Typicality Of Inferences Resulting From Limited Psychometric Models And Statistical Techniques Used: A Review Of Education Studies Published In Arab Journals (2016–2024),
2026
University of Minnesota, USA
Typicality Of Inferences Resulting From Limited Psychometric Models And Statistical Techniques Used: A Review Of Education Studies Published In Arab Journals (2016–2024), Mohammed A. A. Abulela, Mustafa Ali Khalaf
Journal of Educational and Psychological Studies
The study assessed the typicality of inferences in educational research published in Arab journals between 2016 and 2024 by determining the prevalence of psychometric models, the statistical techniques utilized, and the extent to which their assumptions were checked. Reviewed studies included 410 articles from eleven journals. The findings indicated that most studies relied on Cronbach’s alpha for estimating score reliability (60%) without checking its assumptions, while the use of confirmatory factor analysis and item response theory was limited. Additionally, researchers predominantly relied on face validity (expert judgment) at a rate of 55.3%, reflecting limited validation efforts for achieving the quality …
Understanding The Forest School Experience: A Conceptual Exploration Of Benefits And Barriers,
2026
Université Paris Est Créteil, IMAGER, Créteil, France
Understanding The Forest School Experience: A Conceptual Exploration Of Benefits And Barriers, Ziad F. Dabaja
Journal of Educational and Psychological Studies
Forest School, a form of outdoor nature-based education, has increasingly gained international attention, particularly, its educational and developmental benefits are well documented. While existing literature highlights positive outcomes for children, families, and educators, it also identifies a range of challenges that can hinder effective implementation. This paper adopts a conceptual study design and synthesizes findings from three peer-reviewed literature reviews, collectively examining 40 international studies, to develop an integrative concept map of the Forest School experience. Using a thematic synthesis, evidence from the reviewed studies was analyzed to identify overlapping and complementary themes, which were categorized into benefits, implementation challenges, …
Examining The Relationship Between Trauma-Informed Safety Drill Practices And School-Level Chronic Absenteeism In Maine Secondary Schools,
2026
National Louis University
Examining The Relationship Between Trauma-Informed Safety Drill Practices And School-Level Chronic Absenteeism In Maine Secondary Schools, Tina Nightingale
Dissertations
School safety practices can influence students' perceptions of safety, emotional well-being, and engagement in the educational environment; however, limited research has examined whether trauma-informed safety drill practices are associated with measurable educational outcomes. The purpose of this quantitative, non-experimental, correlational study was to examine the relationship between trauma-informed safety drill practices and school-level chronic absenteeism in Maine middle and high schools. Guided by trauma-informed care, adolescent neurodevelopment, and Protection Motivation Theory, the study investigated whether higher levels of trauma-informed implementation of safety drills, as measured by the Trauma-Informed Safety Drill Practices Index (TISDPI), were associated with lower rates of chronic …
A Perspective As Observed By Public Middle School Teachers On A Lack Of Empathy Demonstrated By Public Middle School Students,
2026
Abilene Christian University
A Perspective As Observed By Public Middle School Teachers On A Lack Of Empathy Demonstrated By Public Middle School Students, Gail P. Hall
Electronic Theses and Dissertations
The purpose of this qualitative descriptive study was to explore a perspective as observed by public middle school teachers on a lack of empathy demonstrated by public middle school students. The research analyzed how public middle school teachers in the southern region of Texas described their perception of how a lack of empathy demonstrated by public middle school students impacted students during the school day. The study involved 10 selected participants who participated in a semistructured open-ended interview on the Google Meet platform. The participants consisted of 90% female and 10% male, with a combined total of 91 years of …
Attendance And Academic Performance: A Comparison Of 4-Day And 5-Day School Week Schedules In Texas High Schools,
2026
Abilene Christian University
Attendance And Academic Performance: A Comparison Of 4-Day And 5-Day School Week Schedules In Texas High Schools, Cynthia Miles
Electronic Theses and Dissertations
This quantitative cross-sectional comparable study examined the differences in academic performance and attendance in Texas public high school campuses between those operating on a 4-day instructional week and those operating on a 5-day instructional week. The study used a quantitative, cross-sectional comparable design. The analysis included campus-level data from the Texas Education Agency’s Texas Academic Performance Reports. The independent variable was instructional schedule—either a 4-day or a 5-day instructional week. The dependent variables included campus attendance rates and student performance on the English I and Algebra I End-of-Course (EOC) STAAR (State of Texas Assessments of Academic Readiness) assessments of ninth-grade …
From Learner To Leader: Exploring Principals' Perspectives On Professional Learning, Development, And Mentoring,
2026
University of Arkansas-Fayetteville
From Learner To Leader: Exploring Principals' Perspectives On Professional Learning, Development, And Mentoring, Eric William Kausch
Graduate Theses and Dissertations
This purpose of this qualitative study was to examine veteran secondary school principals’ engagement in professional learning, development, and mentoring for the improvement of their leadership skills. While previous literature provides insight into administrative preparation programs, mentoring of novice leaders, and succession planning for those advancing their careers, there are fewer studies that discuss enhancing experienced principals’ leadership development. The study was guided by three research questions: (1) How do principals describe their experiences participating in professional learning and development? (2) What types of leadership experiences do principals engage in to improve their leadership skills? and (3) How does engaging …
Investigating And Comparing Special Education Teachers’ Perceptions Of Workload Manageability And The Relationship With Attrition,
2026
University of Arkansas-Fayetteville
Investigating And Comparing Special Education Teachers’ Perceptions Of Workload Manageability And The Relationship With Attrition, Kasey Sanders
Graduate Theses and Dissertations
This study investigated special education teachers’ (SETs) perceptions of workload manageability and the relationship between these perceptions and intentions to quit. State-wide data from the Kansas State Department of Education showed a significant increase in the number of special education vacancies from a total of 161, or .03% in the 2019-2020 school year to 557, or 11%, in the 2024-2025 school year. Over the past four years, the number of special education teachers with a non-traditional license has increased from 312, or 6%, in the 2021-2022 school year to 427, or 8%, in the 2024-2025 school year (KSDE, 2025). Using …
Mindfulness And Its Relationship To Cognitive Flexibility Among University Students,
2026
Faculty of Educational Science and Arts, UNRWA, Jordan
Mindfulness And Its Relationship To Cognitive Flexibility Among University Students, Nafez Ahmad Abed Bukaiei, Adnan Mahmoud Hassan Odeh
Journal of Educational and Psychological Studies
This study aims to examine the relation between mindfulness and cognitive flexibility among university students. It also aimed to identify the level of mindfulness and the level of cognitive flexibility based the variables of gender, grade point average, and school year level. To achieve the aims of this study, the descriptive correlational approach was adopted through the use of the mindfulness scale of Bear & Others (2006) which was translated into Arabic by Al-Buhairi et al. (2014) and the cognitive flexibility scale of Dennis & Vander Wal (2010) which was translated by the researchers. The sample group consisted of 185 …
Thinking Silence Otherwise: Toward A “Research Other” In Qualitative Research,
2026
University of Cádiz, Spain
Thinking Silence Otherwise: Toward A “Research Other” In Qualitative Research, Rosa Vázquez Recio
The Qualitative Report
Why ask about silence when it comes to research? This paper explores and analyzes how silence, unlike words and verbal expression, has received little attention in the data production process. Despite its different manifestations and meanings in social interactions and knowledge production, silence tends to be overlooked, ignored, or silenced. We focus on analyzing how we relate silence to evidence-based research to describe the “non-places” of silence in qualitative research, addressing controversies and issues. We propose a “research other,” grounded in decolonial approaches and Southern and feminist epistemologies, to argue for the inclusion of silence in the research process. …
Brushstrokes Of Belonging: An Arts-Based Approach To Heritage Language Sustainability Among Multilingual Youth,
2026
Syracuse University
Brushstrokes Of Belonging: An Arts-Based Approach To Heritage Language Sustainability Among Multilingual Youth, Erica Anne Daniels
Dissertations - ALL
This qualitative case study examines how arts-based curriculum supports heritage language learning among elementary-aged multilingual students in a community language program. Drawing on Culturally Sustaining Pedagogy, Transformative Multiliteracies, and Community Cultural Wealth, this study analyzes observations, student artifacts, and interviews across Arabic and Karen heritage language classrooms using an arts-based curriculum. Findings demonstrate that arts-based practices foster four key outcomes: identity exploration, the development of agency and critical authenticity, relational language sustainability through family engagement, and heightened motivation grounded in creativity and cultural relevance. Students’ multimodal identity texts, such as drawings, ceramics, and jewelry, served as transformative sites where linguistic …
Balancing Dual Roles: Instructional Leadership And Daily Management Among School Principals In The United Arab Emirates,
2026
United Arab Emirates University
Balancing Dual Roles: Instructional Leadership And Daily Management Among School Principals In The United Arab Emirates, Mohammad Abdelkarim Al Adwan
Thesis/ Dissertation Defenses
School principals in the United Arab Emirates (UAE) face increasing pressure to serve simultaneously as instructional leaders, guiding curriculum innovation, mentoring teachers, and fostering professional growth and as operational managers responsible for budgeting, staffing, and daily administration. While global and regional research has highlighted this duality, a gap persists in understanding how UAE principals themselves perceive and navigate these competing demands. This qualitative collective case study purposively sampled 12 principals from private and international schools. Data were collected through semistructured interviews, a focus group with seven middle leaders, and documentary review. Using reflexive thematic analysis, the study provides in-depth insights …
An Analysis Of Teacher Quality And Primary School Students’ Learning Achievements In Cambodia,
2026
Kobe University
An Analysis Of Teacher Quality And Primary School Students’ Learning Achievements In Cambodia, Sreymech Hoeun
International Journal of Emerging and Disruptive Innovation in Education : VISIONARIUM
The relationship between teacher quality and student learning achievement remains complex and somewhat inconsistent across the literature. For example, Roorda et al. found that the association between teacher–student relationship quality and student achievement was positive in most studies, but negative in others. Similarly, Yang and Kaiser reported that teaching quality showed significantly positive, non-significant, and even significantly negative relationships with student learning outcomes. In the Cambodian context, Chhin and Tabata examined the relationship between teacher quality and student achievement and found that teacher economic status, job satisfaction, and teaching experience significantly influenced student learning outcomes; however, these variables explained only …
Toward A Metric For Disciplinary Learning In The Age Of Ai: The Unblooms™ Metacognitive Awareness Scale And Discernment Rate In Ai-Mediated Learning, Tina R. Austin
International Journal of Emerging and Disruptive Innovation in Education : VISIONARIUM
Telling students to “reflect on their own thinking” has become insufficient in AI-mediated learning environments. When students are rewarded for polished outputs, cognitive offloading to AI tools becomes rational, and traditional snapshot assessments (single-moment evaluations of task completion) produce false signals about whether durable learning has occurred. This problem is sharpened by the broader shift in AI learning tools toward Socratic tutors, study modes, Khan Academy's Khanmigo, and agentic systems that can shape the learner’s process over time. Lodge and Loble (2026) distinguish beneficial cognitive offloading, which frees working memory for intrinsic learning, from detrimental outsourcing, which bypasses the cognitive …
Exploring Teachers' Perceptions Of The Influence Of Social Emotional Competencies On Virtual Students' Academic Success,
2026
Arkansas State University
Exploring Teachers' Perceptions Of The Influence Of Social Emotional Competencies On Virtual Students' Academic Success, Melanie Cheyanne Spence
Student Theses and Dissertations
The problem addressed in this study is that the effects of Social Emotional Learning (SEL) competencies on academic achievement for virtual learners in a Grades 5-8 classroom are not well known. The purpose of this qualitative narrative study was to explore teachers’ perceptions of how the practice of SEL competencies by students influence their academic success in a virtual Grades 5-8 classroom. This qualitative narrative inquiry was based around Social Emotional Learning (SEL), a conceptual framework identified by CASEL as including five competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. The target audience was educational stakeholders who are …
Re-Entering Public Schools Kindergarten Through 12th Grade After The Pandemic: Perceptions Of General Educators On Teaching Students With Emotional And Behavioral Disorders In Inclusionary Classrooms,
2026
Arkansas State University
Re-Entering Public Schools Kindergarten Through 12th Grade After The Pandemic: Perceptions Of General Educators On Teaching Students With Emotional And Behavioral Disorders In Inclusionary Classrooms, Angela Larrison
Student Theses and Dissertations
The COVID-19 pandemic affected the mental health of students and teachers and caused a need for social-emotional learning to be addressed upon re-entry to Kindergarten through 12th grade public schools. Students with social and emotional behavioral disorders have experienced dismal outcomes as they are one to two years behind their peers academically and more likely to receive out-of-school suspensions, expulsions, or placement in alternative learning programs. Students with disabilities showed a loss of progress both academically and behaviorally upon re-entry of school following the COVID-19 pandemic. The problem to be addressed in this study was what effects re-entering public schools …
The Implementation Of Restorative Practices Through The Don’T Suspend Me! Professional Development,
2026
Arkansas State University
The Implementation Of Restorative Practices Through The Don’T Suspend Me! Professional Development, Bethanie Hale
Student Theses and Dissertations
The purpose of this qualitative single case study was to examine how participation in the Don’t Suspend Me! (2022) professional development influenced teachers’ beliefs about discipline and their implementation of restorative practices within one public school district. Guided by Guskey’s (2002) Model of Teacher Change, this study sought to answer the research question: How does participation in the Don’t Suspend Me! (2022) professional development influence teachers’ implementation of restorative disciplinary practices and their beliefs about discipline within one public school district? Data were collected through a teacher questionnaire, individual interviews, and researcher reflexive journaling, with trustworthiness supported through triangulation, member …
Practices That Impact The Reading Performance Of Elementary Special Education Inclusion Students,
2026
Arkansas State University
Practices That Impact The Reading Performance Of Elementary Special Education Inclusion Students, Lynette Hampton
Student Theses and Dissertations
This qualitative phenomenological study investigated teaching practices that teachers perceived impacted the reading performance of second-grade special education inclusion students who spend 80% or more of their reading instructional time in the general education classroom. Despite the significant progress made under the Individuals with Disabilities Education Act (IDEA), special education students continue to perform lower academically than their non-disabled peers, particularly in reading. This study aims to identify instructional and non-instructional practices that teachers perceive impact the reading performance of special education inclusion students. The study utilized semi-structured interviews with second-grade teachers in Title 1 K-8 schools in the northwest …
Analysis Of Inclusive Practices Using A Co-Teaching Model On English Learners With Disabilities,
2026
Arkansas State University
Analysis Of Inclusive Practices Using A Co-Teaching Model On English Learners With Disabilities, Shawna Shields
Student Theses and Dissertations
This qualitative phenomenological study explored the lived experiences of general and special education teachers who implemented co-teaching as a model of inclusive instruction for English Learners (ELs) with disabilities in a suburban middle school district. Grounded in Cook and Friend’s (1995) co-teaching framework and informed by sociocultural theory, the study examined how teachers collaborated, negotiated roles, and balanced language development with disability-related supports. Data were collected through semi-structured interviews, focus groups, and a Co-teaching Collaboration Survey administered to 12 educators. Thematic analysis revealed that trust and parity support effective co-teaching partnerships, that language-forward scaffolds and interaction-based strategies promote engagement, and …
Urban Teachers’ Perceptions Of The Influence Of Their Alternate Route Certification Programs On Their Retention,
2026
Arkansas State University
Urban Teachers’ Perceptions Of The Influence Of Their Alternate Route Certification Programs On Their Retention, Jenifer Phillips
Student Theses and Dissertations
This qualitative case study explored how secondary teachers in one urban public school system described their experiences in alternate-route certification programs and how those experiences shaped their decisions to stay in the classroom. As districts continue relying on alternate-route teachers to address ongoing shortages, it is important to understand how teachers interpret their preparation, coaching, and early classroom experiences through the lens of adult learning, or andragogy, and what supports they believe actually helped them succeed with students, particularly in areas such as phonological awareness, classroom management, and foundational instructional practices. A total of 196 teachers met the study’s criteria …
Understanding Educational Burnout: An Analysis Of The Perceptions Of K-5 Elementary Teachers,
2026
Arkansas State University
Understanding Educational Burnout: An Analysis Of The Perceptions Of K-5 Elementary Teachers, Melody Sebastian
Student Theses and Dissertations
Burnout in the educational environment is highly prevalent among teachers. Studies reveal that workplace burnout is characterized as chronic stress while on the job that persists over time. Although research has examined this issue, there remains a need for further studies focused specifically on elementary teachers’ perceptions and experiences with burnout. The purpose of this qualitative phenomenological study aimed to understand the perceptions of K-5 elementary classroom teachers’ experiences with burnout and how they informally built support systems to mitigate burnout. Maslach’s Multidimensional Theory of Burnout served as the theoretical framework for this study. The methodological approach utilized semi-structured, one-on-one …
