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Learning In The Wild: A Discourse Analysis Of Literacy Practices And Educational Outcomes In Montana’S Youth Climate Activism, Tyler Moore

Graduate Student Theses, Dissertations, & Professional Papers

This thesis examines youth climate activism in Montana as a site of literacy practice, civic learning, and critical climate engagement. Focusing on the University of Montana Climate Response Club, the study asks how youth climate activists use literacy practices to interpret climate issues and participate in civic action, and how those practices reflect elements of critical climate literacy. The study defines critical climate literacy as a set of socially situated practices through which young people read, interpret, question, and respond to climate change as both an environmental issue and a civic problem shaped by power. Rather than treating climate literacy …

From Community College To Degree: Examining The Success Of Undocumented Community College Transfer Students, Carmen Celina Macias Limon

CGU Theses & Dissertations

This qualitative dissertation explored the academic trajectories of 31 undocumented Latinx students in California who began their postsecondary education at community colleges and graduated from 4-year institutions. Guided by the undocumented community of trust model, which integrates Yosso’s (2005) community cultural wealth framework, Coleman’s (1994) theory of trust, and the newly introduced concept of alliance capital, this study examined how students leveraged seven forms of capital (i.e., aspirational, familial, navigational, social, resistance, linguistic, and alliance) to overcome educational barriers. It also examined the factors that shaped undocumented community college students’ willingness to trust and disclose their immigration status. Using a …

How Teachers Learn Strategies To Support Students With Individualized Education Programs Through The Use Of Multi-Tiered Systems Of Support, Behrose Foroughi

CGU Theses & Dissertations

This dissertation study captured how teachers learn strategies to support students with Individualized Education Programs (IEPs) through the use of Multi-Tiered Systems of Support (MTSS). In the MTSS framework, Tier 1 serves approximately 80–85% of students with high-quality evidence-based core instruction (e.g., science of reading curriculum, social emotional curriculum); Tier 2 serves approximately 10–15% with targeted small-group interventions (e.g., data-informed small-group math/reading groups, check-in/check-out behavior programs); Tier 3 serves approximately 5% with intensive individualized support (e.g., Orton-Gillingham reading intervention groups, individualized behavior plans). Special Education is a separate, legally mandated service outside the tiers for students with identified disabilities under …

“We’Re All In The Struggle Together”: The Experiences Of First-Generation Graduate Students During Covid-19, Rebecca Stallworth, Danielle E. Maurici-Pollock, Jade Obler, Rachel A. Starr

Publications

This study explores the experiences of first-generation graduate students (FGGS) during the COVID-19 pandemic, specifically the positive and negative impacts of the pandemic on their learning experiences and their implications for the design of online graduate programs that foster a sense of belonging.

An Exploration Of Academic Help-Seeking Among Postsecondary Students: Differences By Gender And Ethnicity, Stephanie Greenquist-Marlett, Linda Bol, Claire Consadine, Courtney Hill

STEMPS Faculty Publications

Students often struggle to employ effective learning and study strategies in postsecondary settings that challenge their academic success. These struggles can be amplified depending on student characteristics like gender and ethnicity. One way to improve their success is an awareness they may need help and how to most productively use this help. We sought to understand students’ patterns of help-seeking behaviors as well as whether these patterns differed by gender and ethnicity. The researcher-developed Academic Help-Seeking Inventory (AHSI) was designed to measure academic help-seeking. Participants were 249 undergraduate and graduate students enrolled at two East Coast public universities. An exploratory …

The Role Of Education In Reducing Social Inequality: A Systems-Level Analysis Of Socio-Technical Infrastructures And Policy Governance, Aisling O'Shea, Batzorig Dashnyam, Ximena Quintanilla

Women's & Gender Studies Faculty Publications

Social inequality remains one of the most persistent challenges to global systemic stability, threatening the robustness of democratic institutions and economic sustainability. Education has long been theorized as the primary mechanism for social mobility and the mitigation of disparate life outcomes; however, its role within modern socio-technical infrastructures is increasingly complex and often contradictory. This paper provides a comprehensive systems-level analysis of the relationship between educational architecture and social stratification. By examining the structural trade-offs inherent in contemporary pedagogical deployment, the research evaluates how institutional governance, digital infrastructure, and policy mandates either facilitate or hinder the reduction of inequality. The …

Generative Ai Professional Development Program For Higher Education Instructors, Sheena Bahra

Dissertations

As technology progresses and brings enhanced forms of artificial intelligence (AI), such as generative AI (Gen AI), it continues to affect education by introducing opportunities and challenges in its application to higher education teaching. Advances in technology can make instructors reluctant to use applications, leading to missed learning and skill-development opportunities for higher-order thinking skills. This study investigates how AI professional development (PD) training can influence higher education instructors’ willingness to use Gen AI in the classroom. This study employed a qualitative instrumental case study design informed by an exploratory lens. The study investigated instructors’ use of Gen AI in …

Institutional Retention And Graduation Outcomes Before And During Covid-19: A Comparison Of Online-Experienced And Online-Inexperienced Four-Year Institutions, Nicholas J. Finnessey

Theses and Dissertations

This study examined whether student success outcomes and their trajectories over time differed across higher education institutions before, during, and after the COVID-19 pandemic based on prior experience with online education. Guided by Astin’s (1993) Input-Environment-Output (I-E-O) framework, pre-pandemic participation in online coursework was conceptualized as an institutional-level environmental condition. A quantitative, causal-comparative research design was employed, using secondary data from the Integrated Postsecondary Education Data System (IPEDS), to examine longitudinal differences in institutional retention and graduation rates across institutions classified by their pre-pandemic participation in online education. The sample included 528 Title IV-eligible, degree-granting, four-year institutions observed across five …

University Of Northern Iowa Fact Book, 2025-2026, University Of Northern Iowa. Institutional Effectiveness & Planning.

University of Northern Iowa Fact Book

Table of Contents

Quick Reference ... Inside front cover
Mission Statement and Institutional Goals ... 1
UNI Organizational Chart ... 2
UNI Administration ... 3
Definitions of Terms Used ... 4
Calendar ... 6

New Students
Fall New Students ... 9
New Student Applications, Admissions and Enrolled ... 10
New Students Enrolled by Residence ... 12
New Freshmen Enrollment by Residence ... 13
New Undergraduate Transfer Students by Type of Transfer College ... 14
New Freshmen ACT Composite Scores and High School Class Rank ... 15

Enrollment
Fall Students Profile by College ... 19
Headcount Enrollment ... 20
Headcount Enrollment …

Learning Design To Advance Human-Ai Collaboration In K-12 Education, Wing Sha Chan, Jinhee Kim, Seongryeong Yu, Rita Kay Detrick

STEMPS Faculty Publications

This chapter explores key components for designing effective Human-AI Collaboration (HAC) in K–12 education, addressing the current lack of theoretical and conceptual frameworks for structuring and implementing HAC in teaching and learning. It examines four essential areas: curriculum design, student and teacher–AI interaction, learning environments, and the evolution of HAC over time. The chapter introduces the concept of HAC in K–12 contexts, highlighting how humans and AI can leverage each other's strengths through co-evolutionary processes that foster mutual learning and collaboration. It reviews current HAC practices in schools and discusses their contributions to both teaching and learning. Finally, it presents …

Mission Critical: A Mixed-Methods Study On Strengthening The Ninthgrade Trajectory For At-Risk Students, Jennifer A. Skitromo

Doctor of Education (Ed.D.)

Many adolescents experience difficulties during the transition to high school, which increases the risk of lower academic achievement, higher absenteeism, and behavioral challenges. This mixed-methods Improvement Science Dissertation in Practice examined how educators at the HSI, a Grade 6–12 magnet school in the Northeastern United States, addressed adult practices that hinder students’ transition to ninth grade. Nine educators participated in an eight-week student-centered meeting protocol designed to strengthen collaboration and support ninth-grade students at risk of falling off track toward on-time graduation. Quantitative data included partial-interval observations of participant engagement, pre- and post-test results from the adapted Teacher Collaboration Assessment, …

Developing Teacher Leaders: The Impact Of Instructional Coaching On Middle School Math Teachers’ Mindsets, Instructional Strategies, And Student Outcomes, Odena Lafreniere

Doctor of Education (Ed.D.)

This mixed-methods Improvement Science Dissertation in Practice examined the impact of a six-week mathematics-focused instructional coaching intervention on student achievement, teacher practice, and teacher mindset in the middle schools of a small urban district. Guided by the Tennessee Coaching Project and Institute for Learning (TN-IFL) coaching model and the Mathematical Quality of Instruction (MQI) rubric, the intervention supported three mathematics teachers across six cycles, including pre-lesson planning, classroom observation, and postintervention feedback conferences. The researcher compared student achievement and instructional practices of coached teachers with those of eight non-coached peers across Grades 6–8. Quantitative data included weekly district quizzes, mindset …

Enhancing Paraprofessional Self-Efficacy And Skill: The Impact Of Trauma-Informed Professional Learning On Support For Middle School Students With Disabilitie, Betsy Jean Paddock

Doctor of Education (Ed.D.)

This Improvement Science Dissertation in Practice explored the impact of a seven-week professional learning series on trauma-informed practices for paraprofessionals and certified educators supporting Students with Disabilities (SWDs) at Smithville Middle School. Grounded in Adult Learning Theory, Transformative Learning Theory, and Trauma Theory, the study employed a mixed methods design to examine changes in participants’ self-efficacy, trauma literacy, and professional collaboration. Quantitative data were collected through pre- and post-surveys using the Teachers’ Sense of Efficacy Scale (TSES) and the Trauma Literacy Survey (TLS), while qualitative data were gathered through reflective journals and focus group discussions. Quantitative results revealed statistically significant …

Enhancing Teacher Well-Being And Resilience Through Scheduled Daily Mindfulness Practices: A Convergent Mixed Methods Study, Laura K. Mallett

Doctor of Education (Ed.D.)

This Improvement Science Dissertation in Practice (ISDiP) examined whether a brief, scheduled, daily mindfulness routine could reduce teacher stress and burnout, increase resilience, and support well-being in an elementary school setting. Guided by a theory of improvement emphasizing self-awareness and emotional regulation, the study employed a mixed-methods, pre- post design implemented over seven weeks using a small sample of classroom teachers.

Quantitative data were collected using the Burnout Assessment Tool (BAT), the Teacher Burnout Scale (TBS), and the Conner-Davidson Resilience Scale (CD-RISC-10), along with daily emotion check-ins from the How We Feel app. Analyses were conducted in Excel and included …

Rise: Renew, Inspire, Strengthen, And Empower: A Healing-Centered Affinity Space, Elba Llantin-Cruz

Doctor of Education (Ed.D.)

This Improvement Science Dissertation in Practice (ISDiP) examined the benefits of a healing-centered affinity community for educators from racially and culturally underrepresented groups in Connecticut. A low rate of educators of color (EOC) impact student achievement and engagement outcomes. Higher attrition rates due to toxic working conditions, microaggressions, and invisible labor negatively impact EOC’s sense of belonging and professional growth. Using the Improvement Science Dissertation in Practice (ISDiP) and a qualitative case study methodology, the researcher implemented a six-week healing-centered professional learning affinity space with four educators who identified as Black or Latina to foster belonging, connections, and well-being while …

Completing The Circle: Consultee-Centered Group Consultation As Professional Development To Improve Restorative Practices Implementation In A Middle School, Sara A. Tennyson

Doctor of Education (Ed.D.)

This mixed-methods Improvement Science Dissertation in Practice (ISDiP) examined the impact of consultee-centered group consultation on educators' knowledge and the frequency of implementation of Restorative Practices (RP) in a middle school setting. Participants included 17 educators with various roles at a suburban middle school in the mid-Atlantic United States: Nine participated in the consultee-centered group consultation, and eight did not. The researcher administered pre- and post-surveys to both groups and examined the results using descriptive statistics. The researcher conducted participant surveys, recorded group consultation sessions, and analyzed journal entries to form qualitative themes. Quantitative findings indicated that the participant group …

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 …

Staff Attitudes Toward Ai Adoption At A Private Research University, Ashley C. Smith

Theses and Dissertations

This study addresses the limited research on university staff attitudes toward artificial intelligence use and adoption. Using the Unified Theory of Acceptance and Use of Technology (UTAUT) research framework, the General Attitudes towards Artificial Intelligence Scale (GAAIS), and quantitative survey methodology, the study examines the attitudes of higher education staff toward AI, specifically examining whether demographic or professional characteristics are factors. The findings indicate that staff had moderately negative attitudes toward AI while also expressing some concerns. The results suggest that more resources and support for AI are needed for staff to address concerns. It also suggests that construct-level analysis …

"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 …

Learning For A Sustainable Future: Embedding Sustainability Literacy In Honors Curricula Within Higher Education, Zoe E. Belinda

Undergraduate Theses, Professional Papers, and Capstone Artifacts

This research investigates the sustainability literacy levels of first-year Davidson Honors College (DHC) students at the University of Montana (UM) to develop a baseline for average sustainability knowledge at the beginning of students’ post-secondary education. The goals of this research are to (1) determine if there are differences in sustainability literacy scores between students in sustainability-related fields of study and their counterparts, (2) identify weaknesses in students’ current sustainability literacy, and (3) develop curriculum suggestions to improve sustainability knowledge. To address these research questions, all first-year DHC students in 2024 and 2025 were surveyed using a modified version of the …

Lived Experiences Of Special Education Teachers Of Color In Minnesota Charter Schools: A Phenomenological Study Of Factors Influencing Retention, Gigi Krause

All Electronic Theses and Dissertations

Special education faces a critical shortage of licensed educators, a crisis intensified for teachers of color, who remain underrepresented and experience disproportionately high attrition rates. Although Minnesota has implemented initiatives to diversify the teaching workforce, the retention of novice special education teachers of color, particularly within charter school settings, remains underexamined. This qualitative phenomenological study explored the lived experiences of novice special education teachers of color in Minnesota charter schools to identify factors influencing their decisions to remain in or leave the profession. Guided by Critical Race Theory and Mentorship Theory, the study employed a transcendental phenomenological approach. Semi-structured interviews …

The Relationship Between Culturally Responsive Teaching (Crt) Training, Teachers’ Children’S Book Choices, And Perceptions Of Censorship In Kuwait, Norma Gina Lombardi Sciarra

All Electronic Theses and Dissertations

Teachers who are culturally responsive use classroom materials that reflect their students' ethnicities, traditions, and values. Western teachers have access to diverse books and classroom tools. They have the agency to choose materials that support the curriculum. However, when Western educators work abroad, they must adapt their teaching methods and tools to local norms. Working abroad may require censoring or omitting information and content they believe in and support. As a result, teachers may feel dissonance or conflict when censoring. Censoring may impact their ability to teach comprehensively. Little research examines the relationship between culturally responsive teaching (CRT), perceptions of …

The Relationship Between School Climate And Academics, Discipline, And Attendance At Rural Midwest Middle Schools, Hannah Pagel

All Electronic Theses and Dissertations

School climate is a necessary aspect of school improvement. There are many different areas of school climate, making it challenging for schools to focus improvement efforts. Previous research identifies safety and relationships as being two of the main components of school climate. These two components relate to student grades, behavior, and attendance. Framed by Bronfenbrenner and Cole’s (1979) social-ecological perspective, Plutchik and Kellerman’s (1980) emotion theory, Bandura’s (1977) social learning theory, and Maslow’s (1943) needs theory, this research study examined school climate and student success in a middle school setting. For this quantitative study, data from the 2025 Minnesota Student …

The Relationship Between Principals' Servant Leadership And The Retention Of Mid-To-Late-Career Elementary Teachers In Minnesota Public Schools, Teresa Widen

All Electronic Theses and Dissertations

Teacher attrition, particularly among experienced educators, significantly impacts school stability and student outcomes. This quantitative study examined the relationship between mid-to-late-career elementary teachers’ perceptions of their principals’ servant leadership behaviors and their own retention decisions within Minnesota public schools. Grounded in servant leadership theory, the research also explored whether perceptions of leadership varied significantly based on teacher gender or teaching position. Utilizing a non-experimental, correlational design, data were collected via an online survey administering the Servant Leadership Scale and the Turnover Intention Scale (TIS-6). The final sample consisted of 410 experienced elementary teachers. Data were analyzed using JASP employing descriptive …

Examining Any Differences Between Genders’ Activity Levels During Recess, Kara M. Wells

2026 Honors Symposium

Physical activity in children is significant for all aspects of their development, including cognitive, physical, emotional, and social aspects. Recess is important for children to be given a designated time to exercise and get physical activity. For some children, recess is the only time they get to exercise in a day. This study aims to examine differences in activity levels between genders at Leverett Elementary School. It is important to know if there is a disparity between boys and girls at recess, so that educators, parents, and administrators can work to bridge any gaps and ensure that all kids are …

Improving Early Detection And Response To Clinical Deterioration Among Nurses Through Competency-Based Interventions, Courtney E. Miller

Doctor of Nursing Practice (DNP) Scholarly Projects

Problem: Clinical deterioration among hospitalized patients remained a significant contributor to preventable morbidity and mortality, often due to delayed recognition and response in general care settings (Choi et al., 2025; Chung & Jung, 2024).

PICOTS: For registered nurses working on a general level of care inpatient hospital unit (P), how did a competency-based training program bundle incorporating didactic educational intervention of learning how to use technology, machine learning (ML) based early warning system (EWS) of trends and patterns to identify at risk patients, and low-fidelity simulation-based education (SBE) (clinical readiness to improve confidence with education and coaching) (I), …

The Association Between Learned Helplessness And Future Outlook And The Mediating Effects Of Parental Support, Engagement, And Closeness, Allison N. Loosle

Theses and Dissertations--Family Sciences

The present study examined the direct and indirect associations between learned helplessness and future outlook among emerging adults, with parental support, engagement, and closeness as potential mediating factors. Using data from 375 participants drawn from G3, Wave 4 of the Youth Development Study, two path analytic models were tested: one including a composite measure of learned helplessness and one examining its components (contingency, cognition, and behavior) individually. Results indicated that higher levels of learned helplessness were associated with a less positive future outlook. When separated, the cognition and behavior components were negatively associated with future outlook, whereas contingency was not …

Breaking The Cycle: Financial Abuse And Mental Health Outcomes Among Women Survivors Of Intimate Partner Violence Through The Abc-X Model Of Family Stress, Angel Martinez-Johnson`

Theses and Dissertations--Family Sciences

The present study examined the relationship between financial abuse and mental health outcomes among women survivors of intimate partner violence (IPV) with particular attention to the roles of perceived financial knowledge and resilience. Guided by the ABC-X Model of Family Stress, this study explored whether these perceived resources function as mediators in the association between financial abuse and symptoms of anxiety, depression, and posttraumatic stress disorder (PTSD). Findings indicated that financial abuse was significantly associated with increased psychological distress across all three outcomes. Although perceived financial knowledge and resilience were significantly related to certain mental health outcomes, analyses did not …

“They Don't Care If I'M Here Or Not”: The Impact Of Exclusionary Discipline On Black Boys In Elementary Schools, Arielle Gulley

DSW Capstone Projects

Disproportionate and exclusionary school discipline practices continue to affect African American boys as early as elementary school, with significant implications for their mental health, academic engagement, and long-term educational trajectories. This capstone project examines how racially biased discipline contributes to disparities in belonging, emotional well-being, and student-teacher relationships, and advances the need to reframe discipline as a site of mental health intervention rather than punishment.

The systematic literature review synthesizes peer-reviewed research to examine the relationship between exclusionary discipline and mental health outcomes among African American boys in elementary settings, with particular attention to patterns emerging in early educational environments. …

Basc-3 Adolescent Version For American Indian / Alaska Native (Ai/An) Adolescents With Learning Difficulties: Identifying Comorbidities, Benjamin L. Shannon

Doctor of Psychology (PsyD)

Deficiencies in cultural sensitivity among popular psychological assessment instruments can have significant consequences for diverse test takers, leading to inaccurate diagnosis, treatment planning, and intervention. The present study aimed to explore possible differences in mean raw scale scores between an AI/AN adolescent sample and BASC-3 SRP-A and TRS-A normative sample data, as well as to establish preliminary evidence to suggest an increased prevalence of social/emotional dysfunction for AI/AN adolescents diagnosed with multiple specific learning disabilities (SLDs). Archival BASC-3 SRP-A and TRS-A data, collected from students and teachers at a residential school for American Indian / Alaska Native (AI/AN) adolescents from …