Digital Commons Network^™

Towards The Improvement Of Literacy Education For English-Speaking Caribbean Immigrants, Patricia Antoinette Daley

Antioch University Dissertations & Theses

This phenomenological study examines the literacy experiences of English-speaking Caribbean (ESC) immigrant students in public schools in New York City, as well as the structural factors surrounding their experiences and the culturally sensitive solutions to these experiences. Although in the English-speaking Caribbean context students often use English, many of them also speak Creole or a dialect. They are linguistic forms, including Jamaican, Trinidadian, Guyanese, among other Creoles, that are frequently misinterpreted or underestimated in formal education systems, resulting in confusion and a lack of appropriate instructional support. This linguistic identity crisis among the Jamaicans through ingrained colonial notions that the …

A Teacher’S Guide To Building And Maintaining High-Trust Relationships In An Ungraded Classroom, Elisabeth Maria-Asti Wennerth

Antioch University Dissertations & Theses

This dissertation addresses a persistent problem in secondary education: the misalignment between traditional grading systems and equitable, humanizing learning. While alternative assessment movements (e.g., ungrading) are gaining momentum, many implementations falter not for lack of techniques or strategies but for lack of trust between teachers and students, among peers, and across school–family partnerships. Guided by the central research question, How can a teacher’s resource guidebook be designed to support high school educators in adopting ungrading practices that build and maintain high-trust relationships?, this design-for-practice study synthesizes literature and theory to produce a modular practitioner guide. The conceptual framework integrates relational …

Culturally Responsive Social Emotional Learning Intervention On Parents And Its Impact On Family Well-Being, May Duong

Antioch University Dissertations & Theses

This study examines how Social-Emotional Learning (SEL)-based parent education can bridge cultural divides and strengthen family-school partnerships in increasingly diverse educational settings. Conducted at an independent California elementary school where student demographics shifted to become more diverse in the last ten years, the research addresses a critical gap: while parent education is essential to child development, it remains overlooked in SEL implementation. The research investigates whether Western-based SEL frameworks, which emphasize individualism, can effectively support families from collectivist cultures. Through the EQ Gym program—a culturally responsive parent education initiative—the study explores three key questions: how school-based SEL research can address …

Effects Of Actualized Language Policy On Ukrainian Stability, 1989-2022, Dawn Hersey

Electronic Theses & Dissertations (2024 - present)

This dissertation seeks to generate a new perspective of the complicated relationship between actualized policy and stability through looking at Ukraine’s language policies and stability in a mixed manner approach that includes both primary and secondary sources. Russia justified its irridentist activities through claiming to protect Russian nationals within Ukraine’s borders: language policies within Ukraine appear to be a trigger for Russian antagonism. Neither Russian irridentism nor Ukrainian nationalism are being considered as right or wrong in this dissertation: the intent is to highlight trends, patterns, and perceptions in alignment with Ukrainian language policy. This dissertation does not present a …

First-Gen Latinx/Afro-Latinx And Complex: Keeping Resilient Responses On Shuffle, Tibisay I. Hernandez

Electronic Theses & Dissertations (2024 - present)

This qualitative study examined the racialized experiences of first-generation Latinx and Afro-Latinx students in higher education. Fourteen participants engaged in pláticas, semi-structured interviews, and focus groups to reflect on how their identities, race, and institutional dynamics shaped their collegiate journeys. The study examined how these students navigated both personal and institutional settings, revealing the emergence of tensions around belonging, authenticity, and cultural responsibility in everyday interactions. Using Latino Critical Race Theory (LatCrit) alongside Multidimensional Identity Negotiation Theory (MINT) and Co-Cultural Communication Theory (CCCT), this study developed an emergent framework—the Resilient Response Model—to better understand how students respond to complex identity …

From A Child's Perspective: A Qualitative Study Of Elementary School Student Engagement, Deanna J. Springstead-Gonzalez

Electronic Theses & Dissertations (2024 - present)

Abstract

Background and Purpose. This study sought to investigate child engagement from the children's perspective, aiming to understand better what they perceive as factors that facilitate or constrain their academic engagement in classrooms. By centering children's voices, this research challenges traditional views of students as passive recipients of education, instead recognizing them as active participants with valuable insights into their learning experiences. This work builds on the frameworks proposed by Shirley and Hargreaves (2021) and Lawson and Lawson (2013) that utilize socio-ecological theory to better understand those factors impacting children’s learning experiences.

Method. The study was conducted at an elementary …

Navigating Intelligence: Exploring The Social Implications Of Smartness For Economically Disadvantaged Black Boys, Errika Tenise Baker Perkins

Theses and Dissertations

With a focus on how perceptions of race and socioeconomic class interact to influence friendships and peer acceptability, this study examined the social experiences of Black males with academic potential who come from low-income families. Using Critical Race Theory (CRT), Du Bois’ concept of double consciousness, and the framework of racial opportunity cost as guiding frameworks, the study examined how “smartness” functions as a cultural practice tethered to whiteness and how these dynamics affect identity and belonging.

This study was conducted using a qualitative research design, leveraging an interpretivist paradigm. To extract the stories of the research participants, semi-structured interviews …

Preschool Developmental Play And Autism, Michelle Brooks Peterson

Theses and Dissertations

This school improvement project applies the Carnegie Project on the Education Doctorate (CPED) model to explore strategies to increase peer engagement among preschool students with autism spectrum disorders (ASD) in a developmental playroom setting. Play is a cornerstone of early childhood development, fostering cognitive, social, and emotional growth. However, children with ASD often encounter challenges in engaging with play environments due to social communication difficulties and sensory processing differences. Grounded in Vygotsky’s sociocultural theory, this project adopts a Naturalistic Developmental Behavioral Intervention (NDBI) framework to facilitate peer interactions and enhance engagement in inclusive play settings.

The intervention focuses on guiding …

Building Student-Teacher Relational Trust Through The Promotion Of Student Voice Initiatives, Scott Scherquist

Theses and Dissertations

This Dissertation in Practice investigated how student voice initiatives can strengthen student–teacher relational trust within an urban Pre-kindergarten through eighth grade (PreK-8) school serving a predominantly Black student population. Grounded in Khalifa’s (2018) Culturally Responsive School Leadership framework, the study implemented a 90-day cycle of inquiry focused on a three-part pathway intervention: the establishment of a Student Voice Committee, professional development on culturally responsive practices, and Student Consultation for School Change. A convergent mixed methods design was employed, combining two administrations of the 5Essentials Survey with pre- and post-intervention interviews of students and teachers. Findings revealed disparities between student and …

Developing Concepts In Second Language (L2) Science From ‘Bits And Pieces’ Of Prior Knowledge: A Multiple Case Study Of Spanish-Speaking 4th And 5th Graders, María Isabel Martínez-Cuenca

Electronic Theses & Dissertations (2024 - present)

Earth science concepts sit at the intersection of the compounding difficulties English language learners’ (ELLs) face in content-integrated instruction. Emerging first language (L1) skills, emerging L2 language, and the difficulty of science terms interact with second language (L2) content learning. Moreover, L2 science concepts rarely develop incidentally through L2 socialization and instruction in the same naturalistic way as they do in the L1. Leveraging L1 resources may help ELLs in this process, yet there is a dearth of studies that consistently do so. This dissertation explores how, and the extent to which, leveraging ELLs’ pre-existing knowledge may support science and …

School Contexts And The Construction Of Literacy Practices And Identities Among Middle School Students Of Color, Eugene K. Gyekye

Electronic Theses & Dissertations (2024 - present)

This dissertation investigates how middle school students of color construct and negotiate their literacy identities within an urban public school's institutional, classroom, and online contexts. The study is situated at Oakville Middle School, a culturally and linguistically diverse setting that reflects the complexities of adolescent literacy education in contemporary urban environments. The research explores how students' literacy practices are shaped by their interactions with school structures, pedagogical approaches, peer dynamics, and digital platforms and how these experiences influence their development as literate individuals.

The study responds to the persistent challenge of educational inequity, particularly the disconnect between students' cultural identities …

The Senior International Officer: A Sociological Perspective On The Development Of A Higher Education Profession, Mohammad Mansoor Khan

Electronic Theses & Dissertations (2024 - present)

Internationalization of higher education institutions in the United States has progressed rapidly since World War II. The pace and specifics of this internationalization vary by institution. However, there are some shared characteristics including, but not limited to, increase in student mobility, both inward and outward, exchange of scholars, cross-border research, and internationalization of the curriculum. This increased the institutional administrative burden and necessitated the centralization of internationalization activities under a single administrative unit and led by an individual capable of providing leadership at their institution in the area of higher education internationalization. This individual is recognized as the Senior International …

Evaluating Pulmonary Tuberculosis Knowledge Deficits Among Nursing Students In The United States, Jamie Lynn Woo

Nursing | Senior Theses

The healthcare field consistently faces patients with a wide range of diseases and illnesses. Pulmonary Tuberculosis is an infectious lung disease with established tools to prevent, detect, and treat it. Yet, there has been a significant rise in cases within the past year. Amidst this troubling situation, it is crucial that all healthcare workers, nursing students, and nurses in particular, are properly educated on caring for TB patients. This research proposal aims to determine if there are TB treatment knowledge gaps among nursing students in the United States by conducting a 20-question survey utilizing the Likert Scale. If results show …

The Impact Of Bilingual Teacher License, And Years Of Experience On Bilingual Student Reading Achievement Across Multiple-Grade Levels, Cuauhtemoc D. Reyes

Theses and Dissertations

The body of literature had an ongoing debate of which certification or license type had a greater impact on student achievement. Nevertheless, there were insufficient studies that focused on the impact of certification type and years of experience in the Bilingual camp. Therefore, the purpose of this dissertation was to explore the findings of the various impact Bilingual teacher license, years of experience, and both Bilingual license and years of experience had on Bilingual student reading achievement. Hence, the dissertation used a quantitative causal-comparative design and explored the research questions. The findings varied from grade levels, school years, and languages. …

How Latine College Students Experience, Maneuver, And Navigate Within The Colonizing Notion Of Smartness, Jasmine Jetton-Gonzales

Theses and Dissertations

This study explores how Latine college students, particularly those who are the first in their family to attend college, navigate and maneuver within the dominating colonizing notion of smartness in academia. Rooted in an Anglo-centric educational framework, the American education system often marginalizes Latine students by devaluing their cultural and linguistic knowledge while upholding Eurocentric standards of intelligence. Using a qualitative critical research approach, this study employs testimonios to examine the lived experiences of Latine college graduates in Illinois. Findings reveal that Latine students frequently encounter systemic barriers that challenge their academic identity, including racialized perceptions of intelligence, institutionalized deficit …

Looking Beyond The Achievement Gap: An Inquiry Into Bridging The Divide Between Teacher Preparedness And English Learners’ Literacy Success, Sean Rhoads

Theses and Dissertations

English Learners (ELs) in early childhood and elementary settings continue to face a significant literacy achievement gap compared to their non-EL peers. A qualitative action research study was conducted in a suburban Midwest district to examine how teacher preparedness, instructional practices, and professional development influence EL literacy development. Through teacher interviews, surveys, and classroom observations, the study identified key challenges, including limited EL-specific training, minimal collaboration with EL specialists, and inadequate instructional resources. Aimsweb Plus data confirmed a widening literacy gap, reinforcing the need for culturally responsive teaching, improved collaboration, and targeted interventions. The findings emphasize the importance of sustained …

From Unprepared To On Track: Closing The Kindergarten Readiness Gap By Using A Team-Based Approach To Implement A Multi-Tiered System Of Supports (Mtss) Framework With Fidelity, Erica Filipiak

Theses and Dissertations

We live in a world where preschool and even kindergarten are optional years in schooling, only perpetuating the problem of incoming kindergartener students systemically lacking foundational skills necessary to successfully begin their academic careers. Access to quality preschool is an equity problem that needs to be discussed and researched. Preparing a student to enter kindergarten with the appropriate foundational academic skills does not just set them up for kindergarten success, but also for success in future grade levels. Therefore, a co-design team focused a problem of practice at an elementary school to provide the kindergarten teacher with additional support by …

The Path From Acceptance To Adoption For Linguistic Innovations Dealing With Gender In The Language Classroom, Juan Carlos Acevedo Fontecha

Theses and Dissertations

This dissertation investigates the factors influencing the acceptance, rejection, or adoption of gender inclusive and gender-non-identifying forms among language users. The study draws on responses from 25 students in a linguistic class to evaluate innovations in English and from 23 instructors of Spanish to evaluate innovations in Spanish. Participants took part in a survey designed to evaluate existing forms endorsed by the United Nations, and gender-non-identifying forms, such as the -e morpheme in Spanish or singular they in English, promoted by community-generated guides. Quantitative and qualitative data were analyzed side by side to better understand the participants’ reasoning regarding these …

Promoting A Pedagogy Of Critical Engagement: Teaching English Grammar And Usage Through A Socio-Historical, Investigative Approach, Robin E. Cross Halsey

Theses and Dissertations

This dissertation introduces and explicates a novel pedagogical approach to a university course that focuses on the application of English grammar and usage for writers. This approach to the teaching of English grammar and usage is grounded in several related disciplines and fields of study, including linguistics (specifically historical linguistics and sociolinguistics), language ideologies, and inquiry-based education.

The course curriculum combines examinations of historical ideologies and attitudes that have influenced debates about language usage and the value of teaching grammar with explicit instruction of specific grammar terms and concepts. The initial phase of the course introduces rhetorical grammar, usage and …

Language Ideologies In Coloniality Contexts: An Interpretive Phenomenological Analysis Of Efl Teachers’ Experiences And Perceptions On The Use Of Learners’ Language Repertoire As Assets For Teaching And Learning, Kountiala J. Some

Theses and Dissertations

In this dissertation, I examined how dominant language ideologies in language politics and policy shape the professional identity development and pedagogical practices of five English as a Foreign Language (EFL) teachers in Burkina Faso. The study sought to understand how these ideologies influence teachers’ beliefs and perceptions of multilingual pedagogical approaches, as well as possible pathways for deconstructing them to promote student-centered practices. The participants’ accounts revealed that their academic and professional identities were largely shaped by the belief that home languages hinder proficiency in French and English. They recalled with remorse their elementary school experiences, where speaking native languages …

A Comparative Case Study Of Learners Experiencing Interdependent Empowered Care In Marginalizing Contexts, Elizabeth Gil

GSE Faculty Publications

This comparative case study’s purpose is to explore how multi-age learn-
ers, both adults and children, from immigrant backgrounds experienced
care in two educational settings in the United States and Ireland. Using
data from two separate qualitative studies, this paper draws on the
authors’ conceptualization of interdependent empowered care (IEC) to
argue that the settings exemplified three separate, but interrelated, care
elements: 1) identity-affirming counterspaces; 2) interdependency and
reciprocity; and 3) a means to achieve greater empowerment and agency.
This cross-national study illuminates the role of care in educational set-
tings to understand how it helps multi-age learners from immigrant …

Books As Windows And Mirrors: A Catalyst For School Belonging In The Middle Grades, Kaitlin Mary Smith

Theses & Dissertations

Adolescents today are reading for leisure at historically low rates and are experiencing increased mental health challenges, such as anxiety, depression, and loneliness. However, research shows that students who engage in reading tend to report having better mental well-being. A strong sense of school belonging—the feeling of being accepted, valued, and connected within the school environment—plays a crucial role in how students engage academically and their overall mental health. For students from historically marginalized groups and diverse backgrounds, it is especially challenging to find reading material that authentically represents their sociocultural identities. This explanatory sequential mixed methods study aimed to …

Centering Culture In Special Education: Building Effective Student-Teacher Relationships Through Culturally Relevant Care, Vincent Patrick Fortunato

Theses & Dissertations

Current research underscores the significant role that positive teacher-student relationships play in a student's academic success. A strong, supportive connection with a teacher can enhance student learning, motivation, and social-emotional development. Teachers who cultivate these relationships tend to foster deeper learning, improved engagement, and a greater sense of support, making students feel valued and understood. In the context of special education, relationship-building with students requires special consideration due to the unique challenges presented by communication barriers, behavioral issues, teacher perceptions, and the diverse needs within the classroom. In this study, I aim to explore how secondary special education teachers perceive …

Conversations In The Classroom: Increasing Dialogic Inquiry To Dismantle Compliance-Based Teaching And Learning, Jill Rivera

West Chester University Graduate Theses, Dissertations, and Final Projects

Verbal interpersonal communication has been diminishing from the teaching and learning process over the past decade in public-school classrooms. School district administrations mandate teachers to utilize digital learning platforms and standardized tests due to the ease at which this technology can quickly gather data. While the transition to digital platforms and test-based education may be well-intended, the result has often been a decrease in dialogic inquiry-based pedagogy which removes teacher autonomy, student agency, and has negative effects on students’ ability to critically think and effectively engage in communication and instruction. The over-emphasis on collecting data based solely on a digitized …

Early Outcomes Of A Structured Literacy Implementation Across A School System: The Archdiocese Of Canberra And Goulburn Catalyst Program, Tanya Serry, Jennifer Buckingham, Pamela Snow, Lorraine S. Hammond, Kym Simoncini, Tina Daniel

Research outputs 2022 to 2026

Although professional learning is the main approach for improving teacher knowledge, little evidence exists for its effectiveness in changing practice and improving student outcomes. One possible explanation is poor alignment between professional learning and classroom practice. In this paper, we describe a system-wide approach to changing teacher knowledge and reading pedagogy. Classroom teachers (n = 199) across 43 schools engaged in professional learning on contemporary science of learning and training in the use of published systematic and explicit reading instruction programs. Following the intervention, students’ word reading data revealed that the percentage of students requiring support post intervention had significantly …

Mentors’ Experiences Supporting Beginning Teachers Of Students In High-Needs, Urban Schools, Guy Lamont Ollison

University of the Pacific Theses and Dissertations

Research has consistently demonstrated the positive impact of mentoring on beginning teachers. However, it has also been revealed that teachers serving students in highly-diverse, high-needs, urban, low-income schools often receive inadequate, inconsistent, and low-quality support. In fact, studies indicate that the overall quality of support provided to beginning teachers is closely linked to the income level of the student population they serve (Alkins et al., 2006; Mizrav & Lachlan-Hache, 2019). A lack of meaningful mentor support can negatively affect the learning outcomes of marginalized students of color.

The purpose of this basic qualitative study, guided by a phenomenological approach, was …

The Effectiveness Of A Proposed Guide To Improve The Role Of Parents In Developing Their Kindergarten Children English Language Skills, Laila Mohebi, Ghadah Al Murshidi, Asmaa Awad, Bushra Areashi, Ahmed Al Zaabi, Ahlam Hendawy

All Works

The aim of this study is to explore United Arab Emirates (UAE) parents’ perceptions of their involvement in their kindergarten children’s English language learning as a second language (L2) and the challenges they face. The study consisted of two phases: the first investigated the role of 329 parents using a questionnaire, revealing a strong need for guidance on how to support their children’s English learning. The second phase assessed the effectiveness of a structured educational guide. Pre/post-test results showed that the guide enhanced parents’ abilities to teach English as an L2 and apply strategies aligned with their children’s learning styles.

The B3 Scholar Seal: Designing And Implementing An Alternative To The Sobl At A Hispanic-Serving Institution In South Texas, Katherine Christoffersen, Dania López García

Writing and Language Studies Faculty Publications

This chapter describes how the Bilingualism, Biculturalism, and Biliteracy (B3) Institute at the University of Texas Rio Grande Valley (UTRGV) developed the B3 Scholar Seal. Since its founding, UTRGV has provided a rare example of dual language education at the university level, offering courses taught bilingually or in Spanish across diverse disciplines. However, the language of these courses was not formally recognized upon graduation. The B3 Institute developed the B3 Scholar Seal to acknowledge students who successfully complete five courses, including at least three courses taught in Spanish or bilingually and at least one course, including culturally sustaining pedagogy. In …

Developing Memory And Understanding Skills For Subject-Specific Knowledge Processing And To Face High-Stakes Exams: A Case Study, Jabbar Al Muzzamil Fareen

Journal of Educational and Psychological Studies

University students possess different levels of language and cognitive abilities in gaining their subject knowledge and face tremendous challenges to get through the exams in distinction. The present education system expects the students to possess excellent subject knowledge and outstanding results in their exams. In light of this context, this paper attempts to address how students are engrossed in learning difficulties while subject knowledge processing and facing their examinations. Qualitative case study approach has been undertaken to analyze the language and cognitive skills of the students in memory processing of their subject knowledge to face the exams. Their language learning …

Heading For The Hills: An Evaluation Of The Conditions Impacting Teacher Attrition And Retention In Post-Pandemic California Title I Schools, Colin M. Mcinnis

University of the Pacific Theses and Dissertations

The low rates of preservice and early in-service teacher retention in California’s Title I schools have been a longstanding concern and contributing factor in the state’s teacher shortage. However, the impacts of the SARS-CoV-2 (Coronavirus) pandemic exacerbating teacher attrition creates a concern for how frameworks of new teacher support should be re-examined in post-pandemic classrooms. This study aimed to understand what factors are most important to preservice and early in-service teachers working in Title I schools when deciding to retain or resign from their positions. Additionally, this study examined whether reported factors associated with teacher attrition and retention differ from …