Educational Methods Commons^™

Social Emotional Learning (Sel) For Secondary English Language Learners (Ells), Summer E. Wallace

Honors Projects

This literature review and unit plan seeks to understand what Social Emotional Learning (SEL) is and provide resources to educators on its importance in the classroom. The literature review provides an overview of peer-reviewed sources from various educational journals, as well as online publications. It also contains interviews with two educators currently in the field. This project examines the benefits of SEL within the classroom and beyond, and proposes steps and considerations for implementing SEL into the classroom. It also includes specific provisions for SEL instruction to secondary English Language Learners (ELLs). Additionally, it discusses specific strategies to implement in …

Improvements Upon Reprocessing Of Orthopedic Single-Use Instruments, Alyssa P. Nguyen

Master's Projects and Capstones

Internal Medline data for Hospital A, a level I academic trauma center, identified a quality gap due to improper segregation and underutilization of orthopedic single-use device reprocessing bins. The baseline reprocessing rate of 4% for orthopedic products results in missed sustainability opportunities, financial strain, and increased regulated waste. A proposed quality improvement intervention implemented updated communication strategies, visual management tools, and education modules to reinforce current reprocessing workflows and close knowledge gaps. Outcome measures include the percentage of SUDs collected for reprocessing, survey results on reprocessing awareness, and potential financial savings in Appendix I. Early data showed a 10% year-to-year …

Advancing Blended Education: Caribbean Lecturers’ Reflective Narratives Of Caution, Creativity, And Change, Mia A. Jules, Donna-Maria B. Maynard, Grace A. Fayombo, Jason E. Marshall, Tanya Newton, Kamilah Hutson, Amanda Kellman, Cherise Bynoe, Mikaila Collymore, Jo-Ann Prosper-Chase, Laura Lee Foster, Adicia Clarke

Journal of Global Education and Research

Blended teaching requires lecturers to constantly self-reflect on their pedagogical practice to enhance student learning. However, there is yet to be a significant corpus of literature that highlights the cognitive resources that lecturers in higher education should possess to effectively use blended learning strategies. It is important to understand the intellectual resources required for blended pedagogy so that such capabilities can be fostered during faculty-training programs; ultimately resulting in innovative strategies to ensure quality learning outcomes and the advancement of university-level blended teaching mandates. This qualitative case study explored how twelve Caribbean lecturers experienced and navigated the teaching process in …

When The Bridge Is Not At Sea : Investigating Transfer Of Learning From Full-Mission Bridge Simulator To Navigation Training Onboard, Thammawan Phanphichit

World Maritime University Ph.D. Dissertations

This dissertation explores, through a mixed-methods approach, how fullmission bridge simulators support transfer of learning to navigation training onboard, and under what conditions transfer can be trusted. Qualitative and quantitative components were integrated across the four articles. The first study explores how key onboard training stakeholders perceive its challenges, limitations, and the possibility of reducing required sea-time. Findings show broad agreement that OBT remains important, though openness to simulator use was conditional on credible evidence that simulator-developed competence can transfer onboard. The second and third studies examine this through transfer of learning theory. A systematic review identifies elements influencing transfer …

Sustaining A School-Based Concussion Management Program Using An Implementation Science Framework, Melissa Mccart, Deanne Unruh, Patricia K. Reyna, Jody Slocumb, Doug Gomez, Ann E. Glang

Journal of Educational Research and Practice

Each year, 1.1–1.9 million children and adolescents in the United States experience a concussion or mild traumatic brain injury (TBI), and many return to school (RTS) with symptoms disrupting learning and well-being. Although effective RTS care requires coordinated support, implementation remains inconsistent across the United States. This study explored how one RTS program, the Central Oregon TBI (COR-TBI) model, was established and sustained over time. Using a deductive qualitative design guided by the National Implementation Research Network framework, we interviewed nine key organizers and coded data using leadership, competency, and organization drivers. Five themes emerged: (a) leadership-driven awareness and communication; …

Accessible Outreach As Experiential Learning: A Transformative Gateway For Neurodivergent Stem Scholars, Christin B. Monroe, Rebecca W. Matte

Journal of Science Education for Students with Disabilities

This paper positions science outreach as a structured and accessible form of experiential learning for neurodivergent STEM scholars. Grounded in Beard and Wilson’s (2018) learning waves framework, we argue that outreach offers predictable experiential phases, guided reflection, and supportive mentoring that collectively foster identity development and career readiness. Drawing on the AIE: STEMPLOS program, we illustrate how tiered mentoring, intentionally designed outreach activities, and reflective tools such as the Birkman® assessment help scholars articulate strengths, understand communication and work‑style preferences, and navigate real‑world professional contexts. Program outcomes demonstrate increased confidence, improved communication skills, and strengthened STEM identity among participants. By …

Undergraduate Students Experience In A University Service-Learning Program For Youth With Disabilities, Nicole Fiscella, Courtney Jost, Jennifer Beamer, Tze-Hsuan Wang, Jennifer Taylor, Willie Chun Wai Leung

Educational Practices in Kinesiology

University-based service-learning is one avenue that allows students to combine content learned in the classroom with meaningful hands-on experience. The purpose of this program evaluation was to describe the experiences of undergraduate students participating in a university-based adapted PA program for children with disabilities. The study involved 90 undergraduate students from two universities who participated in a university-based adapted PA program. Data were collected via a survey administered to students, which asked about their experiences in the program. Descriptive analyses were performed to describe the experiences of students participating in the programs. Results indicated a positive response among undergraduate students …

A Mindful Approach To Language Learning: Investigating Attitudes, Self-Efficacy, And Well-Being In The Efl Classroom, Sharon E. Fayerberger, Anca D. Cehan

Journal of Contemplative and Holistic Education

A Mindful Approach to Language Learning: Investigating Attitudes, Self-Efficacy, and Well-Being in the EFL Classroom

This study aimed to explore the effect of a 13-week mindfulness intervention program conducted in English, within the framework of English Foreign Language lessons for 10th-grade students. The aspects researched were attitudes, language self-efficacy, and student well-being, which are essential components for successful foreign language learning. Fifty-seven 10th-grade students were divided into an experimental group and a control group. A mixed-methods approach was employed, combining quantitative questionnaires to assess the students' self-efficacy and attitudes pre- and post-stage, and qualitative data collected from semi-structured questionnaires, which …

Artizein Arts And Teaching Journal Volume 11 (1), Darlene St. Georges

Artizein: Arts and Teaching Journal

Full Issue

The Material Life Of Visual-Textual Pairs, Marzieh Mosavarzadeh, Ken Morimoto, Rita L. Irwin

Artizein: Arts and Teaching Journal

This visual essay follows the material lives of visual-textual pairs within a collaborative a/r/tographic  inquiry, attending to how their changing forms invite relations we could not anticipate. Beginning as a  digital exchange of photographs and texts between two collaborators, the inquiry expanded to include a third collaborator and later took the form of hinged, foldable cards shared at a conference round-table. Through gestures of lifting, revealing, passing, and (re)arranging, the pairs became participants in a collective inquiry, opening possibilities beyond their creators’ intentions. We wonder what becomes of inquiry when the gestures through which we share the work begin to …

Music, Meditation And Decolonization: A Cross-Cultural Conversation, Ashwani Kumar, Zaira Manila

Artizein: Arts and Teaching Journal

This article presents a reflective and dialogical exploration of music, meditation, and holistic well-being. It draws on the authors’ distinct musical backgrounds and personal experiences to explore structure and free flow in music, the impact of Western thought and colonialism on perceptions of Indian classical music (ICM), and the challenges in promoting ICM to younger audiences. Key points discussed include decolonization and cultural heritage, the journey from seeing ICM as “boring” to spiritual, viewing fusion as a respectful blend of musical forms, and the notion of existential music as music that exists within, waiting to be expressed. The dialogue format …

Narrative Threads: Mining Testimonios And Story-Building As Transformative Practice, Nicole M. Romanski, Leslie C. Sotomayor Ii, Julia L. Hovanec

Artizein: Arts and Teaching Journal

This visual essay interweaves narrative and feminist testimonio practices through the lived experiences and critical reflections of three art educators. It explores storytelling as a transformative method within art education and visual culture. Through vignettes of personal narratives and testimonios, the authors examine how individual experiences shape their teaching philosophies and pedagogical practices. This article situates their positionalities through diverse creative processes, including story mining, bookmaking, filmmaking, advanced clinical experience reflections, and visual pláticas. By merging practice and reflection, the collaborators highlight narrative pedagogy as a tool for personal and professional growth. Drawing on the work of scholars such as …

Drawing Out Remarkable Communities, Bailey Ennig

Artizein: Arts and Teaching Journal

This visual essay examines how an unused classroom whiteboard evolved into a student-driven site of relational art and community building. Initially left blank, the whiteboard became a shared drawing space as students began to doodle informally, returning regularly to contribute and interact. Over time, these collective drawing practices fostered friendships, cross-grade connections, and a sense of belonging grounded in shared pop culture interests and creative play. Drawing on theories of relational aesthetics (Bourriaud, 2002), creative ecosystems (Harris, 2021), and connected learning (Ito et al., 2019), the whiteboard functioned as a dynamic social space shaped by student agency rather than teacher …

Metaphoring Visual Metaphors For Visual Art Research, Jeff Horwat

Artizein: Arts and Teaching Journal

In Art Practice as Research, Graeme Sullivan (2005) advances a seminal argument for art making as a rigorous mode of inquiry capable of generating knowledge comparable to that produced within positivist traditions. He conceptualizes visual art research through a complex framework. To render this model usable, Sullivan introduces a braided metaphor that operationalizes the framework while implicitly demonstrating the generative capacity of visual metaphors to reshape theoretical constructs themselves. Building on this premise, this visual essay approaches Sullivan’s framework not as a fixed schema but as an open invitation for methodological experimentation.

Through a process of metaphoring—the conceptual melding …

The Humidity Of Living: Walking, Permeability, And Care As Embodied Research Practice, Lyndsay Mckay

Artizein: Arts and Teaching Journal

This visual-textual essay traces walking as an embodied research methodology situated at the intersection of autoethnography, material feminist theory, and practices of care. Drawing on nursing-informed sensorial attunement and site-responsive observation, the work follows a pedestrian route through urban and coastal landscapes to examine how bodies, infrastructures, atmospheres, and more-than-human matter co-produce perception. Through photographic documentation and poetic narrative, the project foregrounds permeability as a methodological stance—one that resists detached observation in favor of affective, relational, and trans-corporeal engagement. Concepts from Ingold’s correspondence, Alaimo’s trans-corporeality, Mol’s logic of care, and Benner’s embodied expertise are woven into lived encounters with decay, …

Sketching Collective Resilience: Visual Journals As Murmurating Heartwork, Miranda D. Koffey

Artizein: Arts and Teaching Journal

This visual essay offers a portal into twelve anonymized visual journal pages by pre-service art education students, read as a set rather than as isolated artifacts. The pages are not presented as finished works, but as traces of attention and lived weeks that show how making can help a learning community stay with what is difficult without demanding resolution. I approach the sequence as an invitation to witness, with captions that record my reading and attend to what becomes visible when pages are placed in relation, where a collective register emerges from shared classroom practice and a journal’s private form …

Within The Making: Methodological Possibilities In Arts-Centred Research, Darlene St. Georges

Artizein: Arts and Teaching Journal

This editorial introduces the Fall 2026 tenth-anniversary issue of Artizein: Arts and Teaching Journal, exploring methodological possibilities within arts-centred research. It considers the dynamic relationship between methods and methodology, attending to how creative practices generate knowledge through material encounters, relational engagement, intuition, and uncertainty. Questions of methodological rigour, ethical responsibility, and pedagogical responsiveness are examined through a relational and decolonial orientation. The eight contributions extend these considerations across diverse artistic and educational practices, illuminating how methodologies emerge, evolve, and transform through the living processes of creative inquiry.Darlene St. Georges is an Associate Professor of Art Education at the University …

Performing Proficiency: Ethnodrama As Arts-Based Research In An Esl Acting Classroom, Angel M. Morales

Journal of English Learner Education

This study explores the use of ethnodrama as an arts-based research method and pedagogical tool in English as a Second Language (ESL) education. Drawing on the work of Saldaña, Salvatore, and Denzin, the project examines how performance can communicate lived experiences, foster language development, and promote social justice in multicultural classrooms. Based on interviews and observations of ESL students in an Acting I course, the resulting ethnodrama, What?! Acting?!, presents verbatim narratives that reveal learners’ identities, struggles, and resilience. The findings highlight how theatrical practice enhances linguistic fluency, self-expression, and cultural understanding, demonstrating the transformative potential of performance in …

A Franco-American University Collaboration: Oral Assessment With Cefr And Star, Nadia Yassine-Diab, Christina Torres University Of Central Florida, Aimee Schoonmaker

Journal of English Learner Education

This article describes the collaboration between faculty at two international
universities, one in France and one in the U.S., who partnered their students to practice and assess oral skills. Using computer-mediated communication with both synchronous and asynchronous elements, the collaboration provided a valuable opportunity for both groups to engage in pedagogically meaningful and structured exchanges integrated into coursework that mirror their future professional situations (O’Dowd et. al., 2020). More specifically, each semester, the U.S. TESOL students interview and assess French speaking English language learners using the Common European Framework of Reference (CEFR) and the Situation Task Action Results (STAR) interview …

Unlocking Affixes In The Esl Community College Classroom: The Language Of Law, Science, And Technology, Patricia George-Hunter Edd

Journal of English Learner Education

Since vocabulary plays a significant role in second language acquisition, expansive vocabulary targets should be set and pursued. This paper explores the results of introducing affixes to develop vocabulary and increase motivation for beginner to intermediate-level English language learners (ELLs) pursuing academic disciplines in law, science, and technology at a New York City community college. Participants included 23 ELLs with diverse linguistic, educational, and sociocultural backgrounds enrolled in an online synchronous Integrative Language Seminar (ILS) designed to develop all areas of English language proficiency. Pre‑, post‑, delayed tests, questionnaires, and post‑intervention interviews were conducted and analyzed to establish the language …