Grade Learning package. ‘Strengthening monitoring and evaluation capacity for foundational learning outcomes’ was designed to monitor and evaluate time on and quality of teaching core literacy skills in Primary Grade 2 in Cambodia, enable clearer alignment between content (what is taught) and process (how it is taught), …
Asset And Deficit Thinking In English Instructors’ Mindsets And Feedback On Student Writing,
2026
Winona State University
Asset And Deficit Thinking In English Instructors’ Mindsets And Feedback On Student Writing, Rebecca R. Simataa
Education Doctorate Dissertations
Educators are trained to diagnose and fix gaps in students’ skills and knowledge. This pedagogy often leads to deficit thinking, where instructors blame students’ identities or backgrounds for challenges in school. With deficit thinking leading toward inequitable outcomes, recent research has responded with asset thinking to recognize students’ strengths, yet its intersection with instructors’ feedback remains largely unexplored. Drawing on deficit thinking scholarship (Davis & Museus, 2019; Valencia, 1997) and Yosso’s (2005) community cultural wealth model, this qualitative phenomenological study explored asset and deficit thinking in instructors’ mindsets and feedback practices. Participants consisted of five higher education English Language Arts …
Using Research-Focused Llms,
2026
Oral Roberts University
Using Research-Focused Llms, David Farnsworth, Elizabeth Stone
Faculty Presentations on AI
This hands-on workshop introduces university faculty to practical AI tools that support the full academic research workflow, from initial discovery to synthesis and writing. Participants explore the “Big 5” research tools—Perplexity.ai, Scite.ai, Elicit.com, ResearchRabbit, and SciSpace.com—along with Google’s Gemini extensions and NotebookLM, a source-grounded AI designed to analyze uploaded documents while maintaining privacy and providing live citations. The session demonstrates how these tools can accelerate literature reviews, fact-checking, visual mapping of citations, and deep synthesis of complex sources. Faculty also learn strategies for integrating AI responsibly into teaching, including helping students manage bibliographies, using AI for rubric-based feedback, and creating …
Mood Monitoring In Schools: A Promising Alternative To Single-Time-Point Screening,
2026
Edith Cowan University
Mood Monitoring In Schools: A Promising Alternative To Single-Time-Point Screening, Shane L. Rogers, Brown, Kathryn Campbell, Matthew Goulding
Research outputs 2022 to 2026
School-based mental health screening typically relies on single-time-point assessments, which assume that students’ emotional well-being is sufficiently stable for classification based on a single measurement. The present study examined this assumption by evaluating the stability of emotional well-being classifications under repeated mood monitoring. Students from two secondary schools (United Kingdom, n = 413; Australia, n = 354) completed the Brief Emotional Experience Scale weekly across six to seven weeks. Emotional well-being classifications were examined relative to a predefined low well-being threshold to assess stability across time, and a post-monitoring survey examined students’ self-reported perceptions of the monitoring experience. Most students …
Beyond The Podium: Transformative Learning And The Student Experience In High School Debate,
2026
Kutztown University of Pennsylvania
Beyond The Podium: Transformative Learning And The Student Experience In High School Debate, Daniel J. Sleiman
Education Doctorate Dissertations
This qualitative study explores how historically underrepresented high school debaters understood their experiences in an independent high school debate league, particularly in relation to growth, challenge, shifting self-perceptions, and belonging. Drawing on narrative inquiry (Clandinin, 2016) and interpreted through transformative learning theory (Mezirow, 2000) and currere (Pinar, 1994), this study focused on recently graduated students from Central High School’s debate program. Screening questions adapted from King’s (2009) Learning Activities Survey identified participants who self-reported perspective-shifting experiences. Semi-structured interviews informed by the phases of currere elicited reflective narratives, and reflexive journaling supported the research process. Data were analyzed thematically to identify …
Resonant Cracks In The Music Curriculum: Integrating Social And Emotional Learning In The Secondary Music Classroom,
2026
Kutztown University of Pennsylvania
Resonant Cracks In The Music Curriculum: Integrating Social And Emotional Learning In The Secondary Music Classroom, Margaret E. Lerch
Education Doctorate Dissertations
Music education has long been recognized as a subject that encourages student learning beyond the walls of the music classroom. While elementary music programs often foster language development and social awareness, secondary music instruction tends to emphasize performance skills and technical development. The explicit secondary orchestra curriculum for this middle school includes only instrument skill-development standards and learning-target descriptions. In this fourth-marking-period sixth-grade orchestra class, coursework—including students’ journal reflections, classroom dialogue, and comparison soundscape projects—operated intentionally “within the cracks” of the formal curriculum to create opportunities for the students to express and engage with emotions, identity, belonging, empathy, perspective-taking, and …
The Perceived Barriers Of A One-To-One Technology Implementation: A Post-Covid Case Study,
2026
Abilene Christian University
The Perceived Barriers Of A One-To-One Technology Implementation: A Post-Covid Case Study, Adam Howard Creasy
Electronic Theses and Dissertations
This qualitative dominant, exploratory sequential case study aimed to identify stakeholder perceptions of technology within a one-to-one technology initiative and outline any possible barriers. The study examined the perceptions of teachers, parents, and administrators within a rural K-12 public school district in Pennsylvania. The study provided school district stakeholders with data they can use to improve existing and future initiatives by early intervention within areas of concern identified by the study. Data were collected using a two round approach which includes focus groups and targeted surveys utilizing research-backed electronic survey tools. The research questions addressed in the study were the …
Clusters Of Student Perceptions Of Ai-Assisted Grading: Implications For Fair And Transparent Assessment Practice In Higher Education,
2026
University of Georgia
Clusters Of Student Perceptions Of Ai-Assisted Grading: Implications For Fair And Transparent Assessment Practice In Higher Education, Roberto Bello
Journal of Applied Marketing Theory
As artificial intelligence (AI) tools become increasingly embedded in assessment and feedback systems, understanding how students perceive these technologies is vital for maintaining trust and fairness in higher education. This study investigates how students experience AI-assisted grading through an extended Technology Acceptance Model (TAM) that incorporates fairness, transparency, and trust as pedagogically relevant constructs. Survey data from undergraduate marketing students (N = 142) were analyzed using cluster analysis, revealing three distinct perception profiles: Enthusiasts, Pragmatists, and Skeptics. These clusters differ significantly in their willingness to rely on AI feedback, perceived fairness of algorithmic grading, and expectations of …
