Educational Assessment, Evaluation, and Research Commons^™

Leveraging Elementary Teachers' Social-Emotional Competencies Through Educational Neuroscience, Kara Sievel

Doctor of Education (Ed.D.)

Researchers posit that the adverse effects of COVID-19 on student well-being will extend far past its onset (Lane et al., 2024). Therefore, researchers and education policymakers have prioritized enhancing students’ social-emotional learning (SEL) due to its significant benefits for academic achievement and overall well-being (Greenberg & Abenavoli, 2017; Greenberg et al., 2017; Jones et al., 2019). However, an essential component of the equation - teachers’ social-emotional competencies (SECs) - continually fail to be considered (Donahue-Keegan et al., 2019; Herman et al., 2020; Odak et al., 2023). While educational leaders recognize effective SEL programs’ benefits for students, many seek guidance on …

School Choice And Spatial Equity: A Comparative Analysis Of Public And Private K-12 School Enrollment In Three American Metropolitan Areas, John A. Schumacher

College of Arts & Sciences Senior Theses

This thesis investigates the factors influencing school choice and enrollment patterns in three Metropolitan Statistical Areas (MSAs): Detroit-Warren-Dearborn, MI; Louisville-Jefferson County, KY-IN; and Atlanta-Sandy Springs-Roswell. It explores the role of socioeconomic and spatial variables, including income levels, racial composition, and educational attainment, political fragmentation, and urbanicity in shaping enrollment decisions across public and private schools. Using spatial analysis and multiple regression techniques, the study examines how these factors contribute to variations in school enrollment within the selected MSAs. The results reveal that income level and racial composition significantly affect enrollment patterns while other factors such as urbanicity had minimal impact. …

Isolating The Causes Instead Of The Student: Building Belonging And Connectedness Among And With Students, Cheryl Ann Faga

Doctor of Education (Ed.D.)

Embedded at the heart of the educational system is the teacher-student relationship. This qualitative Improvement Science Dissertation in Practice (ISDiP) examines the impact of the teacher-student relationship on students’ sense of belonging in the classroom and the broader school culture and climate in an urban interdistrict high school magnet program. At the 2022 Association of Middle School Leadership, Houston Kraft, developer of Character Strong, explained that "If we know connection and belonging is a human need, we have to build systems and skills that support the acquisition of and development of connection before students ever feel safe to learn" (Simpson, …

Building Motivation And Confidence In Elementary School Students, Alyssa I. Perez

Capstone Projects and Master's Theses

This capstone project aims to explore how growth mindset, motivation, and self-confidence are key components to student success, especially during elementary school years. My capstone results highlight that consistent encouragement, a proactive classroom environment, and self-efficiency skills significantly contribute to improved student attitudes and engagement.

Developing Self-Regulation Skills In Early Childhood, Elizabeth Alvarez

Capstone Projects and Master's Theses

Some elementary-school-age children have not yet developed emotional self-regulation skills. When children have trouble with self-regulation, they have challenges focusing, retaining information, and socializing, which can result in poor academic performance and poor social skills. When children learn emotional self-regulation skills, children can gain emotional intelligence which helps them to recognize, understand, and manage their own emotions. To address this issue, I created a three-day lesson for students in a kindergarten classroom at Sherwood Elementary in Salinas, California.

Seeking Sustainable Tutoring Programs: A Case For Supplemental Instruction For The Success Of Middle School Students At The Sj Davis Campus In San Antonio, Texas, Charles Mazuca

Theses & Dissertations

Seeking Sustainable Tutoring Programs: A Case for Supplemental Instruction for the Success of Middle School Students at the SJ Davis Campus in San Antonio, Texas

Charles Andrew Mazuca

University of the Incarnate Word, 2025

ABSTRACT

The purpose of the study was to implement a pilot tutoring program on the campus of a public middle school in San Antonio, Texas, that supports improved math performance of under-performing students on the state mandated standardized test known as the State of Texas Assessments of Academic Readiness (STAAR) exam; broadly speaking, the study posed the question “How might a school community create a sustainable …

Improving Home Security Through User Centered Device Positioning, Lalith Nadipalli

Theses and Dissertations

In today’s world, where technology is advancing rapidly and security threats are becoming more complex, the need for effective home safety measures is more critical than ever. Homeowners are increasingly turning to a variety of smart devices, such as smoke detectors, carbon monoxide detectors, and security cameras, to protect their living spaces against potential dangers like burglary, fire, and environmental hazards. These devices offer essential protection, acting as both early warning systems and visual surveillance tools. However, their effectiveness largely hinges on how well they are placed within the home. Proper placement of these safety devices ensures that they provide …

Empowering Educational Leaders: Elevating Social-Emotional Learning Through Transformative Professional Learning, Jennifer Hoffman

Doctor of Education (Ed.D.)

As educational institutions transition back to normalcy following the pandemic, fostering strong relationships between educators and students remains paramount. School connectedness represents a multifaceted framework that includes school culture, the rapport between students and teachers, and the implementation of targeted strategies to develop essential skills, all aimed at enhancing student achievement. In the ongoing effort to address student learning holistically, traditional approaches to managing student behavior, such as disciplinary exclusions, continue to persist. Disciplinary exclusions refer to measures that remove students from instructional settings as a consequence of school-related behavioral issues (Gage et al., 2019). A closer examination reveals that …

Improving Early Intervention Team Practices: A Single-Case Design, Christopher Jay Siano

Doctor of Education (Ed.D.)

This dissertation examined how a high school’s Early Intervention Team (EIT) identifies and supports disengaged students. The researcher focused on applying Team-Initiated Problem Solving (TIPS) protocols within Multi-Tiered Systems of Support (MTSS) to enhance team effectiveness. Grounded in the Improvement Science framework, this study followed the process of identifying a problem of practice, understanding root causes, developing and testing change ideas, and measuring impact. The researcher utilized a mixed methods single-case design to investigate how professional development influenced EIT practices, particularly in meeting foundations and problem solving. During the initial phase, a comprehensive root cause analysis identified key factors contributing …

Teacher Mindset: Improving Academic Outcomes For Students With Disabilities, Tracy A. Edwards

Doctor of Education (Ed.D.)

This mixed-methods Improvement Science Dissertation in Practice (ISDiP) explores the discrepancy between general and special education student performance on measures of growth and achievement in English Language Arts and Math in a small, suburban school district in Southwest Connecticut. Research supports that the growth rate for students with disabilities often decreases as they get older, leaving special education students with fewer opportunities to close the achievement gap over time. This study illustrates the importance of addressing teachers’ mindsets, perceptions, and collective efficacy to close the achievement and growth gap. Fifteen special education teachers and related service providers participated in a …

Using Function-Based Thinking To Support Adaptive Student Behavior For Elementary Students, Hilary R. Baude

Doctor of Education (Ed.D.)

This study investigated the factors influencing educators’ difficulty managing students’ maladaptive behavior in a suburban Pre-K-5 school. Research demonstrates that educators’ ability to manage student behaviors directly impacts students’ social, emotional, academic, and behavioral outcomes. This study examined the impact of an 8-week Function-Based Thinking (FBT) intervention on Pre-K-5 general educators’ ability to identify and implement function-based supports to promote adaptive behaviors for general education students in the classroom setting. The researcher conducted a convergent mixed-methods study with six general educators and merged quantitative data measuring FBT knowledge, beliefs about behavior, and students’ behavioral trends with qualitative findings from exit …

Using Community Circles To Build A Sense Of Belonging In Kindergarten, Andrea J. D’Aiuto

Doctor of Education (Ed.D.)

This Improvement Science Dissertation in Practice explored how implementing daily community circles in kindergarten classrooms equipped teachers with strategies to support dysregulated students. The participants for this study consisted of three kindergarten teachers. Using a convergent parallel mixed-methods research design, the practitioner investigated the impact of delivering five Professional Learning Series (PLS) sessions and implementing community circles on students' behaviors and sense of belonging. The practitioner merged quantitative data comprising pre- and post-survey results from the Community Circles Teacher Survey and prosocial and antisocial frequency student behavior data with qualitative data from semi-structured interviews to answer the proposed research questions. …

Addressing Chronic Absenteeism Through Transformative Strengths And Self-Efficacy-Based Family Engagement And Learner Support, Gemma Joseph-Lumpkin

Doctor of Education (Ed.D.)

Chronic absenteeism in K-12 educational settings poses significant challenges, particularly in its impact on cognitive and socio-emotional development and learning opportunities across grade levels. This dissertation examines the multifaceted nature of absenteeism, emphasizing strengths-based and self-efficacy-based approaches to mitigate its effects. Drawing on extensive literature, the study highlights the importance of family engagement solutions that foster student and family empowerment from early grades through high school.

In the early grades, interventions aimed at supporting children and families from impoverished backgrounds are underscored, while the middle grades focus on instilling hope and resilience in adolescents. At the high school level, the …

An Improvement Science In Practice: Empowering Paraeducators Working With Students With Disabilities In Supporting Student Engagement And Self-Regulation, Carol Anne Barnes

Doctor of Education (Ed.D.)

Paraeducators play a vital role in supporting students with disabilities, contributing to their academic, social, and emotional success in both special education and general education classrooms. This ISDiP study employed a convergent mixed methods design and action research methodology to implement a tiered model of professional development aimed at increasing paraeducators’ feelings of self-efficacy in applying skills and knowledge to support students with disabilities. The tiered model of professional development incorporated didactic instruction, modeling, coaching, and feedback. As part of the intervention, paraeducators completed pre-and post-surveys, attended at least two of four training sessions, and provided qualitative feedback through exit …

The Integrated Teacher: A Mixed Methods Study On How Professional Development In Comprehensive Wellbeing Practices Affect Special Education Teacher Stress And Efficacy, Katlyn Hagley

Doctor of Education (Ed.D.)

This Improvement Science Dissertation in Practice (ISDiP) sought to examine the effects of mindfulness-based and trauma-informed instruction on special education teachers' (SETs’) perceived levels of stress and self-efficacy to improve teacher wellbeing, reduce attrition, and foster a stronger sense of school community. This study was conducted in a large, urban public school district in the Northeastern United States using a mixed-methods explanatory sequential design within a participatory action research framework. The research addressed the following questions: Does participating in an eight-week virtual training in mindfulness exercises positively influence the perceived levels of jobrelated stress among SETs? Does participating in an …

Protecting The Dignity Of The Child: A Study In Trauma-Sensitive Practices And Collective Efficacy In An Alternative Educational Setting, Erin Dessureau-O'Hara

Doctor of Education (Ed.D.)

This dissertation addresses the issue of ineffective proactive approaches to students' emotional regulation by educational staff, which contributes to a high incidence of punitive discipline. The study aims to increase teachers' trauma-sensitive approaches to students' emotional needs to reduce the use of punitive and exclusionary discipline practices. Using a convergent mixedmethods research design, data were collected through interviews, exit tickets, classroom observations, focus group discussions, student behavior data, and pre-and post-assessments of collective efficacy. Participants included elementary teachers, support staff, and behavioral staff. The findings demonstrate that professional learning focused on trauma-sensitive approaches, the science of emotions and the brain, …

Improving Teacher Capacity To Support Student Wellness In The Classroom, Kelli M. Wedgewood

Doctor of Education (Ed.D.)

This mixed methods Improvement Science Dissertation in Practice (ISDiP), examined the impact of a social emotional learning (SEL) curriculum, Character Strong, on teacher’s SEL knowledge, belief, and practices. This study, conducted in a rural northeastern state, trained teachers to use Character Strong, a low-burden, high-impact SEL curriculum for six weeks. Participants generated quantitative data via three surveys. Two were administered in a pre and post test format, and the Wilcoxon signed rank test was administered to establish statistical significance. The third survey was analyzed using descriptive statistics. Teacher participants generated qualitative data through interview processes. Qualitative and Quantitative data were …

Expanding The Narrative: Rural Educators' Perceptions Of The Achievement Gap, Erika N. Martin

College of Education

This dissertation explores the perceptions of rural educators in Alabama in relation to the achievement gap. It places a special emphasis on how these teachers understand, articulate, and address the challenges facing rural schools. This study is guided by three research questions: (1) How do rural teachers in the state of Alabama understand and describe the achievement gap, particularly in relation to rural schooling? (2) How do rural teachers in Alabama identify the variables that impede the closing of the achievement gap for rural students and schools? (3) What do rural teachers in Alabama receive as necessary for improving student …

Strengthening Educators' Metacognitive Instructional And Assessment Practices To Support The Academic Achievement Of Juvenile Justice-Involved Youth, Meredith G. Kennedy

Doctor of Education (Ed.D.)

This mixed methods Improvement Science Dissertation in Practice (ISDiP) explored the impact of strengthening educators’ use of metacognitive instructional and assessment practices on lesson planning and delivery to support the academic achievement of juvenile-justice involved youth (JJ youth) in a Juvenile Detention Center School (JDC). During an eight-week intervention, the teaching staff of the JDC participated in professional development (PD) sessions, individual coaching, and classroom observations. The resulting data included exit slips following PD sessions, researcher field notes, the metacognitive observation support rubric, and feedback from a focus group. The results indicate that the JDC educators strengthened their capacity to …

Climate Change In An Urban Catholic School: Taking The Temperature With A Three-Pronged Sel Intervention, Christa Marie Chodkowski

Doctor of Education (Ed.D.)

This Improvement Science Dissertation in Practice examines the impact of a 10-week social-emotional learning (SEL) intervention on school climate at Newberry Catholic Academy, an urban Catholic school with high teacher turnover. The intervention, combining a book study, daily gratitude journaling, and common planning time, aimed to improve collaboration, collegiality, and belongingness among faculty. Using a convergent mixed-methods design, the study assessed changes in teacher perceptions and the effectiveness of each component. Quantitative analysis via the Wilcoxon Signed-Rank Test revealed significant declines in Professional Learning (p=.01), Feedback and Coaching (p=.03), and School Leadership (p=.01), highlighting a need for further inquiry. Qualitative …