Digital Commons Network^™

Automating Academia: Implications Of Genai Use In Doctoral Research And Online Mentoring, Cheryl Burleigh, Andrea M. Wilson

Journal of Online Mentoring

This study critically examines the use of generative artificial intelligence (GenAI), specifically ChatGPT, in the development of doctoral dissertation proposals, highlighting both its potential and its ethical implications. Through a content analysis of a dissertation proposal created using ChatGPT, the study investigates how GenAI supports structural organization, academic writing, and citation formatting while exposing significant concerns related to fabricated references, methodological misalignment, and diminished scholarly rigor. Although GenAI accelerates the proposal-writing process, its outputs often lack the depth, coherence, and originality expected at the doctoral level, thereby threatening the integrity of academic research. Findings reveal that GenAI-generated content may deceive …

“I’M A Figure-Outer!”: Connecting Through Self-Narratives Of Competence In A Community Of Literacy-Learners, Mckenzie Weddle-Coats

Doctoral Dissertations

This dissertation applies qualitative methods through intrinsic case study design to explore how one emerging literacy learner’s self-narrative of literacy competence manifested in a literacy-learning community. Drawing on multiple data collection and analysis methods, this dissertation investigates how a school-aged child with a history of literacy struggles used her self-narrative statements to position her identity within a 6-week summer literacy project. Findings revealed that the participant used self-narrative statements strategically to carry out different connecting mechanisms for the purposes of demonstrating competence or saving face in literacy contexts, ultimately demonstrating her prioritization of connection. The child’s orientation towards connection is …

Cultivating Global Citizenship At Home: A Content Analysis Of Collaborative Online International Learning (Coil), Allison Freed, Evan W. Faidley, Valerie G. Couture, K. Adele Okoli, Leticia De La Garza, Adriian Gardner, Crystal Harris, Leah Horton, Brittany N. Saviers, Sunjung Kim Thao, Amber Wilson

International Journal of Transformative Teaching and Learning in Higher Education

This study presents a content analysis of scholarly works on collaborative online international learning (COIL) published between 2015 and 2023. Conducted by an interdisciplinary faculty group, the research explores how COIL literature frames student learning outcomes within internationalization-at-home efforts. Findings reveal that COIL most frequently supports assignments/projects, as well as intercultural communication and global competence, particularly at the undergraduate level. The analysis highlights COIL’s potential to democratize global learning by addressing access barriers for both students and faculty. The study calls for expanded research on the long-term impacts of COIL, inclusive pedagogies, and cross-institutional collaborations to advance global citizenship in …

A Model For Artificial Intelligence (Ai) Literacy Education: Reflections On Teaching Graduate-Level Teacher Education Courses, Hyunjin Jinna Kim

International Journal of Transformative Teaching and Learning in Higher Education

This practice-oriented self-study examines the development of an artificial intelligence (AI) literacy education model grounded in my reflective teaching practices and journey in graduate-level teacher education courses. As AI tools become increasingly embedded in educational and everyday technologies, both teachers and learners often remain unaware of the algorithms, data ethics, and biases that shape AI-driven systems (Ghallab, 2019; Ng et al., 2022). Recognizing that many teachers and teacher candidates responsible for educating the next generation have a minimal understanding of AI tools’ limitations and the ethical risks involved in AI use, I drew on my own experiences and knowledge as …

Collaborative Autoethnographic Reflections On Genai In Higher Education: A Cross-Disciplinary Perspective, Xuexue Yang, Wen Wen, Yan Lang, Shiyi Chen

International Journal of Transformative Teaching and Learning in Higher Education

This study seeks to examine and understand the role of generative artificial intelligence (GenAI) and its influence on higher education through an autoethnographic approach. Through collective reflection on the observations and practices of four faculty members in a medium-sized public university, this study offers insights into the discourse on GenAI and its educational and cultural implications. The study’s conceptual framework integrates the New Literacies with the Micro-Meso-Macro levels, guiding four faculty members’ reflections, perspectives, and practices on AI use. Data sources include focus group interviews and journals. Findings show the four faculty members' varying levels of understanding and knowledge about …

Report On A Self-Directed Pilot Study (For Researchers), Yoshihiko Ariizumi

Spiritual Proficiency

Strategic Self-Regulation for Spiritual and Cognitive Enhancement

This pilot study investigates the impact of structured spiritual interventions on cognitive processing and emotional regulation. By integrating meta-cognitive tools—such as narrative accountability, systematic scripture application, and "mental toggles" via hymns—the research demonstrates a significant acceleration in learning efficiency and a reduction in emotional recovery time. The findings suggest that spiritual experiences are not merely random occurrences but "probability-controllable phenomena" that can be systematically cultivated through intentional environmental settings and habitual reflection.

Global Insight 2026, Masey Smith, Chance Carden, Hayley Pounds

Books

Global Insight 2026 is the annual publication of the International Institute at Mississippi State University, documenting the university’s global engagement across education, research, service, and institutional partnerships. This issue highlights Mississippi State University’s international impact through faculty‑led study abroad programs, international research and development initiatives, global fellowships, and comprehensive international student support services. Featured content includes narrative case studies of student and faculty experiences abroad, data‑driven insights into study abroad participation and international enrollment trends, and in‑depth examinations of international research collaborations spanning Africa, Latin America, Europe, and Asia. The magazine also showcases the work of the English Language Institute …

Kindergarten Teachers’ Experiences And Training With Critical Reflection To Support Adaptive Teaching, Tessa Cushman

Walden Dissertations and Doctoral Studies

The problem that was addressed in this study is that kindergarten teachers often lack training in critical reflection as part of their adaptive teaching practice. Despite much research on critical reflection, there was a lack of knowledge regarding training kindergarten teachers receive on critical reflection and how they use it to adapt their teaching. The purpose of this study was to explore the experiences of kindergarten teachers regarding the training they received on critical reflection and the support they felt they needed to implement critical reflection for an adaptive teaching practice. Schön’s reflective practice theory was the conceptual framework for …

Returning To Roots: A Self-Study Of Married Faculty Transitioning To Faculty Roles At Alma Maters, David Wolff, Melissa Wolff, Mark Diacopoulos

The Interactive Journal of Global Leadership and Learning

This self-study explores the transition of two faculty members returning to teach at their alma maters. Using visual methods, reflective journals, and peer dialogue, the researchers documented their experiences over six months. Triangulated data revealed eight themes, including: Identity Formation, Shifting Perspectives from Student to Faculty, Interpersonal Attunement, Navigating Changes, Memories Shape Perception, Occupational Stressors Impacting Transitions, Student Advocacy, and Personal Growth. The study highlights how personal and professional identities evolve during career transitions, and how reflective practices can deepen understanding of adaptation in higher education. These findings contribute to the literature on faculty development and offer insight into the …

Voices From The Other Side: Leadership Practices Teachers Value For Equity Systems Change, Heather L. Dunham, Heather Dunham

The Interactive Journal of Global Leadership and Learning

A growing body of scholarship has explored leadership for equity through frameworks such as social justice leadership (Theoharis, 2010), culturally responsive leadership (Khalifa et al., 2016), and equity audits (Skrla & Scheurich, 2004). Yet, these efforts often target isolated symptoms of inequity—achievement, discipline, or inclusion—rather than engaging in systemic reform that addresses both the ostensive and performative routines sustaining racialized practices. This study centers the Integrated Comprehensive Systems (ICS) for Equity framework (Capper & Frattura, 2017) to examine teachers’ perspectives on leadership practices that support organizational equity systems change.

Using a qualitative multi-case study design (Stake, 1995), two Midwestern schools …

Fragmented Foundations: Interpreter Educator Resources And Uneven Student Preparation, Kierstin S. Muroski

Journal of Interpretation

The readiness-to-work gap among graduates of signed language interpreting programs has been widely acknowledged for decades. Efforts to address the gap have primarily focused on training methods and student performance. This paper shifts the focus to interpreter educators, examining whether the inconsistencies in their awareness and use of discipline-related books may contribute to the disparate educational outcomes of students entering the workforce. Drawing on survey data from 75 interpreter educators in the United States, this study explores demographic patterns of their book awareness and usage in teaching. Results indicate that awareness and utilization of discipline-related books to support teaching are …

What Representation Looks Like: A Content Analysis Of African American Characters In Louisiana’S Young Readers’ Choice And Teen Readers’ Choice Graphic Novels, Samantha J. Green

Theses and Dissertations

The purpose of this content analysis is to show how African Americans are represented in the novels selected for the Louisiana Young Readers’ Choice and Louisiana Teen Readers’ Choice programs. Twenty-one graphic novels and one graphic story were used in this study. The primary source of data collection was analyzing the texts using the African American text features list. Findings indicated that when included, the representation of African Americans in the graphic novels was accurate and authentic. However, there was not a large number of graphic novels that have been selected for the lists. It is suggested that future research …

The History Of Teaching Indonesian In The United States And Its Pedagogical Shift In The Late 20th Century, Eko Widianto, G.G. Weix, Michael Cullinane

Journal of Southeast Asian American Education and Advancement

The history of teaching Indonesian in the United States has received limited scholarly attention, despite the field's existence for over eighty years. This study traces its development and identifies three main phases. The first phase began during World War II, when Indonesian was taught primarily to meet military needs through a structural and drill-based approach. In the 1960s and 1970s, instruction was restructured to support academic research, with teaching materials and classroom practices aimed at developing reading skills and preparing students for fieldwork. From the late twentieth century onward, Indonesian programs increasingly adopted communicative approaches influenced by broader trends in …

Relational Healing: Survivors Of Sex Trafficking And Their Experiences Of Connection, Disconnection, And Growth, Claudia G. Interiano-Shiverdecker, Devon E. Romero, David J. Thompson, John J. J. S. Harrichand

Department of Counseling Scholarship and Creative Works

In this interpretive phenomenological analysis, we interviewed 10 women to make meaning of their lived experiences of sex trafficking and mental health challenges and how relational dynamics influenced their healing and sense of self. Our analysis revealed four themes: (a) central relational paradox, which described internalized shame and mistrust due to relational ruptures as a result of trauma and inadequate trauma-informed care; (b) disconnection and disempowerment, attending to survivor protective withdrawal mechanisms and how counselor misattunement created cycles of disconnection and invalidation; (c) fluid expertise, where survivors emphasized that healing occurred when counselors embraced a collaborative, respectful stance, honoring client …

Acoustic Analysis Of Prosodic Speech Pause In Autistic And Neurotypical Adults, Rachel Johnson

Theses and Dissertations

The purpose of this study is to examine prosodic speech pause across two groups: neurotypical and autistic young adults. Conversational speech samples were collected from 11 neurotypical and 11 autistic young adults between the ages of 18 and 26. Speech samples were subsequently transcribed and analyzed using Praat Software. The boundaries of between- and within-utterance pauses were identified, as well as acoustically determining if the pause was filled, silent, or a combination of both. Results found a significant difference in the frequency of pauses as a function of location, pause type, and neurological status. As expected, combination pauses were the …

Novice Middle Grades Science Teacher Perspectives On Culturally Responsive Teaching Practices, Erica Danielle Benjamin Williams

Walden Dissertations and Doctoral Studies

Culturally responsive teaching (CRT) bridges students’ cultural experiences with academic learning; however, novice science teachers often lack the preparation to apply it. This study addressed the problem that teachers without sufficient preparation to support culturally diverse learners are teaching middle grades science. Grounded in Freire’s critical consciousness and informed by Gay’s CRT principles, the purpose of this study was to explore the experiences and perspectives of middle grades science teachers in their first 5 years of teaching regarding their use of CRT to plan and implement science lessons. Data from 12 semistructured interviews with novice middle grades science teachers were …

Perception Of Prosodic Speech Patterns Of Autistic Individuals, Rebecca Lunt

Theses and Dissertations

The purpose of this study was to determine the perception that neurotypical individuals have of autistic individuals’ speech, including their speech prosody. Speech samples were collected from four neurotypical and four autistic young adults as they answered interview questions. Then, 50 neurotypical listeners (28 female, 22 male) were recruited to listen to the speech samples and rate the speech on visual analogy scales on their likeability and ability to communicate. Participants were told prior to listening to the speech samples whether or not the speaker had autism; however, there were both deceptive and truthful listening conditions, with some autistic speakers …

Policy: District, State, And National: A Selected Annotated Bibliography For English Learner Research, Policy, And Practice, Center For Equity For English Learners

Annotated Bibliographies

Policy: District, state, and national: A Selected Annotated Bibliography for English Learner Research, Policy, and Practice is comprised of 26 annotations from recent and seminal literature regarding policies across various levels impacting the education of English Learners (ELs) and Multilingual Learners (MLs). These annotations build on the annotations regarding policy in CEEL’s 2022 annotated bibliography, Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice (Center for Equity for English Learners, 2022) to include publications from 2022-2025. This selected annotated bibliography serves as a resource for researchers, policymakers, educators, and advocates who are working for …

English Language And Literacy Development/Proficiency: A Selected Annotated Bibliography For English Learner Research, Policy, And Practice, Center For Equity For English Learners

Annotated Bibliographies

English Language and Literacy Development/Proficiency: A Selected Annotated Bibliography for English Learner Research, Policy, and Practice is comprised of 16 annotations from recent and seminal literature English language and literacy development and proficiency for English Learners (ELs) and professional development for teachers of ELs. These annotations build on the annotations regarding English language and literacy development and proficiency in CEEL’s 2022 annotated bibliography, Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice (CEEL, 2022) to include publications from 2022-2025. This selected annotated bibliography serves as a resource for researchers, policymakers, educators, and advocates who …

Comprehensive National Research: A Selected Annotated Bibliography For English Learner Research, Policy, And Practice, Center For Equity For English Learners

Annotated Bibliographies

Comprehensive National Research: A Selected Annotated Bibliography for English Learner Research, Policy, and Practice is comprised of 4 annotations from national research publications regarding English Learners (ELs) and Dual Language Learners (DLLs). These annotations build on the annotations of comprehensive national research in CEEL’s 2022 annotated bibliography, Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice (Center for Equity for English Learners, 2022) to include publications from 2022-2025. This selected annotated bibliography serves as a resource for researchers, policymakers, educators, and advocates who are working for equity and excellence for ELs and DLLs.

The …

Biliteracy And Bilingualism: A Selected Annotated Bibliography For English Learner Research, Policy, And Practice, Center For Equity For English Learners

Annotated Bibliographies

Biliteracy and Bilingualism: A Selected Annotated Bibliography for English Learner Research, Policy, and Practice is comprised of 25 annotations from recent and seminal literature regarding biliteracy and bilingualism. These annotations build on the annotations regarding biliteracy and bilingualism in CEEL’s 2022 annotated bibliography, Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice (Center for Equity for English Learners, 2022) to include publications from 2022-2025. This selected annotated bibliography serves as a resource for researchers, policymakers, educators, and advocates who are working for equity and excellence for ELs.

The contributors provide a comprehensive selection of …

Teaching/Professional Development: A Selected Annotated Bibliography For English Learner Research, Policy, And Practice, Center For Equity For English Learners

Annotated Bibliographies

Teaching/Professional Development: A Selected Annotated Bibliography for English Learner Research, Policy, and Practice is comprised of 36 annotations from recent and seminal literature regarding teaching English Learners (ELs) and professional development for teachers of ELs. These annotations build on the annotations regarding teaching and professional development in CEEL’s 2022 annotated bibliography, Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice (Center for Equity for English Learners, 2022) to include publications from 2022-2025. This selected annotated bibliography serves as a resource for researchers, policymakers, educators, and advocates who are working for equity and excellence for …

Student Representation In Classroom Libraries: Teachers’ Influences And Reflections, Yaoeun Lieu

Education Dissertations

Classroom libraries are a staple within a classroom. They house books which students have access to and are used for various reasons such as independent reading practice, partner reading, and for read alouds. The student population in the United States is growing more diverse with every passing year. The purpose of this study is to research whether K-2 students in Washington are proportionately represented within their classroom libraries, to examine the factors teachers take into consideration when purchasing books for their classroom library, and to investigate how those factors change after their classroom libraries are audited and placed in context …

Teachers' Perceptions Of The Use Of The Language Essentials For Teachers Of Reading And Spelling (Letrs) Professional Development Training, Colette Burgess

Theses, Dissertations and Capstones

The Language Essentials for Teachers of Reading and Spelling (LETRS) professional development course has been participated in by educators across the United States. The LETRS training focuses on research-based methods and the science of reading. The five components of the science of reading guide the LETRS course. These components include phonemic awareness, phonics, fluency, vocabulary, and comprehension. The purpose of this study was to examine the perspectives and experiences of teachers from West Virginia schools who participated in the LETRS professional development course as a cohort. This study examined the questions: What are the perceptions of K-5 educators in implementing …

A Case Study On Implementing Culturally Responsive Sustaining Education: Tesol Teachers’ Perspectives On Supporting Caribbean Immigrant Ell Students, Barbara Delaleu

Theses and Dissertations

The purpose of this qualitative case study was to explore how Teaching English to Speakers of Other Languages (TESOL) teachers implemented Culturally Responsive and Sustaining Education (CRSE) practices to support Caribbean immigrant English Language Learners (ELLs) in suburban schools. Grounded in Ogbu’s cultural ecological theory and the CRSE framework, the study examined teachers’ beliefs, instructional practices, and professional experiences to understand how culturally sustaining pedagogy (CSP) influenced student engagement and academic growth. Eight middle school TESOL teachers who worked with Caribbean immigrant ELLs—speakers of Haitian Creole, Spanish, and English-based Creoles participated in the study. Data were collected through semi-structured interviews, …

Initial Phonemic Awareness Instruction With Printed Words Compared To Oral-Only Instruction: Segmenting, Blending, And Letter–Sound Learning, Jill R. Zablocki

Theses and Dissertations

Two methods of instruction for blending and segmenting eight vowel-consonant words were compared to examine whether instruction that referenced printed words was beneficial during the initial stages of phonemic awareness instruction. Preschool children included in the study (N = 30, M = 4.4 years) could not fully segment any of the words and did not know the sounds of more than four of the nine included letters (M = 1.0 letter sound). Children were randomly assigned to either instruction that mapped the segmented and blended sounds in spoken words to the letters in printed words or similar oral-only instruction that …

The Role A Teacher’S Level Of Phonemic Awareness And Phonics Knowledge Plays In The Implementation Of Sound Wall Instruction In Early Childhood Classrooms, Molly Murtagh

Theses and Dissertations

This explanatory sequential mixed-methods study examined the relationship between early elementary teachers’ knowledge of phonemic awareness and phonics and their implementation of sound wall instruction. Although sound walls are increasingly used to support systematic and explicit phonics instruction, little is known about how teachers’ linguistic knowledge influences the fidelity and quality of their implementation. Grounded in Adult Learning Theory and the Simple View of Reading, this study explored how teacher knowledge translates into classroom practice. The quantitative portion of the study required teachers to complete a knowledge survey to assess phonemic awareness and phonics knowledge to identify participants at various …

A Qualitative Study On Teaching Strategies For Comprehension Of Ambiguous Language Among Adolescent English Language Learners, Gonzalo Grant Castro

Theses and Dissertations

Ambiguous language—words, phrases, or sentences with multiple meanings—often creates significant instructional challenges in English Language Development (ELD) classrooms. This qualitative case study, grounded in Vygotsky’s sociocognitive theory, investigates how four high school ELD teachers strategically employ scaffolding and social interactions to clarify such ambiguities. In this study, classroom observations, semi-structured interviews, and detailed analyses of instructional artifacts served as key data sources. These methods provide a comprehensive picture of the classroom dynamics that shape teacher and student interactions, allowing for greater insight into the relationship between instructional strategies and the social context of learning. This study identifies critical elements that …

Exploring Academic Librarians Self-Perceived Teaching Attitudes And Practical Culturally Responsive Teaching (Crt) Strategies In Library Instruction, Jocelyn Castillo

Theses and Dissertations

As campuses continue to see an increase in students from various backgrounds, there is an interest in academic librarianship to explore the use of culturally responsive teaching (CRT) strategies in library instruction. Guided by self-perception theory, this quantitative study examined the relationship between the teaching attitudes of academic librarians and the years of teaching experience, and identified practical CRT strategies in library instruction particularly in undergraduate minority serving institutions in the United States. The teaching attitudes of academic librarians were measured using a modified version of the Teacher Sense of Efficacy Scale (TSES) capturing specific teaching tasks relevant to teaching …

Identifying At-Risk Readers: The Role Of Advanced Nonsense Word Fluency Probes In Early Literacy Screening, Lindsay K. Mcdermott

Theses and Dissertations

Early identification of reading difficulties is critical for improving literacy outcomes. Nonsense word fluency (NWF) assessments are widely used to evaluate early decoding skills, yet traditional consonant-vowel-consonant (CVC) probes may not fully capture students’ decoding abilities. This study examines whether an advanced NWF probe incorporating consonant blends and digraphs better predicts oral reading fluency (ORF) than the traditional CVC-based probe. Using a correlational design, first-grade benchmark data will be analyzed to compare the predictive strength of correct letter sounds, whole words read, and blending status across both probes. Grounded in the Simple View of Reading and Kilpatrick’s Phonological-Core Deficit Hypothesis, …