Digital Commons Network^™

From Deference To Dialogue: How International Gtas From High Power Distance Cultures Adapt To U.S. Classroom Dynamics, Deborah Akua Afi Appiah

Theses and Dissertations

International graduate teaching assistants (GTAs) from high power distance cultures play a significant role in undergraduate education at U.S. universities, yet they face challenges that go well beyond language proficiency. Coming from educational backgrounds where teacher authority is unquestioned and hierarchical, these GTAs must navigate American classrooms that operate on fundamentally different assumptions, where authority is earned rather than assumed, informality is the norm, and students expect to question, negotiate, and be personally known by their instructors. The present study examined how eighteen (18) international GTAs from seven (7) high power distance countries perceived and adapted to these differences while …

Reawakening Waⁿdat: Community Research & Reclamation, Darcy Allred

Theses and Dissertations

The Wyandot(te) have undergone language dormancy due to settler colonial impacts of warfare, refugee relocation, forced removals, and U.S. assimilation projects. One of the most pressing priorities among our people today is reawakening our ancestral language, Waⁿdat. The common follow-up question is: how? Through the conduit of Waⁿdat language reclamation, this project grapples with the above question in collaboration with the Wyandot(te) community, and in adherence to the tribal sovereignty of the Wyandotte Nation. The project engages with diasporic perspectives, community-based pedagogy design, and tribally specific research protocols and policies. The living collective knowledgebase with which I engage in this …

Exploring Culturally Responsive Faculty Practices That Support Student Success In Community College Classrooms, Mary Catherine Flynn

Theses and Dissertations

This qualitative study explored the culturally responsive teaching practices used by six community college faculty and instructors in their in-person courses. Faculty and instructors taught courses included in certificate and degree programs related to early childhood education, human services, and criminal justice at one midwestern community college. Specific content areas included sociology, political science, and child development. Data collection for this study included comprehensive interviews with each instructor, an analysis of documents including syllabi, student assignments, and assessments, and multiple classroom observations. This study was anchored in a theoretical framework based on the constructs of culturally responsive teaching practices. Each …

"I Didn't Teach It Again Because It Wasn't Worth It": How Grades 6-12 English Language Arts Teachers Select Texts And Navigate The Obstacles That Impede Them, Steve Poggendorf

Theses and Dissertations

Classroom texts not only function as tools through which teachers can build curricula, but they can also engage and empower learners. Despite the importance of engaging texts in the classroom, teachers encounter obstacles, both social and institutional, that impede their ability to select the texts they believe will best foster student engagement and empowerment. The purpose of this qualitative study was to investigate how teachers make text selections, as well as the nature of the obstacles that stand in the way of teachers who hope to inspire and engage their students through lessons built around texts of their choosing. The …

Understanding Interculturality And Enacting Culturally Based Pedagogies: A Mixed Methods Study Of In-Service World Language Educators In Secondary Classrooms, Heather L. Sandy

Theses and Dissertations

This research study explored the relationship between an understanding of interculturality and culturally based pedagogies among world language teachers. The study examined the relationship between language teachers’ upbringing, their development of intercultural competence, and their self-efficacy in culturally responsive teaching practices. It addressed a practical knowledge gap concerning the intersection of interculturality and culturally based practices, specifically among secondary education teachers of Spanish and Mandarin Chinese in the United States.

The data sources focused on the qualitative aspects of interculturality, culturally based teaching practices, and world language pedagogy, with quantitative results to enhance qualitative data. The qualitative data collection included …

The Effectiveness Of Employing Artificial Intelligence Applications In Developing Technological Creativity For Students Of The Higher Basic Stage In Palestine, Mahmoud Mohammed Fouad Barghout, Ahmed Mohammed Abu Olba

Journal of Educational and Psychological Studies

The research aimed to discover the effectiveness of implementing artificial intelligence applications in developing technological creativity for students of the higher basic stage in Palestine, the researchers used the Quasi-experimental design, and the researchers programmed and designed artificial intelligence applications for the unit (remote sensing and control) from the technology book for the eighth grade. The researchers prepared the research tool (technological creativity test). It was applied to the research sample, which consisted of eighth grade students at Saad bin Abi Waqas Basic School (B), affiliated to the Palestinian Ministry of Education and Higher Education, where their number reached (72) …

Tensions And Possibilities: A Study Of International Graduate Students' Encounters With Critical Pedagogy In The United States, Munchuree Kaosayapandhu

Theses and Dissertations

This study investigates the question, “How do international graduate students experience and negotiate their encounters with critical pedagogy across time and educational contexts?” The research was motivated by the researcher’s own experience in encountering critical pedagogy and prior studies focusing on critical pedagogy from the teacher perspective. This left a gap in understanding the student experience. The research used the phenomenology paradigm. The participants included six international graduate students in education studies programs. Using the phenomenological interview approach, each participant was asked over a series of three interviews about past experiences of education, their initial encounters with critical pedagogy and …

Spotlight: Resources For Ukrainian, Margaret Godwin-Jones

Russian Language Journal

The Digital Resources Corner (DRC) offers reviews of new digital resources that could be beneficial in the teaching and/or learning of Slavic languages. It is intended for instructors looking for or evaluating different materials to use in the classroom.

Multi-Actor Roles In Basic Education Provision For Indonesian Migrant Workers’ Children In Sabah And Sarawak, Neneng Heryati, Chandra Wijaya, Lina Jannah

Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan

This study examines the governance of basic education access for Indonesian Migrant Workers’ children in Sabah and Sarawak by focusing on the roles of multi-actors involved in service provision. Using a qualitative approach through in-depth interviews and document analysis, the study finds that the operation of Community Learning Centers is highly dependent on the interaction between the Malaysian government as the licensing authority, plantation companies as facility providers and funders, and the Indonesian government through Atdikbud, KJRI/KRI, and SIKK as facilitators of educational diplomacy and the roles of PMI communities. Non-governmental organizations such as Humana Child Aid Society also enhance …

Enhancing Student Engagement In Numerical Methods: The Impact Of Alternative Grading Practices, Vivek Singhal, Kenan Baltaci, Oai Ha

Journal on Empowering Teaching Excellence

Access the online Pressbooks version of this introduction here.

Student engagement is critical for achieving positive academic and social outcomes. However, maintaining high engagement levels in challenging math-based courses like numerical methods can be difficult. This study addresses this challenge by implementing two assessment-based strategies: a bonus point self-assessment rubric and peer evaluations. These interventions aim to incentivize engagement and reward essential skills such as effort and teamwork, which are often overlooked by traditional grading systems but are crucial for success beyond the classroom. While existing research highlights the potential benefits of self-assessments and peer evaluations, there is limited evidence …

Virtual Teaching During Covid-19: Attitudes, Abilities, And Educational Needs Of Cooperative Extension Staff, Kathryn Yerxa, Kayla L. Parsons, Jennifer Lobley

Journal on Empowering Teaching Excellence

Access the online Pressbooks version of this introduction here.

This study aimed to 1) identify the attitudes and abilities of Cooperative Extension staff regarding the delivery of virtual educational programming based on their characteristics and 2) identify professional development priorities to effectively deliver programming virtually. We disseminated an adapted Faculty Readiness to Teach Online questionnaire to Cooperative Extension staff via Qualtrics. Mean and standard deviation were calculated from complete surveys (n = 67) for each virtual programming competency in the self-reported attitude and ability sections, categorized by position type, years of teaching, and program area. We conducted a MANCOVA to …

Coaching Undergraduates, A Conceptual And Practical Guide, Anna Carissa Rozzo

Journal on Empowering Teaching Excellence

Access the online Pressbooks version of this introduction here.

The overall aim of this paper is to provide a holistic orientation to the practice of person-centered coaching while providing tangible methods that faculty and advisors in higher education may be able to integrate into their professional practices. This conceptual paper explores the theoretical and practical intersections of coaching and teaching, presenting a flexible modality to support student-centered learning. The author provides readers with general guidance and templates for goal setting, problem solving, and assessment that practitioners may adapt to their own contexts.

Coaching Graduate Students Through Early Childhood Focused Community-Engaged Learning: Graduate Student Perspectives And Course Design, Sarah Tulane, Shirlene Call Law

Journal on Empowering Teaching Excellence

Access the online Pressbooks version of this introduction here.

Community-engaged learning (CEL) in graduate-level coursework contributes to professional development and growth. CEL course design requires intentional and time-intensive planning. A graduate-level child development course was designed for CEL using the following process: needs assessment, training for community education, preparing materials, practicing with feedback, presenting to an authentic audience, and reflection on the experience. Students created presentations for authentic parent audiences based on a needs assessment of parent interest in child development topics. Reflections from four students in the course were analyzed using a general thematic analysis technique. Three themes emerged. …

Full Issue: Journal On Empowering Teaching Excellence, Volume 9, Issue 2, Fall 2025

Journal on Empowering Teaching Excellence

The full-length Fall 2025 issue (Volume 9, Issue 2) of the Journal on Empowering Teaching Excellence

Access the online Pressbooks version (with downloadable EPUB format) here.

This issue of the Journal on Empowering Teaching Excellence brings together articles that highlight approaches for engaging students and broader communities through teaching, coaching, and assessment in higher education. The contributions examine community-engaged learning in graduate coursework, the use of coaching practices to support student-centered teaching and advising, Cooperative Extension staff readiness for virtual instruction, and alternative assessment strategies aimed at increasing engagement and reducing anxiety in challenging STEM courses. Collectively, the articles …

(In)Consequential Rhetoric: Grading Policy And Values Misalignment At First-Generation-Serving Community Colleges, Sarah N. Seiffert

Journal of Multicultural Affairs

Research indicates that first-generation (FG) students face a number of barriers to success in higher education when compared to their continuing-generation peers. Although many institutions serving a large number of FG students have implemented programs to support this population, little attention has been paid to institutional grading policies that reinforce harmful practices by attempting to standardize assessment while perpetuating inequalities. This study uses document analysis and critical policy analysis to examine the alignment between the grading policies and institutional values of 25 community colleges serving high FG student populations. Findings reveal critical tensions between the stated values of these colleges …

Developing Digital Feedback Literacies In Language Teacher Education: Peer And Partnership Approaches In The Postdigital Age, Jennifer Schluer

Journal of Media Literacy Education

Critical media literacy needs to be seen as a central component of language teacher education, especially in the postdigital age. One underexplored dimension, however, is digital assessment literacy and in particular digital feedback literacy (Schluer, 2022a). Even though recent years witnessed a proliferation of digital technologies for feedback exchanges, pedagogical guidance for the use of digital feedback remains almost non-existent (but see Schluer, 2022a; 2023; 2024a). Theoretically, this paper connects the concept of Digital Feedback Literacies (DFL) to the frameworks of Critical Media Literacies (CML) and Postdigital Literacies (PDL). Empirically, it presents insights from research on digital peer feedback as …

Digital Text And Communication Literacy Of English Language Teachers: Implications From A Reconstructive Study On Teachers’ Professional Development, Annika Janßen, Jan-Erik Leonhardt, Alexandra Kemmerer, Britta Viebrock

Journal of Media Literacy Education

In this contribution, we will introduce the concept of Digital Text and Communication Literacy (DITECOL), which was developed as part of the DigiNICs project. It contains subject-related, functional, critical, and methodological competences to deal with and teach digital texts and communication forms in foreign language education. We will present first results from a qualitative interview study with six English language teachers who participate in the DigiNICs project. The study examines how they perceive their usage of digital texts and communication forms a) in their lessons and b) in the context of in-service teacher training. The interview data was analysed using …

Media Literacy Meets Language Education: Fictional Science (Fisci) Promotes Skills To Identify And Refute Fake News, Stephan Schicker, Jürgen Ehrenmüller, Melanie Hendler, Victoria Reinsperger, Natalia Kubai, Lucia Miškulin Saletović, Bettina Steinbauer, Sabine Schmölzer-Eibinger

Journal of Media Literacy Education

This article presents the theoretical and conceptual foundations of the interdisciplinary didactic concept of Fictional Science (FiSci), which is positioned at the interface between media and language didactics. Based on reference concepts such as epistemic vigilance, inoculation, lateral reading, and media literacy in education, FiSci aims to promote secondary school students’ skills in dealing with fake news. While course 1 of FiSci (Activating the Fake News Radar) sensitises students to false information, course 2 (Verification of Information) teaches strategies for identifying false information that are also used by professional fact-checkers, and course 3 (Refutation) focuses on refuting false information.

Implicitly Developing Young Learners’ Digital And Media Literacy Through Technology-Enhanced Tasks In Primary Efl Classrooms, Andreas Kullick

Journal of Media Literacy Education

This article presents a research project that explored the perspectives of preservice and in-service primary English language teachers on the use of technology-enhanced tasks to support young learners’ development of oral communicative competence in the diverse primary English as a foreign language (EFL) classroom. The classroom-based research involved the implementation of technology-enhanced tasks in three different projects in three different primary schools. The projects aimed to support young learners in developing their speaking competence in the target language. Data were collected through classroom observation, teacher training, videography of lessons, and participant interviews. Reflexive thematic analysis was used to analyse the …

Beyond The Episode: A Case For Serial Literacy In Efl Education Classrooms, Julie Intveen, Tim Illigens

Journal of Media Literacy Education

Serial storytelling, characterized by its interplay of vertical (episodic) and horizontal (long-form) narrative structures, offers a unique opportunity for media literacy in English as a Foreign Language (EFL) education. This paper argues for the development of a serial literacy framework, a concept that expands traditional film literacy models to accommodate the distinct demands of serialized narratives. By using Inventing Anna (Rhimes, 2022) as a case study, the study explores how serial storytelling fosters engagement with themes of identity construction, ethical ambiguity, and transmedial storytelling. This paper elaborates on serial literacy, considering its implications within foreign language learning contexts. The study …

A Children’S Rights Approach To Critical Media Literacy In Language Education: Developing Children’S Agency In A Digital Networked World, Frauke Matz, Jeff Share

Journal of Media Literacy Education

Children are growing up in a culture of digitality, one infused in digital communication in and out of school (Faverio & Sidotti, 2024; Stalder, 2018). They are immersed in a digital networked world, which plays a significant role in how they develop their literacies and identities (Cannon et al., 2022) across languages. To help them participate as “active thinkers and citizens in their own right” (Wall, 2016, p. 86), educators could consider the potential of critical media literacy in language education as a pedagogical response to the commercial exploitation of information, and the liberatory potential of critical thinking and creative …

Media Literacy In Language (Teacher) Education. Introductory Remarks From The Guest-Editors, Ricardo Römhild, Julia Sgolik

Journal of Media Literacy Education

This editorial sketches the conceptual foundations for this special issue on media literacy in language (teacher) education. It contextualises this special issue’s focus on language (teacher) education with critical media literacy theory, highlighting the special role of language education in media literacy development both in terms of the subject’s methodology and goals. With its inherent focus on texts and media, language education pursues the goal of empowering learners to become active participants in global – oftentimes digital – discourses. Providing a frame for the contributions to this special issue, this introduction echoes calls for an already observable shift in language …

Preparing Students For College And Careers: Recommendations For Scaling College And Career Pathways In Southwestern Illinois, Laura Monteagudo

Reports, Analyses, and other Publications

Education Systems Center (EdSystems) at Northern Illinois University provided strategic counsel and support to Southwestern Illinois College (SWIC) for a 12-month period to develop comprehensive college and career pathways. Our support included the development of a unified, regionwide college and career pathway system aligned with Illinois’ College and Career Pathway Endorsement framework, Perkins V, and the State of Illinois Model Programs of Study Guides.

Instead of each district building pathways independently, this regional approach brings together high schools, community college faculty, and local employers to create shared structures that reflect real workforce needs and rural access challenges.

In this report, …

Taking Back The Trades: Southwestern Illinois Work-Based Learning Inventory Report, Alexia Santiago

Reports, Analyses, and other Publications

In 2025, Education Systems Center at Northern Illinois University (EdSystems) partnered with Southwestern Illinois College (SWIC), regional school districts, and industry partners to build a strong and comprehensive system of work-based learning opportunities for K-12 students that is aligned with Illinois statutes and frameworks. In this report, EdSystems identifies the existing regional events and activities that promote high-quality work-based learning for college and career pathways in the health sciences and manufacturing sectors.

Discourse, Power, And Pedagogy In Ai And Human-Designed Efl Lesson Plans: A Clil And Systemic Functional Linguistic Perspective, Christian D. Libunao, Vincent A. Morales

Journal of English and Applied Linguistics

The integration of generative artificial intelligence (GAI) into English language teaching (ELT) raises important questions about how AI-generated lesson plans shape pedagogy, interaction, and ideology compared to human-designed materials. This study examines how ChatGPT-generated lesson plans converge with or diverge from those published by the British Council, with particular attention to teacher and learner roles, classroom power dynamics, and pedagogical scaffolding. A triadic framework combining systemic functional linguistics (SFL), critical discourse analysis (CDA), and content and language integrated learning (CLIL) was applied to three British Council lesson plans and three thematically matched ChatGPT outputs. Findings reveal that both sets of …

A Content Analysis Of Spanish Language Curriculum In Texas, Sarah Moore, Jessica Sanchez, Sarah Herrera

Journal of Global Awareness

The shortage of Spanish-speaking social workers is significant in the United States, especially in border states such as Texas. Experts are calling for Spanish language training in social work education. However, it is unclear whether social work programs are incorporating Spanish into their curriculum at a pace needed to keep up with demand. Using conceptual content analysis, this article examines the frequency of Spanish language courses relevant to social work education across Texas.

Exploring Perceptions Of Generative Ai On Study Abroad Programming, Justin T. Sleppy

Capstone Collection

This study examines the perceptions and experiences of international education professionals regarding the integration of generative artificial intelligence (AI) in higher education. While AI offers new opportunities for enhancing learning, existing research highlights both potential benefits and ethical, environmental, and pedagogical concerns. Using a qualitative approach, this study explores how study abroad staff in the Claremont Consortium engage with and assess the implications of AI within international contexts. Guided by critical frameworks from Paulo Freire, the research situates AI within broader discussions of power, labor, and knowledge production. Findings indicate that sampled staff predominantly use AI for low-stakes tasks or …

The Shortage Of Male Teachers Of Color In Education, Robert H. Lopez Iii

Masters Theses (Archived)

The Shortage of Male Teachers of Color in Education (December 2025) Robert Hernandez Lopez, III Graduate Thesis Chair: Karen L.B. Burgard, Ph.D. This qualitative study examines the critical shortage of male teachers in early childhood and elementary education (PK–5), with a particular focus on the experiences and impact of male teachers of color. The underrepresentation of men in these educational spaces is deeply intertwined with societal constructions of masculinity, traditional gender roles, and persistent misconceptions about male educators—especially in nurturing and caregiving roles. These gendered expectations not only discourage men from entering the profession but also shape public perceptions and …

“Mijo, You Can Do It- Just Spit On It A Little!” Rasquachismo In Education: Latina Teachers’ Unique Skills In Building Student Rapport, Janie Rivera

Masters Theses (Archived)

This qualitative case study examined how the upbringing of five Latina educators shaped their teaching philosophies and interpersonal skills in establishing strong rapport with students. By exploring the experiences of these five Latina educators (ages 34-57, with teaching experience ranging from 1 to 27 years) alongside our 75-year-old mother of Mexican descent, the research investigated the impact of cultural upbringing—particularly within the framework of rasquachismo—on ethical care and teacher-student relationships. The study examined how Latinx upbringing and life experiences influence teaching styles and the development of student relationships, ultimately promoting care and success in the classroom. The findings highlighted …

The Impact Of Restorative Justice On Student Behavior, Marisol Gonzalez

Masters Theses (Archived)

This thesis critically examines the effects of Restorative Justice practices on student behavior within a predominantly Latinx charter school context. The research aims to identify the specific behaviors affected by the implementation of Restorative Justice frameworks. Utilizing a mixed-methods methodology, the study triangulates qualitative data from comprehensive staff interviews with quantitative analyses of incident referral records. The findings indicate a substantial enhancement in students’ sense of responsibility and emotional intelligence, and overall suspension rates decreased. These outcomes underscore the need for sustained professional development and institutional support to enhance the efficacy and sustainability of Restorative Justice initiatives in educational settings.