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From Compliance To Regulation: Comparing Sensory And Behavioral Approaches For Elementary Students With Emotional Behavioral Disorders (Ebd), Morgan M. Lassila

Graduate Teacher Education

Traditional elementary classroom management often relied on top-down behavioral compliance models, which frequently proved insufficient when a student with an Emotional Behavioral Disorder (EBD) experienced physiological dysregulation. This systematic research synthesis examined literature from the past 15 years to evaluate how proactive, bottom-up, sensory-based interventions (SBIs) compared with traditional behavioral supports in reducing emotional dysregulation among public school elementary students (K-5). The findings indicated that the most effective methodology required a dual-approach framework. Integrating conventional behavioral tools, such as Positive Behavioral Interventions and Support (PBIS), with proactive sensory strategies effectively targeted the neurological roots of behavior. Furthermore, the literature demonstrated …

Enhancing Emotional Support For Advanced Placement Students, Laine Mckay Nesbitt

Theses and Dissertations

Although they may struggle with their emotional well-being, academically accelerated students are underrepresented in the research literature. Teachers are in a position to influence students' emotional well-being. Minimal qualitative research with student voices has been conducted. This study highlights the perspectives of students who have participated in an academically accelerated program. Students were interviewed about what their teachers do to help or hinder their emotional well-being and what they wish that teachers could do to support their emotional well-being. A total of 14 high school students were interviewed using the critical incident technique (CIT). The participants emphasized the importance of …

Maternal Perspectives On Support Needs: Insights From The Fonofale Model, Sara Lani Ditto

Theses and Dissertations

This interpretative phenomenological analysis (IPA) explored the lived experiences of parents raising children with disabilities in American Samoa. Five participants across two focus groups shared their perspectives on navigating educational, healthcare, and community systems while supporting their children with disabilities. Using the fonofale model as a cultural framework, the study incorporated culturally responsive methodology including card sort activities to facilitate dialogue on potentially sensitive topics. Analysis followed the Nizza et al. (2021) IPA approach, progressing from exploratory notes to experiential statements, clustered themes, and finally overarching themes. Findings revealed four major themes: systemic burden on parents, structural and service gaps, …

This One's For The Girls: Co-Creating A Social Confidence Group Intervention For Autistic Adolescent Girls, Kendra Noelle Zitzman

Theses and Dissertations

Numerous studies have been completed regarding social confidence-building interventions for individuals with autism. However few studies have studied autistic females' experience with social confidence and targeted interventions for their unique needs. The purpose of this study was to co-create a social confidence curriculum with adolescent and young adult autistic females based on their experiences, perceived strengths and weaknesses, and goals. We analyzed first-person experiences and perceptions about social confidence-building interventions and supports. We used pre- and post-group interviews of the adolescent autistic participants (n =11) and college-aged mentors (n = 4), pre- and post-group measures with the Social Responsiveness Scale, …

Beyond The Bell Curve: Understanding Native American Academic Placements, Sarah-Margaret Clark

Theses and Dissertations

This study examined biases regarding the referrals that teachers make regarding student placement recommendations for Native American students. Special education teachers (n = 97) from around the United States completed a digital card sort task involving 24 fictitious student record cards. The student record cards contained subtle information about the ethnicity of the student, as indicated through the use of racial identification (Native American, Asian, or White) on the student records and the use of student names that may be associated with these three categories. Academic information was equal among each of these three groups. Each group contained identical male …

Urban Indian Parents' Occupational Perceptions Of Play And Governance Of Children's Excessive Screen Time Preferences And Behaviours In This Digital Era, Joanna Priyadarshini Udaykumar, Tony Sam George

International Journal of Playwork Practice

Abstract

Children’s innate urge to engage in joyous, self-directed, meaningful, iterative activities embodies their unique play experiences and facilitates their holistic development. However, the exponential growth of digital technology in an urbanized world has transformed their social landscape by offering them a plethora of novel play opportunities that ‘pushes children away from the outdoors and pulls them indoors’. Moreover, the radical transition from nature-based recreation to media-centric activity insinuates the surge of a global pandemic characterized by low physical activity, sleep deprivation and sedentary, lifestyle diseases. This emerging trend reflects children’s predilection for videophilia over biophilia due to the dominance …

Unlocking Potential: Teachers' Perspectives On 504 Accommodations For Students With Adhd, Haley Stubbs

Theses and Dissertations

This study examined high school teachers' perspectives on the development, implementation, and effectiveness of Section 504 accommodations for students with ADHD. Five secondary teachers from a public high school participated in a focus group, and data were analyzed using inductive thematic analysis. Findings indicate that teachers report limited understanding of the 504 process, minimal involvement in eligibility decisions, and little training on how to implement accommodations. Teachers describe accommodations as vague and difficult to apply consistently within the constraints of secondary classrooms, often relying on universal classroom practices and student self-advocacy to meet student needs. Teachers also question whether accommodations …

Effects Of A Peer Mentoring Program For Adolescent Newcomers On Feelings Of Peer Connectedness And School Belonging, Eden Elizabeth Moon Barnhill

Theses and Dissertations

There is a significant lack of empirical evidence regarding the effectiveness of peer mentoring to support newcomer students, particularly for refugee populations. This study evaluated the effects of a peer mentor program for newcomer students on their feelings of peer connectedness and school belonging in a high school setting. Participants were made up of 15 newcomer student mentees across three high schools. Measures were administered pre- and post-intervention, and participants were also interviewed about their experience. Results indicated no quantitative findings of significance but did yield a small positive effect size for peer connectedness. According to qualitative data, many participants …

Service Providers' Descriptions Of Survivors' Experiences With Mental Health Treatment, Melanie Gonzales Puente

Theses and Dissertations

Human trafficking survivors experience significant mental health challenges and barriers that limit their engagement towards treatment. A qualitative study was conducted that included semi-structured interviews of 33 professionals working with survivors of human trafficking in the United States. Findings indicate that survivors' engagement in treatment is limited by mistrust of providers, stigma, and a lack of access to services. Providers emphasize that addressing basic needs (e.g., safety and housing) must occur before engaging in trauma-focused therapy. Positive outcomes are associated with strong therapeutic relationships, autonomy, trauma-informed, individualized care, and offering comprehensive services. Furthermore, mental health providers should have certain abilities …

Teacher Retention: Do Job Satisfaction, Support From Administrators, Professional Development Opportunities, Student Behavior, And School Culture Directly Affect Whether A Teacher Decides To Stay At A School Or Leave?, Robert Dawson Parrott

Education Theses and Dissertations

Teacher retention has reached crisis levels nationwide, with nearly 50% of beginning teachers leaving within five years. Teacher attrition increased to 27.3% in 2022–2023 in a large suburban school district in North Texas. This translated to over $1.1 million dollars in teacher salary expenditures alone. This Dissertation in Practice utilized mixed-methods research grounded in Improvement Science and Plan-Do-Study-Act cycles to explore five campus-level contributors to teacher retention that fell under the control of building-level administrators: job satisfaction, administrative support, professional development, campus culture, and student behavior supports. In Phase 1 a teacher intent survey (n = 63) and focus group …

Examining The Influence Of Job Demands And Resources On The Psychological Well-Being Of Arkansas Teachers, Amy C. Erstine

Student Theses and Dissertations

Teachers across the United States are experiencing declining psychological well-being due to increasing job demands and insufficient workplace resources. In Arkansas, this imbalance contributes to burnout, attrition, and persistent teacher shortages, affecting not only educators but also students, schools, and communities. Job resources are positively associated with well-being, whereas job demands are negatively associated with well-being. Understanding the job resources and demands influencing teacher well-being is critical to sustaining a stable and effective teaching workforce. The purpose of this non-experimental and predictive study was to examine the influence of job demands and resources on the psychological well-being of currently licensed …

A Phenomenological Study Of The Factors Influencing Novice Special Education Teachers’ Career Decisions, Angela L. Norris

Student Theses and Dissertations

The rising attrition rates of special education teachers, particularly within their first five years of teaching, are a growing concern. The early departure of these educators negatively impacts the academic achievement of students with disabilities, as well as the stability and longevity of these educators’ careers. Little research shows why these educators exit the profession in significant numbers. This qualitative phenomenological study utilized Billingsley’s model of factors influencing the career decisions of teachers as the conceptual framework. Research questions explored the perceptions of novice special education teachers regarding school leadership, professional development, and compensation and their influence on their career …

Exploring Teachers' Perceptions Of The Influence Of Social Emotional Competencies On Virtual Students' Academic Success, Melanie Cheyanne Spence

Student Theses and Dissertations

The problem addressed in this study is that the effects of Social Emotional Learning (SEL) competencies on academic achievement for virtual learners in a Grades 5-8 classroom are not well known. The purpose of this qualitative narrative study was to explore teachers’ perceptions of how the practice of SEL competencies by students influence their academic success in a virtual Grades 5-8 classroom. This qualitative narrative inquiry was based around Social Emotional Learning (SEL), a conceptual framework identified by CASEL as including five competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. The target audience was educational stakeholders who are …

Perceptions Of Trauma-Informed Trained Campus Leadership, Shelly Hardin

Student Theses and Dissertations

The Centers for Disease Control and Prevention define adverse childhood experiences (ACEs) as potentially traumatic experiences that occur in a person’s life between birth and age 17. According to the Substance Abuse and Mental Health Services Administration (2024), more than two thirds of children experience at least one traumatic event by the age of 16, and this is likely an underestimate, as this percentage represents only those cases reported. The physical, emotional, and neurological impact of traumatic experiences can be detrimental to a child’s education, often contributing to learning deficits and behavioral issues. School leaders have the responsibility of creating …

Examining The Influence Of Principals’ Transformational Leadership In Promoting Conducive School Culture And Secondary Esl Teachers’ Self-Efficacy Beliefs, Chanda Yvonne Williams

Student Theses and Dissertations

Secondary ESL teachers face diverse classrooms and complex instructional demands. As the number of multilingual learners continues to increase in secondary schools, ESL teachers must support students’ language development while also helping them access rigorous academic content across subject areas. This phenomenological study explored how principals’ transformational leadership and school culture influence secondary ESL teachers’ self-efficacy. Drawing on Bandura’s Self-Efficacy Theory (1997) and Bass’s Transformational Leadership Theory (1985), the study examined how leadership behaviors and school environments shape teachers’ confidence and motivation. Semi-structured interviews with 10 ESL teachers in a southeastern metropolitan district elicited focused accounts of how specific leadership …

The Implementation Of Restorative Practices Through The Don’T Suspend Me! Professional Development, Bethanie Hale

Student Theses and Dissertations

The purpose of this qualitative single case study was to examine how participation in the Don’t Suspend Me! (2022) professional development influenced teachers’ beliefs about discipline and their implementation of restorative practices within one public school district. Guided by Guskey’s (2002) Model of Teacher Change, this study sought to answer the research question: How does participation in the Don’t Suspend Me! (2022) professional development influence teachers’ implementation of restorative disciplinary practices and their beliefs about discipline within one public school district? Data were collected through a teacher questionnaire, individual interviews, and researcher reflexive journaling, with trustworthiness supported through triangulation, member …

Integration Of Culturally Responsive Teaching Strategies In High School Science Classes, Pamela Chanell Williams

Student Theses and Dissertations

This qualitative case study investigated the integration of culturally responsive teaching strategies in high school science classes. The problem addressed in this study is that teachers are underprepared to employ culturally responsive teaching strategies to facilitate academic success in science courses for culturally and linguistically diverse students. By investigating the integration of culturally responsive teaching strategies during instruction, improvements can be made to the effectiveness of professional development centered on culturally responsive teaching strategies found in the Ready for Rigor framework. The conceptual framework that served as the foundation for this study was Hammond’s (2015) Ready for Rigor framework. Questionnaires, …

Re-Entering Public Schools Kindergarten Through 12th Grade After The Pandemic: Perceptions Of General Educators On Teaching Students With Emotional And Behavioral Disorders In Inclusionary Classrooms, Angela Larrison

Student Theses and Dissertations

The COVID-19 pandemic affected the mental health of students and teachers and caused a need for social-emotional learning to be addressed upon re-entry to Kindergarten through 12th grade public schools. Students with social and emotional behavioral disorders have experienced dismal outcomes as they are one to two years behind their peers academically and more likely to receive out-of-school suspensions, expulsions, or placement in alternative learning programs. Students with disabilities showed a loss of progress both academically and behaviorally upon re-entry of school following the COVID-19 pandemic. The problem to be addressed in this study was what effects re-entering public schools …

Understanding Principal Perspectives On What Professional Learning Supports Sustained School Improvements: A Qualitative Case Study, Kristen Hope Fondren

Student Theses and Dissertations

Principals leading schools identified for comprehensive support and improvement face demands related to rapid improvement, instructional reform, and sustaining gains over time. Although districts provide professional learning, limited understanding exists regarding which supports principals perceive as most meaningful in turnaround contexts. This qualitative multiple case study explored how principals in the Florida Panhandle perceived professional learning supports that strengthened leadership capacity, supported exiting improvement status, and sustained school improvement. Guided by a constructivist framework, the study examined how principals constructed meaning from their professional learning experiences. Data were collected through semi-structured interviews with six principals who successfully led schools out …

An Analysis Of How Educators’ Attitudes Toward Individuals With Intellectual Disabilities Impact Assessment Scores Of Students With Learning Disabilities, Felicia Baty Goings

Student Theses and Dissertations

This study analyzed how educators’ attitudes toward individuals with intellectual disabilities impact summative assessment scores of students with learning disabilities. The research problem addressed in this study was the increase in the number of special education students receiving inclusive instruction who scored at Levels 3 or 4 on the Arkansas Teaching and Learning Assessment System (ATLAS) mathematics and English Language Arts (ELA) summative assessment. The findings are relevant to educators and education stakeholders wanting to improve inclusion practices. The purpose of this correlational quantitative study was to determine whether there was a significant difference in students’ summative assessment scores and …

College Success Comparison Between First-Generation College Students And Non-First-Generation College Students In The South Texas Plains, Obed Guerrero

Student Theses and Dissertations

This study examined differences in academic success between first-generation college students and non-first-generation college students enrolled in community colleges in the South Texas region. National research has consistently reported that first-generation college students tend to experience lower academic outcomes; however, limited empirical evidence exists regarding whether these disparities persist within South Texas, a region characterized by a high Hispanic student population and a substantial proportion of first-generation students. This gap limits the ability of institutions to make context-specific decisions that support student success. The purpose of this study was to compare grade point average, fall-to-fall retention, and graduation outcomes between …

If It Doesn't Hurt You Aren't Working Hard Enough: An Examination Of Coach Experience In High School Debate, Rosie Valdez Block

Student Theses and Dissertations

High school debate coaching constitutes a uniquely demanding educational role, defined by emotional labor, extended work hours, institutional precarity, and systemic inequities. Despite their significant contributions to students’ intellectual and personal growth, the professional sustainability of debate coaches remains underexamined. This dissertation investigates the conditions contributing to burnout among high school debate coaches through the theoretical lenses of Maslach’s Burnout Theory, as contemporized by Edú-Valsania et al. (2022), and teacher self-efficacy theory, to understand how emotional exhaustion, depersonalization, and diminished professional confidence emerge in this context. The study is further guided by constructivist grounded theory (Charmaz, 2014), enabling a bottom-up, …

Through Their Eyes: Understanding And Enhancing Retention Among Special Education Teachers Of Color, Barry L. Fargo

Student Theses and Dissertations

Retaining special education teachers of color within public schools remains an ongoing challenge. Although research on teacher retention has expanded in recent years, less attention has focused on how relational and organizational conditions shape the lived experiences of these teachers. Guided by the Four-Capital Theoretical Model of Teacher Retention, this qualitative phenomenological study explored how social and structural capital shaped the retention experiences of special education teachers of color. Participants included 15 special education teachers of color currently serving in K–12 roles in U.S. public schools with at least two years of special education teaching experience. Data were collected through …

Understanding Educational Burnout: An Analysis Of The Perceptions Of K-5 Elementary Teachers, Melody Sebastian

Student Theses and Dissertations

Burnout in the educational environment is highly prevalent among teachers. Studies reveal that workplace burnout is characterized as chronic stress while on the job that persists over time. Although research has examined this issue, there remains a need for further studies focused specifically on elementary teachers’ perceptions and experiences with burnout. The purpose of this qualitative phenomenological study aimed to understand the perceptions of K-5 elementary classroom teachers’ experiences with burnout and how they informally built support systems to mitigate burnout. Maslach’s Multidimensional Theory of Burnout served as the theoretical framework for this study. The methodological approach utilized semi-structured, one-on-one …

Impact Of Expanded Core Curriculum On College And Job Placement For The Blind And Visually Impaired, Susan Drake

Student Theses and Dissertations

Students who are blind or visually impaired face persistent barriers in postsecondary education and employment, despite access to academic instruction and legally mandated supports. Although academic accommodations are often provided, less is known about how instruction in nonacademic skill areas influences long-term outcomes. . This study addressed a critical gap by examining the perceived impact of Expanded Core Curriculum instruction on college readiness, employment attainment, and adult independence for blind or visually impaired high school graduates. The purpose of this qualitative study was to explore how former students described their access to, understanding of, and benefit from Expanded Core Curriculum …

Lived Experiences Of Competency-Based Grading: Implementation In The Secondary Public School Setting, Andrew Robbins Gillespie

Student Theses and Dissertations

The implementation of non-traditional grading systems is a current theme in American public school education. Competency-Based Grading (CBG) is a system that many school districts are considering. CBG is based on essential learning objectives and streamlines the grading of those objectives. CBG also removes high stakes assessment by allowing reassessment. However, studies have shown implementation efforts are often met with obstacles for either a lack of preparation or understanding. This dissertation seeks to understand the lived experiences of educational staff with the CBG implementation process through a phenomenological study. Data was gathered through interviews, observations, and document review. The themes …

Using Phenomenology To Investigate Digital Experience: An Empathic-Somatic Approach, Bismark Wiafe Bimpong, William Kesse Bimpong, Mercy Egyir Kwakye

Mid-Western Educational Researcher

This conceptual paper proposes the Empathic-Somatic Approach as a methodological contribution for conducting phenomenological research on digital technology experiences. The Empathic-Somatic Approach does not replace existing phenomenological methods but enriches them by operationalizing the insight that we understand others through our own bodies as instruments of empathy. The paper first establishes the essential philosophical and methodological foundations of phenomenology needed to situate this contribution, then develops the Empathic-Somatic Approach in detail, and finally provides practical guidance for its implementation in digital technology research. This approach offers researchers in fields such as human-computer interaction, digital health, and information systems a principled …

Parental Attitudes Towards Using Medication To Regulate Behavioral Problems Among Children With Autism Spectrum, Amna Abdulla Alneyadi

Thesis/ Dissertation Defenses

Medication is increasingly being used to manage behaviour among children with autism spectrum disorder (ASD). However, teachers and parents continue to raise concerns about behavioural problems demonstrated by children with ASD. This raises questions about the efficacy of psychotropic medication used in managing behavioural problems among children with ASD. However, there is limited research on stakeholders’ attitudes towards the usage of medication to manage behavioural problems among children with ASD. The purpose of this study was to examine parents’ attitudes towards using medication to manage behavioural problems among children with ASD. The attitude domain of Ajzen’s theory of planned behaviour …

Interview With Orca Winner John Hibbing, Political Science; How Political Attitudes Correlate With Physiological Traits, Mark A. Griep, John Hibbing

UNL ORCA Interview Series

Dr. John Hibbing was awarded the ORCA in 1993. John was born in 1953 in Paullina, Iowa. He earned a bachelor's in secondary education from Dana College in Blair, Nebraska, but then realized that teaching high school wasn't for him. Instead, he attended the University of Iowa, where he earned a master's and doctorate in political science. In 1981, he joined the University of Nebraska-Lincoln as an assistant professor of political science and rose quickly through the ranks. Initially, he studied the reasons that members of the U.S. Congress retire. This led to a longer-term collaboration with Kevin Smith and …

2026 June 18 - From My Notepads Newsletter, Office Of The President, East Tennessee State University, Brian Noland

From My Notepads: A Newsletter from President Brian Noland

No abstract provided.