Teacher Education and Professional Development Commons^™

High School Career And Technical Education (Cte) Programming And Post-Secondary Career Pathways: A Correlational Study, Richard P. Jorgenson

Dissertations, Theses, and Projects

The purpose of this quantitative correlational research project was to examine the association between the 6 CTE components (i.e., curriculum, work-based learning, mentorship/industry connections, student organizations/competitions, non-degree credentials, and experiential learning) and a students’ choice of a career pathway. The current literature stated the benefits of CTE but left a void as to which CTE component had the most impact on a student’s choice of a career pathway. With a theoretical framework based on the Career Self-Management Model, the author analyzed data from a sample consisting of current high school students, former high school students, and current CTE teachers to …

Integrating Student-Mined Data In Youth Computer Science Learning: An Investigation Of Learning Outcomes And Educational Strategies, Alex Acquah

Open Access Theses & Dissertations

As data increasingly shapes participation in society, there is growing emphasis on preparing youth to engage with data through computer science education. Existing K-12 computing and data science curricula have expanded opportunities for learners to analyze and interpret data; however, many learning experiences continue to rely on datasets and inquiry structures designed by others, limiting authentic engagement, personal relevance, and learner agency. This dissertation investigates the integration of student-mined data in youth computer science learning and examines its influence on computational thinking, epistemic agency, and learning experiences among high school students. Using a qualitative approach, data collected from youths of …

Enhancing Teachers’ Intercultural Literacy: Examining The Impact Of A Fulbright-Hays Group Projects Abroad Program To Indonesia, Paul R. Wallace

Journal of Global Education and Research

The Fulbright-Hays Group Projects Abroad (GPA) Program offers institutional grants to support overseas experiences and curriculum development for educators. The study reported here focused on changes in the intercultural literacy of participants involved in a 4-week Fulbright-Hays GPA Program to Indonesia. Participants in this study included K-12 teachers from public schools and teacher education majors. Before and after traveling to Indonesia, eight participants completed a self-assessment of intercultural literacy, which measured competencies, understandings, attitudes, language proficiencies, participation, and identities deemed necessary for successful living and working in a cross-cultural environment. This article presents the results of the assessment survey, along …

Creativity Development In Art Education: A Proposed Framework, Enock Swanzy-Impraim

Research outputs 2022 to 2026

Creativity and its development have been regarded as integral to 21st-century education. Although researchers have made several contributions to the development of creativity in schools, there remains a paucity of educational inventories on conceptual frameworks that tackle creativity development in its entirety, highlighting the essential constructs and elements required for the creativity-fostering process in the educational ecosystem. Therefore, this study proposes a framework that holistically provides a view of 11 elements necessary for successful facilitation of creativity in educational environments and the transition of creativity from policy to the local school system. These elements are: teachers’ training concerning creativity, teachers’ …

Advancing Digital Technology Teacher Education Through The 3c Model, Peter Curtis, Michael D. Carey, Natalie Mcmaster, David A. Martin

Research outputs 2022 to 2026

The integration of digital technologies into teacher education is a significant development to prepare educators for the demands of contemporary classrooms. However, current teacher education programs often fall short in supporting pre-service teachers to understand the pedagogical shift toward embedding coding and computational thinking (CT) skills. In response, this paper presents the 3C Model (Context, Capabilities and Computational focus), a research-informed pedagogical framework designed to support pre-service and in-service teachers in delivering structured, curriculum-aligned instruction in coding and CT. Drawing on recent research, its findings, and its implementation in teacher education contexts, the 3C Model is presented as an innovative …

Crafting Resilient Ai Policies For Education, Delight Ejiaka, Miranda Hannasch, Branden Cunningham

AI in the Classroom: A Virtual Summit

The rapid integration of generative artificial intelligence into academic spaces requires a shift from passive restriction to resilient, active pedagogical frameworks. This virtual panel explores actionable strategies to protect academic integrity, promote deep critical thinking, and manage AI use, particularly in foundational courses. Panelists will discuss the implementation of high-engagement classroom interventions. The will offer frameworks for transparent student disclosure practices. Attendees will leave with practical templates for syllabus policies, assignment rubrics, and disclosure benchmarks designed to foster a culture of transparency and process-oriented learning in an AI-permeated landscape.

Student Wellbeing: From Knowledge To Action, Dominique Russell

Teacher infographics

A survey of over 70,000 secondary school students across 313 schools in Australia has uncovered a gap between knowing what tools and skills can support their wellbeing, and taking action and using those skills in practice.

The Effects Of Restorative Practices On Student Behavior And School Climate: A Case Study, Victoria Smith, M.A.T., Donna Governor, Ph.D, Carlise Womack-Wynne, Ed.D

Current Issues in Middle Level Education

Schools have been seeking alternatives to punitive discipline measures. As an alternative, restorative practices offer healing, community, and relationships. This case study examined a middle school that had been implementing restorative practices since the 2019–2020 school year, three full years at the time of study. A mixed-methods design was used in order to investigate whether the implementation of restorative practices had resulted in a decrease of student misbehaviors and an increase in staff perceptions of school climate. Staff were interviewed (n = 19) and surveyed (n = 44). A thematic analysis was conducted on the interview data, and …

“Learning To Ask The Deeper Questions Behind The Image That Most People Don’T See:” Teaching Critical Visual Literacy To History Teacher Candidates Through Interdisciplinary Collaboration, Heather Koopmans, Richard Hughes

The Councilor: A National Journal of the Social Studies

Despite the ubiquitous role of images in teaching history, few teachers have formal training in how to help students critically read photographs, paintings, and other images. The essay centers on research on how Critical Visual Literacy, which focuses on how images reflect complex issues of power in society, can assist emerging teachers in helping students think historically and better engage visual evidence associated with curriculum mandates to broaden historical narratives

Using Scenario-Based Generative Ai In A Social Studies Methods Course, Timothy Lintner, Ellis Reeves

The Councilor: A National Journal of the Social Studies

Artificial intelligence (AI) is quickly transforming the landscape of educator preparation. This shift is especially evident in social studies. As emerging technologies like AI reshape how social studies is taught and learned, it is essential to incorporate them into course design and student outcomes. Simply put, we must ensure that the next generation of social studies educators can effectively use AI to create real-world, scenario-based learning experiences that foster inquiry and encourage student action-taking. This article examines how AI-supported, scenario-based learning was strategically integrated into a secondary social studies methods course at the University of South Carolina Aiken. From concept …

‘There Is No Continuity’: Assessment Of Pre-Service Teachers' Ability To Analyse Historical Sources In Two Ghanaian Public Universities, Anitha Oforiwah Adu-Boahen

The Councilor: A National Journal of the Social Studies

The paper examined student-teachers’ understanding of change and continuity in History. Using a convergent parallel mixed method approach, one hundred and thirty-five (135) student-teachers from two public universities examined images depicting classroom settings in Ghana’s educational system from different periods. Respondents were expected to show and explain the continuities and changes in the different periods in Ghanaian history. They were to focus on the disparities in ‘change’ and ‘continuities’ in classroom settings in the Ghanaian educational system over time. Again, student-teachers were expected to transform their knowledge of these changes into historical understanding by writing an interpretation from the sources. …

Using The Past To Better Understand The Present: Contextualizing Today’S History Wars, For Ourselves And For Our Students, Bonnie Laughlin-Schultz

The Councilor: A National Journal of the Social Studies

This essay considers our contemporary moment in the context of the long history of the so-called "history wars" in the United States. It identifies four historical moments with ties to the present, and makes use of primary documents to discuss each time period. It also considers the ways in which historical activists such as Frederick Douglass and W. E. B. Du Bois advocated for honest history in the past, and the ways in which we might argue for nuanced historical thinking in the present. Teachers may find the documents of use for their own classrooms, and a brief appendix at …

Race, Identity, And The Classroom: How Young Adult Literature Can Help Students And Teachers Explore Belonging In The School Environment, Madyson A. Mcray

Virginia English Journal

Contemporary classrooms are not necessarily reflective of the curriculum written to support them. Classroom demographics have shifted and student populations are more diverse. Because of this, the implementation of dominant white-narrative curricula has become ineffective in keeping students engaged with the material. Teaching “the classics” becomes irrelevant when students cannot see themselves represented in the text. Young adult literature, however, allows students to relate their own experiences to the text to engage more deeply in content. This paper examines four novels: New Kid by Jerry Craft, This is My America by Kim Johnson, The Secret Battle of Evan Pao by …

Voices From The Field: Perspectives From High School Financial Educators, Karen L. Franck, Christopher Sneed, Ann A. Berry

Journal of Extension

High school personal finance courses provide youth with skills to successfully manage money and finances. Extension programs have been vital partners to help develop and implement personal finance courses through resource development and trainings. To strengthen these classes, we conducted a comprehensive needs assessment with high school teachers. The needs assessment included surveys, focus groups, and interviews with high school teachers with current or previous experience teaching personal finance classes. Teachers identified major challenges related to engaging students in the program, especially students living in poverty. Recommendations include changes to the overall program and tips for replicating this needs assessment.

Does Farm Size Matter In Agricultural Extension Programs? Insights From Us Agriculture Census Data, Pilja Vitale, Joshua Campbell, Jeffrey Vitale, Michael Patrick, John Garlisch

Journal of Extension

This commentary examines how farm size influences agricultural Extension programs in the United States, highlighting disparities between large and small farms. While large farms dominate production through advanced technologies and economies of scale, small farms are vital for food security, community well-being, and cultural preservation. Key differences include water use, labor, machinery, marketing, financial management, and food safety practices. Extension programs address these disparities through tailored initiatives such as financial literacy training for small farms and technology adoption workshops for large ones. This analysis emphasizes the need for targeted and inclusive Extension programming to enhance sustainability and equity across farm …

Development Of An Ai-Based Assessment Analytics Model For Transformative Teacher Professional Education, Didah Nurhamidah, Muhammad Ridhwan, Nuryani Nuryani

Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan

Transformative Teacher Professional Education (PPG) requires an assessment system that not only produces scores, but is also able to map competency achievements, identify risks, and provide data-driven follow-up recommendations. This research aims to develop  an artificial intelligence-based assessment analytics model  to support the monitoring of academic development and intervention of PPG UIN Syarif Hidayatullah Jakarta students. The research uses a Research and Development approach with the ADDIE model which includes the Analyze, Design, Develop, Implement, and Evaluate stages. Data was obtained through needs analysis, document review, interviews, observations, expert validation, system tests, user questionnaires, and assessment data in the form …

Divergent Geographies Of Disadvantage: Multidimensional Poverty And Teacher-Deployment Priority Across Ghana's 261 Districts, Bismark B. Fermah, Cai Lianyu

Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan

Ghana relies on two district-level rankings of disadvantage to guide equity policy: a census-based multidimensional poverty index and a teacher-deployment priority list. Because the deployment flag conditions on classroom overcrowding, the inverse care law predicts the two should diverge, yet policy treats them as interchangeable. This study examined whether the two rankings identify the same districts. This descriptive ecological cross-sectional study linked the 2021 Census multidimensional poverty statistics to the 2026 Teachers for All: Ghana classification across all 261 districts and 16 regions, applying Welch's t test, two one-sided tests of equivalence against pre-specified margins of 10.0 and 4.8 percentage …

Artificial Intelligence As A Tool To Enhance High-Leverage Practices In Special Education, Kanisha Porter, Viveca Grant Ed.D., Delilah A. Gonzales

The Journal of the Research Association of Minority Professors

Special education teachers face instructional, documentation, and compliance demands that often impede the fidelity of High-Leverage Practices (HLPs). While HLPs are central to promoting positive academic and behavioral growth for students with disabilities, a significant research-to-practice gap persists because educators lack the time and resources to implement these evidence-based strategies consistently within increasingly complex classrooms. Artificial intelligence (AI) offers emerging opportunities to mitigate systemic burdens by serving as a collaborative partner rather than a replacement for professional judgment. This manuscript examines AI’s potential to enhance HLP implementation across the domains of instruction, data-driven practice, collaboration, and intensive intervention. Drawing upon …

The Teaching Stem Center Online: Enhancing Instructional Methods For Underprepared Students' Success, Bassey Akpan, Jan Duncan

The Journal of the Research Association of Minority Professors

This study investigates the experiences and academic outcomes of underprepared and underrepresented undergraduate students enrolled in introductory STEM courses at Texas College, a minority‑serving institution committed to advancing equity in science, technology, engineering, and mathematics education. The research focuses on STEM faculty across Biology, Chemistry, Computer Science, and Mathematics and how the Teaching STEM Center Online (TSC) enhances instructional methods to support this student population.

Using a mixed‑methods design, the study evaluates the implementation and impact of the TSC initiative. This includes faculty development workshops, structured instructional coaching, and the integration of evidence‑based teaching practices. Quantitative data from faculty surveys …

Beyond Intent: Teacher Capacity, Opportunity To Learn, And The Persistence Of Math Equity Gaps In Tennessee (2000-2025), Soso Dede

The Journal of the Research Association of Minority Professors

For a quarter-century (2000–2025), Tennessee pursued mathematics reforms aiming for equity, yet stark racial and socioeconomic achievement gaps endure. Framed by Opportunity to Learn (OTL) and Mathematical Knowledge for Teaching (MKT), this study investigates the intersection of equity, teacher capacity, and policy. By synthesizing assessment data, program evaluations, policy documents, and research literature, this study reveals that systemic OTL inequities—disparate access to quality instruction, adequate resources, and teachers possessing strong MKT—are primary drivers of these enduring gaps. Such inequities deny marginalized students a fair chance at mathematical proficiency. The interplay between OTL and MKT is critical: inadequate OTL constrains knowledgeable …