Youth’S Experiences In Trauma-Informed Writing Instruction: A Narrative Inquiry Analysis,
2025
Louisiana State University and Agricultural and Mechanical College
Youth’S Experiences In Trauma-Informed Writing Instruction: A Narrative Inquiry Analysis, Shantell Lee
LSU Doctoral Dissertations
This study examines the experiences of high school age youth who engage trauma-informed writing instruction in an afterschool setting. Trauma-informed writing instruction can aid youth in processing their lived experiences and the after-school program utilizes a curriculum that connects traditional aspects of the writing workshop with trauma-informed writing instruction. Participants in this study included youth who were enrolled in the after-school program and their adult facilitator. For this study, data was collected through observations, semi-structured individual interviews, my research journal, and students’ written pieces. These data sources were then analyzed through the narrative inquiry methodology which resulted in the participants’ …
Ontology, Epistemology And Axiology In Halal Research: Empirical Evidence From Hajj Pilgrimage,
2025
International University of Business Agriculture and Technology, Bangladesh
Ontology, Epistemology And Axiology In Halal Research: Empirical Evidence From Hajj Pilgrimage, Mohammad Mominul Islam
International Journal of Religious Tourism and Pilgrimage
The philosophical contributions of ontology, axiology, and epistemology have not provided a clear understanding of conventional or Halal tourism, including the Hajj pilgrimage. Against this background, this study aims to explore the Halal perspective of knowledge creation, including At-Tawhid, Ijtihad, and philosophies, through a qualitative and grounded theory approach with inductive reasoning and ethnographic approach. The author collected primary data through active observation of the Hajj rituals from June 16th to July 25th, 2022, in Makkah, the Kingdom of Saudi Arabia, and popular blog posts about the travel experience of pilgrims. Then, the data were analysed using ATLAS.ti to result …
Leveraging Artificial Intelligence In Education To Drive Cross-Sector Innovation,
2025
Embry-Riddle Aeronautical University
Leveraging Artificial Intelligence In Education To Drive Cross-Sector Innovation, Brent Terwilliger, John Faraca
Publications
As artificial intelligence (AI) reshapes educational practices, particularly in technical fields such as uncrewed systems, robotics, and aviation/ aerospace, its integration raises promise and complexity. This exploratory study features an investigation of the impact AI tools adoption has on instruction, curriculum support, and workforce preparation, with a focus on online learning environments. Drawing from pilot survey data across aviation and aerospace education stakeholders and hands-on evaluation of AI video production platforms, findings reveal diverse applications, perceived benefits, and critical concerns, including ethical, pedagogical, and institutional challenges. Additionally, the analysis explored how AI-enabled education intersects with broader industry and government innovation …
Benefits Of Informal Practical Experiences As A Central Teaching Method In A Literature Of Adolescents Course,
2025
University of Nebraska-Lincoln
Benefits Of Informal Practical Experiences As A Central Teaching Method In A Literature Of Adolescents Course, Jillian Harpster
UNL Faculty Course Portfolios
This portfolio includes the course context and organizational format of a junior-level required course for pre-service secondary English teachers. Formatting and context information include teaching methods and course materials. As a central teaching method of the course, students are required to attend a practicum that is additional to their observational practicum (sophomore year) and their clinical practicum (senior year). In this way, the praxis of the coursework and the informal practicum serve as an intentional moment of praxis, while also scaffolding students towards their senior year practicum and beyond (student teaching, early career teaching). Ultimately, the argument of the portfolio …
A Seat At The Schoolhouse Table: Reimagining Education Through Afrofuturist And Womanist Theory,
2025
CUNY John Jay College
A Seat At The Schoolhouse Table: Reimagining Education Through Afrofuturist And Womanist Theory, Natasha M. Capers
Student Theses
“A Seat at the Schoolhouse Table: Reimagining Education Through Afrofuturist and Womanist Theory” critically examines how curriculum, even when well-intentioned, can perpetuate harm by excluding the lived experiences of marginalized communities—especially Black, Indigenous, and LGBTQIA+ students. Using a real middle school immigration assignment given to the author's son as a case study, this capstone deconstructs the structural biases embedded in curriculum design and proposes a radical reimagining through the liberatory lenses of Afrofuturism and Womanism. Blending scholarly inquiry, personal narrative, and community-based interviews, this project offers a restructured assignment that centers joy, identity, and speculative storytelling as tools for educational …
Assessment Of Graduate Admission Requirements Aimed At Predicting Student Outcomes,
2025
University of Central Oklahoma
Assessment Of Graduate Admission Requirements Aimed At Predicting Student Outcomes, William Pratt, Robert Greve, Michael Williams, Suye Wang, Evan Shough
International Journal for Business Education
The purpose of this study is to measure the appropriateness of the existing admissions requirements as related to the likelihood of graduation. We employ a five-year sample of students admitted into the graduate program and selected a cutoff date to allow sufficient time for most of each cohort to complete their studies. Following the general structure of Pratt (2015) this study assesses the appropriateness of criteria employed to evaluate graduate program applicants. The findings of our study demonstrate that undergraduate performance, GPA, and work experience can provide sufficient information for qualifying candidates into a graduate business program. Furthermore, our findings …
Understanding And Engaging In Equity Work: A Phenomenological Action Research Study Of Community College Esol Instructors,
2025
University of San Diego
Understanding And Engaging In Equity Work: A Phenomenological Action Research Study Of Community College Esol Instructors, Emily E. Packer
Dissertations
Community colleges (CCs) are regarded as accessible and affordable pathways to higher education and financial mobility, offering significant potential to promote educational equity (Fink et al., 2023). These institutions enroll the largest number of English for Speakers of Other Languages (ESOL) students in adult education; however, CC ESOL students face lower rates of degree completion and transfer compared to their non-ESOL peers (David & Kanno, 2021; Fink et al., 2023; Raufman et al., 2019). While research has examined factors contributing to low CC ESOL student persistence and interventions to improve overall CC student outcomes, research on specific efforts to support …
Small-Groups To Enhance Student Achievement And Confidence In Mathematics,
2025
University of Nebraska, Omaha
Small-Groups To Enhance Student Achievement And Confidence In Mathematics, Catie Tangeman
Journal of Curriculum, Teaching, Learning and Leadership in Education
The purpose of this study was to focus on enhancing math instruction for a group of second-grade students. I saw a large gap in students’ skills at the beginning of the year and wanted to identify a way to strengthen instruction for their success. This study specifically focused on implementing differentiated small groups in math instruction to see if student achievement and confidence would increase. Data was collected in these small-groups through a pre/post-test, exit tickets, and surveys. The surveys helped measure confidence. All three methods helped progress monitor and track the effectiveness of small-group instruction for students. When the …
Fostering Critical Thinking In The World Language Classroom,
2025
University of Nebraska at Omaha
Fostering Critical Thinking In The World Language Classroom, Madeline Sossi-Jones
Journal of Curriculum, Teaching, Learning and Leadership in Education
In education, the lack of critical thinking (CT) in students has become increasingly evident in classrooms of all contents. There are a multitude of factors that have contributed to this issue over the last ten years, so just one is not solely to blame. This study examines the prevalence of a CT deficit in world language classrooms. Data from Integrated Performance Assessments (IPAs) and classroom observations proposed a need for students to increase their CT skills in the Spanish language. The study consisted of 21 students in a Spanish 2 course in grades 9-12 throughout 6 weeks. The research analyzed …
Implementation Of Social-Emotional Learning,
2025
University of Nebraska Omaha
Implementation Of Social-Emotional Learning, Jordyn Rippe
Journal of Curriculum, Teaching, Learning and Leadership in Education
Social-emotional learning has shown distinction as strengthening students' social and emotional competencies, as well as enhancing the academic experience. The purpose of this study was to determine if the implementation of a social-emotional curriculum would improve competencies in social-emotional development and self-regulation skills. Students need adequate social and emotional instruction that will assist in being able to manage relationships, identify emotions, as well as regulate them. The focus of social-emotional learning is to create a fair learning environment for all students (Cipriano et al., 2022). Lack of social and emotional skills instruction in the classroom can severely impact the development …
Teaching Engaging Grammar Instruction In The High School English Classroom,
2025
University of Nebraska at Omaha
Teaching Engaging Grammar Instruction In The High School English Classroom, Emily A. Erlbacher
Journal of Curriculum, Teaching, Learning and Leadership in Education
Grammar is a fundamental component in the content area of English Language Arts. Having a strong foundation in grammar is a critical stepping stone to writing clearly and communicating with success. Despite its importance, grammar is historically not the most engaging topic for high school students. My study, consisting of a seven week action plan involving the ninth graders in an English Language Arts classroom, sought to recognize this disengagement and work to combat it in order to improve students’ writing capabilities. More specifically, the purpose of my action research was to evaluate different grammar instructional strategies recommended in existing …
Examining Learner Preferences Of Teaching Techniques By Phm Attendings And Fellows On Multilevel Teaching Rounds,
2025
Children's Mercy Kansas City
Examining Learner Preferences Of Teaching Techniques By Phm Attendings And Fellows On Multilevel Teaching Rounds, Sian Best, Jacqueline M. Walker
Research Days
This study describes the teaching techniques used on morning rounds by pediatric hospital medicine faculty and fellows at an academic institution, and describes reported effectiveness by learners of the various teaching strategies.
Book Review: A Modern Take On Mere Christianity,
2025
Liberty University
Book Review: A Modern Take On Mere Christianity, Shawn M. Bielicki
Journal for the Scholarship of Teaching & Learning
No abstract provided.
Beyond Lecturing: Christian Higher Education Faculty Perceptions Of Professional Development Expectations And Its Impact On Job Satisfaction,
2025
Liberty University
Beyond Lecturing: Christian Higher Education Faculty Perceptions Of Professional Development Expectations And Its Impact On Job Satisfaction, Andrea Lynn Smith, Diane S. Garber, Vhuthuhawe T. Madzinge, Folashade O. Odedina, Joshua E. Wilson, Daniel P. Yerrington
Journal for the Scholarship of Teaching & Learning
This research study was conducted to ascertain possible connections between higher education faculty expectations of professional development and how these relate to their perceived job satisfaction. Several theories were used as the foundational framework, which included Bruner’s (1960) constructivist worldview theory, Herzberg’s (1966) two-factor theory, and Dockery’s (2012) faith learning integration. The research design for this qualitative study was a phenomenological hermeneutical study. The participants answered the two primary research questions: (a) What are the perceptions of Christian higher education faculty regarding professional development expectations? (b) How do Christian higher education faculty’s perceptions of professional development affect their job satisfaction? …
Beyond Lecturing: Revealing Faculty Perceptions Of Technology Expectations And Job Satisfaction In Christian Higher Education,
2025
Liberty University
Beyond Lecturing: Revealing Faculty Perceptions Of Technology Expectations And Job Satisfaction In Christian Higher Education, Jerry L. Pitts, Charlene Geisler, Mark D. Granger, Jessica E. Kuehne, Roger W. Mackey, Erica D. Moore
Journal for the Scholarship of Teaching & Learning
The purpose of this phenomenological study aimed to understand higher education faculty perceptions and job satisfaction related to technology integration expectations in a changing academic environment. This study asked two research questions: 1. What are the perceptions of Christian higher education faculty regarding technology expectations? 2. How do Christian higher education faculty’s perceptions of these technology expectations affect their job satisfaction? Six full-time residential faculty members participated in the study. The lived experiences of faculty were studied using individual interviews, focus groups, and journal entries. Data analysis revealed that faculty perceived that institutions have additional technological expectations that go beyond …
Beyond Lecturing: Christian Higher Education Faculty And Faculty Support Staff Perceptions Of Institutional And Committee Service Expectations And How These Affect Job Satisfaction,
2025
Liberty University
Beyond Lecturing: Christian Higher Education Faculty And Faculty Support Staff Perceptions Of Institutional And Committee Service Expectations And How These Affect Job Satisfaction, Andrew F. Milacci, Alisha Castaneda, Janet Brown, Alex Mason, Annik Miller, Christopher Sneeringer
Journal for the Scholarship of Teaching & Learning
Job satisfaction among faculty members and faculty support staff in higher education is a complex phenomenon influenced by various factors, including institutional and committee service expectations. This qualitative study gauged feedback from Christian higher education faculty members and faculty support staff regarding the institutional and committee service expected of them, as well as how their engagement with these expectations affects their job satisfaction. Using a hermeneutic-phenomenological schema, the researchers conducted in-person interviews, administered discussion board focus groups, and gathered reflective journal entries from a sample size of six participants at a large, faith-based university. During the analysis of the resultant …
A Time-Strapped Reality: Christian Faculty Perceptions On Research Expectations And Job Satisfaction,
2025
Liberty University
A Time-Strapped Reality: Christian Faculty Perceptions On Research Expectations And Job Satisfaction, Hailey A. Manicone, Bruce K. Bell, Roger B. Bingham, Jacob T. Byrd, Kimberly S. Cashman, Sherri Ann Walker
Journal for the Scholarship of Teaching & Learning
There are many factors related to faculty perceptions of expectations and demands to conduct research that can significantly impact their job satisfaction. While much research has been done on the relationship between a faculty member’s ability to perform research and their job satisfaction, limited research on this relationship exists in the context of Christian higher education. To address this problem, this study asks the following questions: 1. What are the perceptions of Christian higher education faculty regarding research? 2. How do Christian higher education faculty’s perceptions of these research expectations affect their job satisfaction? Data were collected from six faculty …
Weary Yet Willing: Unveiling Faculty Perceptions Of Christian And Community Service Expectations And Their Impact On Job Satisfaction,
2025
Liberty University
Weary Yet Willing: Unveiling Faculty Perceptions Of Christian And Community Service Expectations And Their Impact On Job Satisfaction, Thomas W. Doss, Alexander Lagos Choquecahua, Jason Donahoo, Kjell Fenn, Diana J. Schwerha, Deidra M. Simspon, Amber L. Wilson
Journal for the Scholarship of Teaching & Learning
This research investigates Christian higher education faculty perceptions of Christian and community service expectations and the impacts on job satisfaction. Six participants completed interviews, discussion boards, and a journal entry with specific questions related to Christian and community service expectations and how those expectations affect job satisfaction. A phenomenological methodology using rich textual data generated six themes: benefits, service types, balance, motivations, expectations, and resources related to job satisfaction. Results indicate that faculty believe that involvement in Christian and community service can yield personal benefit, improving job satisfaction. However, the uncertainty related to the expectations of such service may create …
Faith Learning Integration In Christian Higher Education And Faculty Job Satisfaction: A Hermeneutical Phenomenological Study,
2025
Liberty University
Faith Learning Integration In Christian Higher Education And Faculty Job Satisfaction: A Hermeneutical Phenomenological Study, Brad Burgess, Grace Michele Baker, Jamaica Conner, Jonathan Giles, Rachel Joseph, Kevin Layell
Journal for the Scholarship of Teaching & Learning
Faith learning integration (FLI) in Christian institutions of higher education contributes to job satisfaction (JS) for faculty. This study explores FLI and JS among interdisciplinary faculty in a Christian university in the Southeast US. Researchers used a hermeneutical phenomenological approach to collect data from six faculty from varying disciplines, using interviews, focus group discussions, and journaling. Manual coding was utilized to uncover three primary themes: (a) clear expectations for FLI; (b) challenges to implement FLI; and (c) faculty JS from FLI. Two subthemes emerged from the primary theme of clear expectations for FLI: standards set by the organization and classroom …
Editorial: Beyond Lecturing: Faculty Perceptions Of Expectations Outside The Classroom,
2025
Liberty University
Editorial: Beyond Lecturing: Faculty Perceptions Of Expectations Outside The Classroom, Shawn M. Bielicki, Alexandra Barnett
Journal for the Scholarship of Teaching & Learning
No abstract provided.
