Teacher Identification Of Learned Helplessness And Supportive Strategies,
2025
Northwestern College - Orange City
Teacher Identification Of Learned Helplessness And Supportive Strategies, Kathleen A. De Jong
Master's Theses & Capstone Projects
Learned helplessness is a common problem in the upper grades of compulsory education. It creates frustration and has a significant negative impact on academic achievement. Teachers need to accurately identify learned helplessness behaviors before they can promote effective strategies for student autonomy, resilience, and academic success. Research has shown that appropriate strategies successfully mitigate or prevent learned helplessness, but misguided strategies will exacerbate the problem. This study aims to examine the behaviors that teachers currently associate with learned helplessness and the strategies they have found to be successful in mitigating its effects in their classrooms. After reviewing literature on learned …
Personalized Learning Strategies In The Classroom,
2025
Northwestern College - Orange City
Personalized Learning Strategies In The Classroom, Kendra Carlson
Master's Theses & Capstone Projects
Personalized learning is essential for students to be more engaged and have higher achievement in the classroom. There are too many students who are struggling in the classroom with staying engaged and this is then leading to students struggling with their learning. Research has shown that personalized learning strategies can provide promising outcomes for students who are struggling in the classroom. This inquiry-based research study aims to determine if personalized learning strategies can help struggling learners to be engaged and learn in the classroom. The study utilized a qualitative approach, using both teacher surveys and observations of a summer school …
Supporting Productive Struggle Within The Special Education Classroom,
2025
Northwestern College - Orange City
Supporting Productive Struggle Within The Special Education Classroom, Nicole Snitkey
Master's Theses & Capstone Projects
Students with significant disabilities are frequently taught using highly structured, direct instruction, often with an errorless component. While this approach can build confidence in specific tasks, it may limit opportunities for developing independent problem-solving skills. When these students are presented with unfamiliar challenges, they may experience frustration and dysregulation. This study aims to investigate what productive struggle strategies are effective in supporting students when engaging in challenging tasks while also maintaining regulation. Qualitative data was gathered utilizing field notes to determine what, if any, productive struggle strategies support students in special education through a challenging task. The results of this …
It's Not Enough For Us Or Our Students,
2025
Northwestern College - Orange City
It's Not Enough For Us Or Our Students, Amanda Smith
Master's Theses & Capstone Projects
setting. When the Individuals with Disabilities Education Act (IDEA) was reauthorized in 2004 along with the mandates set in the Every Student Succeeds Act (ESSA), students with disabilities were required to be taught in the general education setting with the necessary accommodations, modifications and support services to make learning approachable for them. While these federal laws move education forward for students, teacher pre-service training and professional development has not moved forward to adequately prepare general education teachers for an inclusive setting. General education teachers need to understand accommodations, modifications, differentiation strategies, and support services. The first part of this study …
Evaluating The Predictive Value Of Basc-3 Anxiety Scale And Working Memory Index Scores For Clinically Significant Test Anxiety: A Comprehensive Analysis Of Non-Classifiable Cases,
2025
Stephen F Austin State University
Evaluating The Predictive Value Of Basc-3 Anxiety Scale And Working Memory Index Scores For Clinically Significant Test Anxiety: A Comprehensive Analysis Of Non-Classifiable Cases, Des'tiana S. Williams
Electronic Theses and Dissertations
This dissertation will explore how test anxiety (TA) affects working memory (WM) and whether certain factors can help predict higher levels of test anxiety. Anxiety has been defined as a common experience that can show up in various forms—like general worry, social fears, panic attacks, and specific phobias (APA, 2022). It was described as often triggering our natural “fight-or-flight” response, which can impact our ability to focus, think clearly, and remember things. For students, test anxiety has been especially challenging, affecting how they perform in high-stakes academic settings. Using data from a university based psychological assessment center, this study will …
Evaluating The Predictive Value Of Basc-3 Anxiety Scale And Working Memory Index Scores For Clinically Significant Test Anxiety: A Comprehensive Analysis Of Non-Classifiable Cases,
2025
Stephen F Austin State University
Evaluating The Predictive Value Of Basc-3 Anxiety Scale And Working Memory Index Scores For Clinically Significant Test Anxiety: A Comprehensive Analysis Of Non-Classifiable Cases, Des'tiana S. Williams
Electronic Theses and Dissertations
This dissertation will explore how test anxiety (TA) affects working memory (WM) and whether certain factors can help predict higher levels of test anxiety. Anxiety has been defined as a common experience that can show up in various forms—like general worry, social fears, panic attacks, and specific phobias (APA, 2022). It was described as often triggering our natural “fight-or-flight” response, which can impact our ability to focus, think clearly, and remember things. For students, test anxiety has been especially challenging, affecting how they perform in high-stakes academic settings. Using data from a university based psychological assessment center, this study will …
Cv: Hyeseong Lee (Elementary Education/Special Education),
2025
Lewis University
Cv: Hyeseong Lee (Elementary Education/Special Education), Hyeseong Lee
Education Department Faculty Curricula Vitae
No abstract provided.
Teaching Word Combinations Using Matrix Training Via Serious Gaming In Minimally Verbal Children,
2025
University of South Florida
Teaching Word Combinations Using Matrix Training Via Serious Gaming In Minimally Verbal Children, Nataly Innamorato
USF Tampa Graduate Theses and Dissertations
This dissertation addresses the communication challenges faced by minimally verbal children who use Augmentative and Alternative Communication (AAC), often limited to one-word expressions. The approach used involves gamifying matrix training, an empirically supported method for teaching word combinations and promoting the generalization of language skills. Across three studies, the development of an instructional game is described and evaluated with two populations, typically developing children and children who are minimally verbal. First, it introduces a gamified application of matrix training that provides training in an interactive digital environment. Second, a proof-of-concept was obtained via a multiple baseline across participants with typically …
Behavioural Intentions And Technological Pedagogical And Content Knowledge Of Teachers Towards Using Artificial Intelligence To Teach Students With Learning Difficulty/Disabilities In The United Arab Emirates,
2025
United Arab Emirates University
Behavioural Intentions And Technological Pedagogical And Content Knowledge Of Teachers Towards Using Artificial Intelligence To Teach Students With Learning Difficulty/Disabilities In The United Arab Emirates, Fatima Zraydi
Thesis/ Dissertation Defenses
The integration of Artificial Intelligence (AI) in education offers significant potential for identifying and supporting all students including those with learning difficulties. Although discussions on potential of AI to advance the learning of students is ongoing, AI usage among teachers to support the teaching of students with learning disabilities in non-western context such as the United Arab Emirates, is unresearched. The goal of this study was to explore the synergy between teachers’ behavioural intention and pedagogical content knowledge towards using AI to teach students with learning difficulties. The study was guided by unified theory of acceptance and use of technology …
An Evaluation Of Check-In/Check-Out For Children With Emotional And Behavioral Disorders,
2025
University of South Florida
An Evaluation Of Check-In/Check-Out For Children With Emotional And Behavioral Disorders, Norma E. Guillen
USF Tampa Graduate Theses and Dissertations
Children with emotional and behavioral disorders (EBD) often display disruptive behavior that can hinder their learning and negatively affect the classroom environment. Check-in/Check-Out (CICO) is a Tier-2, evidence-based intervention designed to support children who have difficulty engaging in classroom activities and are at-risk of developing more severe challenging behavior. The primary goal of the intervention is to prevent the escalation of these behaviors and reduce the need for more intensive individualized interventions. However, limited research exists on the effectiveness of CICO for children with emotional and behavioral disorders (EBD). This study examined the effects of CICO on improving on-task behavior …
Professional Development Among Special Education Paraprofessionals: A Transcendental Phenomenological Study,
2025
Liberty University
Professional Development Among Special Education Paraprofessionals: A Transcendental Phenomenological Study, Brandi A. Dejesus
Doctoral Dissertations and Projects
The purpose of this transcendental phenomenological study was to describe the professional development experiences of special education paraprofessionals in two public school divisions in Virginia. The theory guiding this study was Knowles’ adult learning theory as it serves as a framework for understanding the key characteristics of professional development and adult learning. The central research question for this study was: What are the professional development experiences of special education paraprofessionals in two public school divisions in Virginia? In this phenomenological study, 10 participants engaged in interviews, focus groups, and letter-writing opportunities to share their experiences and perceptions. Participants’ responses were …
Exploring Caregiver Perspectives Of Their Transitioning Young Adults With Intellectual / Developmental Disabilities: A Qualitative Study,
2025
Liberty University
Exploring Caregiver Perspectives Of Their Transitioning Young Adults With Intellectual / Developmental Disabilities: A Qualitative Study, Sydney C. Wilkerson
Doctoral Dissertations and Projects
The purpose of this hermeneutic phenomenological study was to better understand the primary caregiver’s experiences throughout the post-high school transitioning process for young adults with IDDs (Intellectual Disabilities/ or Developmental Disabilities) who attend, are about to attend or have recently participated at the after-high school transition program, Project X. This study answered the central research question: What are the primary caregiver experiences of post-secondary transitioning for young adults with intellectual or developmental disabilities (IDDs)? The theory that guided this study was the theory-of-action (TOA) to the theory-of-use (TOU), as identified by Argyris. This theory helped explain the objective of assisting …
A Hermeneutic Phenomenological Study Exploring Transition Planning For High School Seniors With An Individualized Education Program. Are We Doing Enough?,
2025
Liberty University
A Hermeneutic Phenomenological Study Exploring Transition Planning For High School Seniors With An Individualized Education Program. Are We Doing Enough?, Chrystal A P Morgan
Doctoral Dissertations and Projects
The purpose of this hermeneutic phenomenological study was to discover the views of high school seniors with an Individualized Education Program (IEP) and their experiences with transition planning. This study identified that there is more work to do in inclusive education in understanding how to implement transition planning goals and utilizing collaborative efforts from all educators, the students, and their parents. Most of the available research discussed building awareness towards implementing transition planning, which aimed at building self-awareness in the educator. The theory guiding this study is Bandura’s social cognitive theory. Bandura’s social cognitive theory is based on the belief …
The Functionality Of Special Education Inclusion: A Phenomenological Study Of Teachers' Perceptions Of Inclusion, Collaboration, And Co-Teaching,
2025
Liberty University
The Functionality Of Special Education Inclusion: A Phenomenological Study Of Teachers' Perceptions Of Inclusion, Collaboration, And Co-Teaching, Steven Andre Madden
Doctoral Dissertations and Projects
The purpose of this phenomenological study was to describe the lived experiences of educators utilizing inclusive collaborative teaching models within co-teaching environments to develop positive student academic experiences for students with disabilities and their peers without disabilities at various locations within the Long River School District (pseudonym) located in the Mid-South of the United States. The theory that guided this study was Lev Vygotsky’s sociocultural theory, which underpins the postulation that a student can learn through the help of a more knowledgeable other with the aid of the zone of proximal development, which correlates to collaborative co-teaching as a mode …
The Foundational Self-Determination Skills Experiences Leading To Causal Agency For High School Graduates Who Are Deaf And Hard Of Hearing: A Phenomenological Study,
2025
Liberty University
The Foundational Self-Determination Skills Experiences Leading To Causal Agency For High School Graduates Who Are Deaf And Hard Of Hearing: A Phenomenological Study, Erin M. Wright
Doctoral Dissertations and Projects
The purpose of this phenomenological study was to understand the foundational development of self-determination skills experiences leading to causal agency for high school graduates who are deaf and hard of hearing. The theory guiding this study was causal agency theory, as introduced by Wehmeyer and Mithaug. The central research question was: What are the foundational development of self-determination skills experiences leading to causal agency for high school graduates who are deaf and hard of hearing? This qualitative study followed a hermeneutical phenomenological approach. The participants included 11 deaf and hard of hearing individuals who graduated high school between 2018–2024. Data …
Collaboration Across The Silos: Consultation As A Means For Integrating Services For Twice-Exceptional Learners,
2025
University of Denver
Collaboration Across The Silos: Consultation As A Means For Integrating Services For Twice-Exceptional Learners, Kimberly Bowers Yoshino
Electronic Theses and Dissertations
Twice-exceptional (2e) learners are underserved in American schools. As students who demonstrate both giftedness and disabilities, 2e learners maintain profiles that warrant tailored educational services across special and gifted education programs. Yet, these programs are considered institutionally mutually exclusive as legal mandates create de facto isolation — the antithesis of what is recommended for the students’ optimal development. School psychologists have been identified as professionals critically positioned to support 2e learners because of their specialized skill set, namely in consultation. However, little is known about their consultative practices with the educators who serve 2e learners or how they traverse school …
Edc 5000 Zero Textbook Cost Syllabus,
2025
CUNY Kingsborough Community College
Edc 5000 Zero Textbook Cost Syllabus, Maureen Greco-Blois
Open Educational Resources
A zero-textbook-cost syllabus for EDC 5000, which focuses on special education.
Peer-Assisted Learning Strategies: An Agentic Instructional Approach To Mathematical Self-Efficacy And Achievement In Special Education Settings At High-Poverty Schools,
2025
Seattle Pacific University
Peer-Assisted Learning Strategies: An Agentic Instructional Approach To Mathematical Self-Efficacy And Achievement In Special Education Settings At High-Poverty Schools, Erin Lm Roman
Education Dissertations
In many high-poverty schools, students with disabilities continue to face significant barriers and challenges when compared to their typically developing peers. A lack of tangible or positive experiences often leads to low self-efficacy and hindered achievement. This study explored Peer-Assisted Learning Strategies (PALS) as an instructional approach rooted in student agency. A convergent mixed-methods quasi-experimental design investigated how agentic PALS impacted mathematical self-efficacy and achievement. PALS leveraged neuroscience principles to support agency through skill-aligned peer pairings as dyads that eliminated power differentials. Four structured activities reinforced the model-and-memory sequence, enhancing both conceptual understanding at the neurobiological level and visible …
Fostering Inclusion And Belonging In Virtual Learning Environments: Strategies From Faculty Members For Enhancing Online Student Engagement,
2025
Abilene Christian University
Fostering Inclusion And Belonging In Virtual Learning Environments: Strategies From Faculty Members For Enhancing Online Student Engagement, Tara Franklin, Tina Patterson
Tapestry: Journal of Research in Education
Despite the convenience and accessibility offered by online education, disparities persist in access, engagement, and success rates, disproportionately affecting all students, especially students with disabilities and neurodivergent learners. This difference highlights the barriers and challenges students with disabilities face on virtual learning platforms. Encouraging an inclusive and supportive environment where students feel comfortable disclosing their disabilities is essential for improving completion rates and fostering a sense of belonging in virtual learning environments. The study aimed to identify strategies faculty members use to foster inclusion and belonging for students enrolled in online courses. A cross-sectional study was conducted to collect information …
Letter From The Editors,
2025
Abilene Christian University, Dallas
Letter From The Editors, Jennifer Butcher, James Wiser, Cicely Ward
Tapestry: Journal of Research in Education
No abstract provided.
