Digital Commons Network^™

Financial Incentives And Substitute Teacher Job Fill Rates, Anna Ruth Graham

Theses and Dissertations

Since the return to full-time, in-person instruction following COVID-related school closure, our district, Madison County Public Schools (MCPS), has struggled with a consistently low substitute teacher fill rate. MCPS is a small, rural district with a student population hovering around 1,560 students, pre-kindergarten through twelfth grade, and just under 300 total staff members. The county borders and is within reasonable driving distance to several higher-paying districts. As a result, we struggle to cover daily teacher absences. While the national average for substitute fill-rates is 80 percent, our substitute fill-rate at times averages below 50 percent. Kraft et al.’s study of …

Clarifying Educator Roles To Strengthen Inclusive Practices For Students With Disabilities, Anastasia Sara-Nicholas Theophelis

Theses and Dissertations

This Dissertation in Practice (DiP) focuses on improving inclusive instructional practices in Clarkston Community Schools by increasing clarity and shared understanding of educator roles. Despite a strong district commitment to inclusion, data and teacher feedback revealed that role ambiguity between general and special education staff limited collaboration led to inconsistent implementation of Individualized Education Programs (IEPs), and contributed to educator frustration. Research supports that role clarity is foundational to effective co-teaching, collaboration, and sustained inclusive practices (Friend & Cook, 2016; Scruggs et al., 2007).

Guided by the principles of improvement science, this study tested a structured Action Plan and Role …

Supporting Retention Of Special Educators: A Comparison Study Of Perspectives And Experiences Of Special Education Teachers, Mary Margaret Stahl

Theses and Dissertations

The shortage of special education teachers and providers is a significant concern across the United States. This research study further examines the factors which effect special educators and how this can differ based on the service delivery model and category of disabilities taught by teachers. To date, no previous studies have examined special education teacher and provider retention by service delivery model and this study addresses that gap. By examining retention across service delivery models, these findings can inform implications for both practice and further research. This study helps expand the literature and move the field from identifying what matters …

Bridging The Gap In First Grade: Community Perceptions Of Standards-Based Grading And Literacy Communication In A Rural Virginia School Division, Kristin Janssen

Theses and Dissertations

This qualitative action research study explored the perceptions of parents, guardians, and teachers regarding standards-based grading (SBG) in first-grade literacy instruction and examined community buy-in toward its implementation in a rural Virginia school district. Although state-level mandates such as the Virginia Literacy Act emphasize evidence-based literacy instruction and foundational reading skills, traditional grading practices remain common in early elementary classrooms. These practices often lack alignment with instructional standards and may obscure students’ literacy progress, creating challenges for communication between schools and families.

Surveys with closed and open-ended questions yielded data from first- grade teachers and parents or guardians to illuminate …

It’S Not A Hierarchy Of Needs; It’S A Maze. A Case Study Of The Challenges And Supports For Former Foster Youth Transitioning To The Community College In Virginia, Lee Hemmrich Hunt

Theses and Dissertations

Despite decades of policy reform and targeted support, today’s former foster youth (FFY) face disproportionate challenges to higher education completion. This qualitative case study explored the lived experiences of six former foster youth as they transitioned from the foster care system to a community college in Virginia. Guided by a conceptual framework integrating Maslow’s Hierarchy of Needs, Bridges’ Transition Theory, and Zimbardo’s Time Perspective Theory, this study sought to understand the barriers FFY encounter, the supports they find most meaningful, how they define successful independence, and the role higher education plays in that definition.

Data was collected through preliminary meetings, …

Collaborative Technology, Collaborative Technology Integration, Digital Literacy Skills, Teacher Self-Efficacy, Bailey Christine Coen Tucker

Theses and Dissertations

Effective technology implementation occurs when the technology being used in the classroom provides students the opportunity to collaborate and communicate with each other. Additionally, collaboration is an effective pedagogical strategy for building student digital literacy skills. At East Caraway Valley High School, educators seldom utilize collaborative technologies to further their students’ digital literacy skills. This mixed-methods research study aims to explore educator perceptions about their self-efficacy with collaborative technology integration and the practices of using collaborative technologies in the classroom to identify the reasons for a lack of collaborative technology integration and devise strategies for supporting educators to overcome barriers …

The Metacognitive Shift: Reshaping Student Attitudes And Adaptive Reasoning Through Error Analysis In Eighth-Grade Mathematics, Samantha Lynn Graves

Theses and Dissertations

This study utilized an action research framework to address students’ lack of adaptive reasoning skills in a mathematics classroom in South Carolina. These students often focus on procedural fluency without understanding the reasoning behind the steps. Using a mixed methods design, this study examined the impact of implementing student- led error analysis as a metacognitive strategy on the adaptive reasoning skills and attitudes of 20 eighth-grade mathematics students. The study took place over 6 weeks at a Title I public charter school, and the intervention required students to identify, correct, and explain errors in various problem types, including fractions, applied …

Fostering High Achievement For Students Within And Beyond The Classroom – Building In Students Academic Language And Literacy Skills To Improve Standardized Test Scores In United States History And The Constitution. An Action Research Study, Amber Nicole Gant

Theses and Dissertations

The scores received on high-stakes tests throughout a student’s educational journey are an indication of the level of mastery of advanced content. Subsequently, these scores highlight their ability to access skills that reflect their likelihood to achieve success and become 21st century college and career-ready individuals. As an educator teaching in an underserved area, students’ inability to comprehend academic language and literacy skills negatively impacts standardized test scores and evidence of complete competency of learned materials. This research examines the effects and outcomes of building on students’ academic language and literacy skills to foster higher academic achievement on standardized tests …

Book Creator In A Dual Language Classroom: The Impact Of A Digital Multimodal Writing Tool On Second Graders’ Spanish Informational Writing Skills And Attitudes Toward Writing, Adriana Hart

Theses and Dissertations

Second grade students in dual-language immersion programs often experience limited vocabulary development and fluency in Spanish, which can affect their ability to comprehend texts and express ideas in writing. In many dual-language settings, Spanish writing instruction receives less instructional time than English literacy, resulting in limited opportunities for students to engage in sustained, structured writing. As a result, there is a need to examine instructional approaches that intentionally support Spanish writing development. The purpose of this action research was to evaluate the impact of a digital multimodal writing tool on second grade students’ informational writing skills in Spanish, as well …

Instructional Design To Support Math Identity Growth In Middle School, Sarah A. Foster

Theses and Dissertations

Middle school mathematics classrooms often emphasize performance and correctness in ways that contribute to negative student beliefs, disengagement, and persistent underachievement, particularly among students enrolled in on-grade-level courses. In this action research study, a targeted math identity development intervention was implemented to examine how instructional practices designed to affirm student thinking influenced eighth-grade students’ math self-efficacy, growth mindset, academic performance, and self-perception as mathematics learners. The study also explored teachers’ perceptions of student identity shifts and the instructional strategies they viewed as most effective in fostering positive math identity.

Guided by Bandura’s theory of self-efficacy, Dweck’s growth mindset theory, and …

Teachers’ Needs And Preferences Versus School Leaders’ Perceptions: Recommendations For Professional Development On Literacy And Technology Integration In A Rural Elementary School, Kristen Sargent Hopkins

Theses and Dissertations

The purpose of this action research was to identify and describe early childhood teachers’ needs and preferences, as well as district and school leaders’ perceptions of teachers’ needs and preferences, for professional development on literacy and technology integration at South Elementary School. Like much of South Carolina, South Elementary has reported decreases in reading performance and skills, causing leaders to focus on teacher professional development in early literacy and technology integration. This research was guided by two research questions: (1) What are early childhood teachers’ needs and preferences for professional development on literacy and technology integration at South Elementary School? …

Quality Of Life As A Guiding Construct For Service Delivery In Applied Behavior Analysis, Aaron Randall Check

Theses and Dissertations

Currently, there is considerable research highlighting less than ideal outcomes for adults with intellectual and developmental disabilities across many facets of daily living. The field of behavior analysis has the potential to meaningfully impact outcomes for these individuals if the focus of service provision is improving quality of life. The purpose of this multiple manuscript dissertation is to describe three cohesive research projects intended to contribute to advancing the field of applied behavior analysis towards centering quality of life in service provision. The first project was a systematic literature review which explored the presence of both quality of life and …

Exploring The Impact Of Culturally Relevant Pedagogy On Student Cultural Capital, Jessica Asten Leonard

Theses and Dissertations

This study examines the intersection of cultural capital and culturally relevant pedagogy (CRP) within the context of eighth-grade social studies education. Grounded in a theoretical framework of Bourdieu’s cultural capital theory, Ladson-Billings’ theory of culturally relevant pedagogy, and principles of critical curriculum theory, this research study investigated how elements of objectified and embodied cultural capital manifested in student participants and how those elements may have been influenced using culturally relevant instructional strategies. Within the context of a mixed methods design, a qualitative survey instrument was administered to students enrolled in South Carolina and United States history courses and sought to …

Instructional Practices, Belonging, And Self-Efficacy In Rural Inquiry-Based Classrooms: A Structural Equation Model Of Direct And Indirect Effects, Jennifer Nichol Harrist

Theses and Dissertations

Research on inquiry-based learning (IBL) has largely focused on student achievement outcomes, with less attention given to how classroom social dynamics influence students’ motivational beliefs, particularly within rural educational contexts. Rural schools often operate within smaller, close-knit communities where interpersonal relationships may shape students’ academic experiences in distinctive ways. The purpose of this study was to examine the relationships between instructional practices, belonging, and students’ academic self-efficacy in rural inquiry-based learning environments. Using self-efficacy theory and belonging frameworks, the study investigated whether students’ perceptions of teacher and peer belonging mediated the relationship between instructional practices and perceived academic competence.

Survey …

Meeting The Needs Of Students With Disabilities In School Crisis Plans, Christine L. Montesi

Theses and Dissertations

The purpose of this study was to examine crisis preparedness among educators in public schools across York County, SC. More specifically, the study explored how prepared educators believe they are to meet the needs of students with disabilities during and after a school-based crisis. While a majority of public schools report having written crisis plans in place, less is known about crisis preparedness for students with disabilities. Respondents were asked to provide input on ways to address the needs of students with disabilities during a crisis and report their own perceptions of preparedness.

Data were collected through a survey and …

Soft Skills As The New Hard Skills In The Industry 5.0 Era, Miria Zangirolami Munoz

Theses and Dissertations

As technological advancement reshapes educational and professional landscapes, the human dimensions of teaching have become increasingly critical. This action research study examines the gap between the strong academic preparation of Teachers of English as a Second Language (TESL) pre-service teachers and their readiness to meet professional workplace expectations. Situated within the context of Industry 5.0, where human-centered skills are emphasized alongside digital competence, the study explores how soft skills, punctuality, digital etiquette, presentation skills, and professional attire, can be intentionally developed within teacher education. Guided by the strength model of self-control and achievement goal theory, a targeted workshop intervention was …

From Survival To Social: The Evolution Of Strategic Competence In B2 English Learners During Collaborative Board Gameplay, Hazza Bin Hazza

Theses and Dissertations

An examination of the communicative strategies of B2-level English language learners was conducted to investigate the evolutionary trajectory of strategic deployment in informal, collaborative, and non-instructional settings. While traditional research has predominantly focused on digital or explicitly educational games within controlled, single-session tasks, a notable gap remains in understanding how learners navigate the linguistic and social demands of non-pedagogical, commercially available board games over repeated encounters. This qualitative case study addressed this gap by observing four learners as they engaged in four sessions of Forbidden Desert, a collaborative survival board game.

The theoretical framework integrated Sociocultural Theory, Communicative Competence, and …

Reimagining Math Instruction: An Improvement Science Study On Student Choice And Teacher Support Systems In 5th Grade, Nikki G. Gilmore

Theses and Dissertations

This improvement study investigates the potential impact of implementing choice-based assignments on student performance in fifth-grade mathematics. Recognizing that traditional, one-size-fits-all instructional models often limit student engagement and ownership, this study explores how offering students meaningful choices in their learning tasks can improve academic outcomes. Grounded in the principles of improvement science, the study began with an examination of student data, empathy interviews, and root cause analysis using tools such as the Five Whys, fishbone diagram, and driver diagram to better understand the problem of practice. This process positioned choice not as a luxury but as a strategic lever for …

Increasing Equity In Technology Integration, Whitney Anne Colley

Theses and Dissertations

The problem of practice focuses on unequal integration of technology across the district. This action research study aimed to understand teachers’ experiences and promote equitable use of technology in classrooms by implementing a coaching cycle centered on co-teaching and collaboration, which supports teachers beyond simply substituting traditional tools with technology, toward more meaningful integration that improves learning. Teachers often use technology as a direct substitute due to limited time and rushed professional development, which can affect their confidence and effectiveness. The study took place in a public elementary school serving 700 students, in which all students from second to fifth …

Examining Shifts In Attitudes Toward Mathematics: A Mixed Methods Study In Undergraduate Business Calculus, Kathryn Pedings-Behling

Theses and Dissertations

Students in my non-theoretical Business Calculus course at the College of Eastshore almost never begin the class with a positive attitude towards mathematics. They are taking the course to fulfill their general education requirements in mathematics, and for most of them, this will be their last experience in a formal classroom setting with a mathematics educator. This profile of a math-reluctant student is not unique to my Business Calculus course; I have spoken with many fellow educators in similar situations who experience the same persistence of negative attitudes toward mathematics from their own students. Their attitude not only has implications …

From Sounds To Success: Multi-Sensory Parent–Child Engagement For Early Phonics Among 4-Year-Olds In Rural Jamaica, Kyc-Ann Denise Scott

Theses and Dissertations

Early literacy disparities remain a persistent challenge in rural Jamaican communities, where many young learners begin school with limited exposure to systematic phonics instruction despite the rich cultural and linguistic resources present within their families. This Dissertation in Practice examined how a multi-sensory parent– child engagement approach could improve phonemic awareness among four-year-old learners in a rural early childhood classroom in St. Elizabeth, Jamaica. Anchored in an equity-oriented improvement science framework, the study used two iterative Plan–Do– Study–Act (PDSA) cycles to test strategies that integrated systematic phonics instruction with culturally responsive parent engagement practices.

The intervention included daily multi-sensory phonics …

I Fina’Nå’Guen I Famagu’On Put I Tåsi: The Impact Of Phenomena-Based Learning On Explaining And Conceptualizing Ocean Acidification In The Pacific, Angelia Jean Blas-Lizama

Theses and Dissertations

This convergent mixed methods study examined the impact of a new phenomena-based (PhBL) lesson plan—grounded by social constructivism and the NGSS framework—on 1) student ability to explain and contextualize a phenomenon, and 2) assess student perceptions of PhBL compared to traditional science instruction. This addressed the shift towards science education reform that better prepares K-12 students for the STEM pipeline and creates student agency surrounding human impact on the environment. Ocean acidification was the selected phenomenon for this study as it was culturally and locally relevant to the participants—sixth-grade science students at a Pacific Island public middle school. Findings revealed …

Perception Is Reality: Co-Teachers’ Perceptions On Co-Teaching, Tabitha Stewart Strickland

Theses and Dissertations

Co-teaching is a service delivery option that high schools use to assist in meeting the needs of students with high-incidence disabilities in general education classrooms. This quantitative study investigates the effectiveness of co-teaching in South Carolina high schools by examining co-teacher perceptions related to fidelity implementation, the descriptions of current co-teaching classrooms, student outcomes, specially designed instruction in the co-taught classroom, teacher preferences, and barriers to effective implementation. The results reveal co-teachers (n = 117) agree that 58% of the implementation practices are occurring; co-taught classrooms are described as having 31 to 40% of students with special needs in classes …

Cultivating Teacher Agency: Professional Development For Culturally Sustaining Environmental Stem Education In South Texas, Uma Ganesan, Angela M. Chapman, Alexander Hernandez

Teaching and Learning Faculty Publications

This qualitative multiple-case study examined how culturally and linguistically sustaining environmental STEM (CLSE-STEM) professional development transformed in-service teachers' practices across three South Texas high schools serving predominantly Hispanic populations. Through a three-phase design, eight STEM teachers participated in sustained professional learning focused on implementing culturally situated, liberatory pedagogies addressing educational inequities. Data included focus group interviews, classroom observations, teacher-created curricula, and student artifacts collected from Spring 2024 to Spring 2025. Findings revealed five interconnected themes demonstrating teachers' evolution from deficit-based to asset-based approaches: place-based environmental stewardship, strategic translanguaging implementation, teacher agency development, enhanced student engagement, and elder knowledge integration. Results …

Eagle-Winged Worms: Seeing Contingent Faculty Through Currere, Nicholas Hayes

Theses and Dissertations from DePaul University

This currere explores my experiences as part-time contingent faculty working at multiple institutions (a so-called freeway flyer). Covering the years from 2005-2015, the regressive mode draws from my experiences teaching writing composition and literature at a community college, arts college, and three religious universities. A central impetus for this exploration is a desire to understand the ways I was socialized by these institutions and how that socialization shaped my understanding of my identity within and through my status as contingent faculty. Higher education (especially first-year writing programs) has become dependent on contingent faculty. The increased reliance on part-time contingent faculty …

The Role Communication, Collaboration, And Leadership Practices Play In Parents’ High School Volunteering Experiences: An Exploratory Qualitative Case Study, Julee Gould

Theses and Dissertations from DePaul University

This qualitative case study explored parents’ perceptions and experiences related to volunteering at a suburban high school in California, with a focus on both the motivations and challenges that shape involvement. Guided by two central research questions, the study explored (1) parents’ perceptions regarding the motivations and challenges for parent volunteering at the high school and (2) how parents feel about their experiences when volunteering as their children transition from elementary to secondary school. While existing research consistently links parent involvement to improved academic and emotional outcomes for students, parental engagement often declines during the secondary years. By integrating an …

Surviving The Hood: An Autoethnography On Violence, Trauma, And Agency, Deonte Tanner

Theses and Dissertations from DePaul University

The epidemic of gun violence is no secret in the United States. Many empirical studies have focused on gun violence, trauma, and race, and have even offered solutions to the phenomenon. However, limited research has called forward the voice of those most impacted (Black boys) and the counters they believe are feasible to their own experience. This work was grounded in critical race theory (CRT). At the same time, it attempted to supplement CRT with careful reflection on what helped me avoid the very kinds of historical and structural exclusions facing Black boys in the hood that CRT helps reveal. …

Beyond The Script: A Qualitative Study Exploring Drama Teachers’ Experiences Using Improvisation In Chicago Public Schools, Nicole Theresa Minardi

Theses and Dissertations from DePaul University

Scripted and standardized curricula remain prevalent in American classrooms. Relying on an authoritarian view of education, in which the teacher imparts knowledge to students, scripted curricula can delegitimize the teaching profession, stifle dialogue, and limit student engagement. Conversely, decentering the teacher can create space for more collaborative and engaged learning. This basic interpretive qualitative study explored how Chicago Public Schools drama teachers described their experiences incorporating improvisation into their instruction. Grounded in critical pedagogy and a social constructivist epistemology, this study examined how drama teachers currently use improvisation in their classrooms, as well as the benefits and challenges they encounter …

Social Capital In The Puerto Rican Deaf Community, Javier Figueroa Quintana

Theses and Dissertations from DePaul University

There is limited literature regarding the social capital of deaf individuals in the United States (U.S.). There are few studies on deaf individuals in Puerto Rico (P.R.), and none explicitly examines deaf Puerto Ricans’ social capital. This qualitative study aimed to understand and capture the experiences of the deaf Puerto Rican community by focusing on how deaf Puerto Ricans utilize social capital to achieve success. The two main research questions guiding this study are: How have deaf Puerto Ricans utilized social capital to achieve success? What are deaf Puerto Ricans' perceptions of success? This study centers around Yosso's (2005) Community …

The Role Of Autonomy And Motivation On Teacher Retention: A Mixed Methods Study, Jordan Overton

STEMPS Theses & Dissertations

Teacher retention remains a persistent concern in the United States, with nearly 13% of classrooms unfilled by licensed teachers. Grounded in self-determination theory and basic psychological needs theory, this mixed methods sequential explanatory study examined the relationship between teacher autonomy, motivation, and intentions to leave, while also exploring the contextual factors that shaped teachers’ perceptions of autonomy within their work environments.

In the quantitative phase, survey data were collected from 123 elementary and middle school teachers across three school divisions in Southeastern Virginia. Measures included teacher autonomy, work motivation, and intentions to leave one’s school or division and the teaching …