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Adolescent Literacy: Bridging Literacy Gaps In Georgia's Social Studies Classrooms A Call For Disciplinary Literacy In Secondary Education, Kimberly N. Miles

Teaching Social Studies in the Peach State

This article advocates integrating disciplinary literacy into secondary Social Studies instruction, arguing that the content area is critical to strengthening adolescent reading skills, particularly in alignment with the Georgia Standards of Excellence (GSE). Drawing from the "Bridging Literacy Gaps" presentation, the paper asserts that literacy is not merely a prerequisite for studying history but the very methodology by which students learn to read, write, and think like historians.

The article details three high-leverage strategies for Social Studies educators:

1. Disciplinary Literacy and Multimodal Text Integration: Teaching students how experts analyze primary and secondary sources, and integrating diverse media (e.g., political cartoons, …

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Identifying Social Disparities Inside The Colombian Jesuit Schools From The Students’ Perceptions, Fr. Edwin Mauricio Martínez Callejas Sj

Doctoral Dissertations

This thesis conducts a comprehensive investigation into social disparities within Colombian Jesuit schools through the voices and perceptions of their students. Employing a Critical Pedagogy framework inspired by Paulo Freire, the research centers on understanding how students from three Jesuit schools in major Colombian cities—Medellín (Colegio San Ignacio), Bucaramanga (Colegio San Pedro Claver), and Barranquilla (Colegio San José)—perceive and navigate issues of social inclusion, ethnic diversity, gender equality, socioeconomic status, political polarization, and religious plurality. The study utilizes qualitative methods, including focus groups and interviews with students, teachers, staff, and parents, to explore school convivencia (coexistence and social harmony) and …

Prekindergarten Teacher Experiences Implementing Research-Based Instructional Practices That Support Dual Language Learners, Elizabeth Bell

Walden Dissertations and Doctoral Studies

No abstract provided.

Suprasegmental Symphony: A Curriculum For Teaching Word Stress, Focus, And Rhythm To Native Chinese Speakers, Beini Ding

Master's Projects and Capstones

Native Chinese Mandarin speakers face significant intelligibility challenges in English due to phonological transfers from their syllable-timed L1 to the stress-timed rhythm of English, a problem often overlooked in instructional settings. This capstone designed, developed, and proposed a targeted curriculum to bridge this gap, Suprasegmental Symphony: A Curriculum for Teaching Word Stress, Focus, and Rhythm to Native Chinese Speakers. Chapter I establishes the problem from both research and personal practitioner perspectives, identifying a specific need for suprasegmental instruction and presenting a theoretical framework that synthesizes Contrastive Analysis and Communicative Language Teaching. Chapter II reviews scholarly literature, analyzes existing curricular models, …

A Journey Into Implicature: Do You Know What I Mean?, Brian Tura

Master's Projects and Capstones

In everyday communication, English speakers often use implied meaning in a multitude of situations and variety of ways. Research has shown that explicitly teaching meta-pragmatic concepts, such as implicature, can have a positive impact on students’ ability to not only understand implicature but can also help them think about English in a different way, providing insight into native speakers’ use of the language. Even with this evidence, implicature is rarely found in ESOL teaching materials, and when it is found, there is seldom any direct discussion on how to appropriately use implied meaning. The purpose of this project is to …

Asian American Multiraciality And Cultural Wealth In Higher Education, Marielle Song Lyons

Master's Theses

Multiracial Asian American college students endure pervasive and commonplace monoracism, multiracial microaggressions, and deficit-based narratives in higher education, which negatively impact their sense of self, belonging, and mental health. Through narrative methodology, the present qualitative study captures the stories of three multiracial Asian American undergraduate students and how they are making sense of their racialized experiences and cultural wealth in higher education. The results of this study suggest that (a) multiracial Asian Americans experience monoracism and multiracial microaggressions, which shape their understanding of cultural legitimacy and impact their behavior, sense of self, and relationships with others; (b) monoracism and multiracial …

Beyond A Corrective Experience: Reimagining Liberation In Special Education, Erin Elise Macnabb

Doctoral Dissertations

This qualitative study establishes a critical bridge between special education and liberatory pedagogy, positioning these historically siloed fields as interdependent for systemic justice. While Special Education Teachers (SETs) daily work involves resisting systemic oppression, special education has been historically excluded from liberatory pedagogy and instead focused on medicalized models and deficit based assumptions. The separation of liberatory pedagogy and special education contributes to professional siloing and a culture of compliance that prioritizes bureaucratic processes over the meaningful and radical work of SETs.

The research utilizes a qualitative design rooted in Collaborative Critical Inquiry (CCI) where an intentional sample of veteran, …

Predictors Of Leadership Self-Efficacy: Racial Identity-Related Ideological Values, Racism-Related Stress, And Resilience Among Asian American Educators In K-12 Schools, Chong Lor

Doctoral Dissertations

The purpose of this study was to explore the underrepresentation of Asian American educators in K-12 leadership and the limited leadership pipeline available to them. Specifically, this study examined the extent of the relationships between Asian American racial identity-related ideological values (AARIIV), Asian American racism-related stress (AARRS), resilience, and leadership self-efficacy (LSE) among Asian American educators in K-12 schools.

This study was grounded in three theoretical perspectives—AsianCrit, the Racial Triangulation of Asian Americans, and Social Cognitive Theory—that provided the theoretical rationale for examining the racialization of Asian Americans in relation to leadership. This theoretical foundation guided the development of the …

Fostering Collaboration For Mission And Social Justice: Qualitative Case Studies Of Models Of Jesuits And Non-Jesuit Administrators, Faculty And Staff Members’ Partnerships At Arrupe Jesuit University (Aju) In Zimbabwe And Centre De Recherche Et D’Action Pour La Paix/ Université Jésuite D’Abidjan (Cerap/Uja) In Côte D’Ivoire, Abdon Rwandekwe Edd

Doctoral Dissertations

Jesuit higher education has historically depended on collaboration between Jesuits and non-Jesuit administrators, faculty, and staff to sustain its mission of promoting faith, justice, and the holistic formation of students. In recent decades, demographic shifts within the Society of Jesus and increasing institutional complexity have led to a greater reliance on Lay collaborators in leadership and academic roles. Despite strong ecclesial and Jesuit directives encouraging shared mission and co-responsibility, many Jesuit institutions continue to struggle with translating these ideals into equitable governance and collaborative practices. This challenge is particularly significant in African contexts, where Jesuit universities operate within diverse cultural …

Can We Digitize A Soul? A Study Of Ai And Ethics, Spirituality, And Humanity, Debra S. Espinor, W. Scot Headley, Linda Samek

International Christian Community of Teacher Educators Journal

The rapid advancement of computing technologies and artificial intelligence (AI) is fundamentally reshaping both society and the educational landscape. This study examines faculty experiences and attitudes toward the role of AI in teaching and research within the distinct context of Christian higher education. While recognizing the potential of AI to drive educational innovation, this research also addresses significant faculty concerns regarding the implications for academic integrity, critical thinking, and intellectual property. Specifically, the study investigates faculty perspectives on data security and privacy, the reproduction of creative expression in art and music, and the broader impact of AI on the liberal …

Using Storytelling Of Incarnational Encounters To Disrupt Narratives Of Otherness In Teacher Education, Tina Marie Keller

International Christian Community of Teacher Educators Journal

The incarnation is the ultimate illustration of crossing the chasm between two groups. God's choosing to become flesh tells us of his nature, love, and desire to redeem humanity. Jesus Christ alone is incarnate; however, in history, there have been individuals who have stepped outside the norm and have encountered those unlike themselves, humbly modeled after Christ’s incarnation. Incarnational encounters are the stories of people, whom society deems to be in opposition, finding the imagination to attempt to follow the incarnation of Jesus. For Christian preservice teachers, the model of incarnation is a biblical foundation that can guide the ways …

Community-Based Participatory Research In Developing Online Nutrition Tools: A Pathway To Relevance And Engagement, Laura Justice, Stacy Phillips

EFNEP

This article explains how Community-Based Participatory Research (CBPR) can strengthen the design of digital nutrition tools by ensuring they are culturally relevant, accessible, and grounded in community needs. By engaging participants as equal partners, CBPR enhances trust, usability, and long-term impact. The approach aligns with EFNEP’s mission to deliver inclusive, community-driven nutrition education and provides a framework for developing sustainable, adaptable tools that reflect the lived experiences of the families Extension serves.

Elementary Music Teachers’ Perceptions Of The Impact Of Class Size On Tonal And Phonemic Awareness In Second-Grade General Music Classes, Ariel A. Supinger

Masters Theses

The purpose of this non-experimental, quantitative study was to investigate elementary music teachers’ perceptions of the impact of class size on tonal and phonemic awareness in second-grade general music classes. The researcher-designed questionnaire was sent to elementary music teachers who teach second-grade general music in elementary schools within urban, suburban, and rural school districts.

The Effects Of Phonetic Knowledge And Bilingualism On The Acquisition Of Non-Native Consonant Clusters, Kylie Wakley

Theses and Dissertations

Speech motor learning involves the production of new sounds or sound sequences. This study investigated how explicit phonetic knowledge and bilingualism affect how individuals acquire sound sequences that do not occur in English, or non-native consonant clusters. Sixty adults with typical speech, aged between 18 and 27 years, participated in the experiment. The researcher recruited participants into four groups based on their phonetic background (experienced or not) and language background (monolingual, bilingual). The participants produced stop-stop and fricative-nasal clusters in the initial position of nonsense words across six practice blocks. The duration of each cluster was measured, which in English …

The Washback Effect Of Task-Based Language Assessment On Esl Teachers And Students In A Low-Stakes Instructional Context In Egypt, Marina Alfonse Makkar

Theses and Dissertations

Washback is the effect that assessment exerts on teaching and learning, a phenomenon mediated by learner interpretations, teacher practices, and contextual conditions. Within this perspective, Task-Based Language Assessment (TBLA) emphasizes authentic communication and meaningful language use, positioning tasks as the primary means of eliciting evidence of language ability. While TBLA has the potential to generate positive washback when aligned with instructional goals, its effects remain under-researched in non-traditional educational settings. This study investigated the washback effects of TBLA in a low-stakes English-language instructional context at a school of continuing education (SCE) in an Egyptian private university. Data were collected from …

Music Education For Diverse Learners: An Undergraduate Curriculum To Prepare Pre-Service Educators To Adapt Music Instruction, Phoebe Winey

Masters Theses

Music educators are required to work with students of all levels and abilities. Christian music educators understand that all students are created by God fearfully and wonderfully (Psalm 139:14, English Standard Version) and that humanity is Christ’s workmanship (Ephesians 2:10). Christians in education must perceive all students as the workmanship of Christ and work to provide them with fidelity and excellence in education. Music education has proven to be a critical method for developing the minds of learners with exceptionalities; therefore, music educators must be adequately prepared to educate students with diverse exceptionalities through accommodations that improve cognitive abilities and …

A Transcendental Phenomenological Study Of The Social Support Systems Of First-Generation Immigrant Nursing Students Attending A Private University Post-Covid-19, Karlens Edmond

Doctoral Dissertations and Projects

The purpose of this transcendental phenomenological study was to describe the social support systems experiences of immigrant students at a private, four-year university in the Mid-Atlantic region of the United States. The theory guiding this study was social support theory, specifically its relationship to the attrition of nursing students. This theory was the lens through which the influence of social support factors on academic persistence was explored. Social support, framed through four key constructs, plays a vital role in the well-being and retention of nursing students. The central research question was: How do immigrant nursing students at a private university …

A Community College Entry Apparatus, Ann Knezetic

Dissertations

This study explores the conceptualization, enactment, and navigation of a community college entry apparatus. This research views these questions through a single institution case-study, with 17 participants - eight faculty/staff and nine students. Each participant groups brings a distinct view as faculty/staff conceptualize and enact entry as students navigate and experience entry. Findings illuminate how faculty/staff conceptualize entry through offices or programs while students experience entry through their needs being met. Further, these findings complicate entry, particularly in the ways students experience entry multiple times during their college career such as when moving locations across a multi-campus college or when …

Social Networking Influences In The Challenges Of West African Immigrant College Students In Kentucky – A Hermeneutical Qualitative Study, Martin Chukwusolum Akwari

Doctoral Dissertations and Projects

The purpose of this qualitative hermeneutical phenomenological study is to explore how social network groups modulate the lived experiences of West African immigrant students in colleges and universities in Kentucky. Grounded in Bourdieu’s social capital theory and informed by a social constructivist interpretive framework, this study explored how shared experiences within social network groups influence how West African immigrant students interpret their academic and social environments during college years. The study is anchored on a central research question: How does social interaction with others influence how immigrant students of West African origin interpret their lived experiences in higher education institutions …

A Qualitative Single Case Study To Understand What Types Of Support Best Enable Early Childhood Teachers In A Mid-Atlantic State To Achieve Curriculum Fidelity, And How These Supports Benefit Teacher Practice And Classroom Outcomes, Tatiana Rizzotto Queenan

Doctoral Dissertations and Projects

The purpose of this qualitative single case study was to understand what types of support best enabled early childhood education teachers achieve curriculum fidelity and how these supports benefited teacher practice and classroom outcomes in a mid-Atlantic state. The theory guiding this study was Domitrovich et al.’s conceptual framework for maximizing the implementation of quality of evidence-based preventive interventions in schools. The central research question that was answered during this case study was: What support best enables early childhood education teachers in a mid-Atlantic state to achieve curriculum fidelity, and how do these supports benefit teacher practice and classroom outcomes? …

Evaluating The Efficacy Of The Nazarene Course Of Study For Developing Lay Leaders In Virginia District Hispanic Ministries: A Competency-Based Assessment, Jeffrey A. Hernandez

Doctoral Dissertations and Projects

Hispanic ministries within the Virginia District of the Church of the Nazarene continue to experience sustained membership growth; however, leadership development has not expanded proportionally, creating emerging capacity gaps. Many Hispanic pastors serve bi-vocationally, limiting capacity to meet increasing congregational demands, and lay leaders are leveraged to meet those needs. Using an assessment tool designed to measure lay leadership competencies, this research project evaluates the effectiveness of a Nazarene Course of Study to function as a leadership development framework for laity within Hispanic church contexts. The study examines the implementation of a pastoral-level ministerial education program among Hispanic laypersons and …

A Phenomenological Study Of Early Educator Experiences Regarding The Educational And Developmental Benefits Of Play-Based Learning For Children Identified With Special Needs In Inclusive Early Education Classrooms, Karen Renée Gallagher

Doctoral Dissertations and Projects

The purpose of this transcendental phenomenological study is to understand what are the lived experiences of early childhood educators with providing play-based learning experiences in inclusive classrooms. The theory guiding this study is Jean Piaget’s Cognitive Development theory. This phenomenological study focused on understanding the perceptions and experiences of early childhood educators in regard to how play-based learning supports school readiness within early care and education environments. The focus of the study included educators who care for and teach children between the ages of birth to five years old within inclusive, state licensed early childhood learning environments located in the …

Pa 146: What Is Clear, What Is Fuzzy, And What Should We Do Next?, Jenelle Williams, Nicole Peterson

Michigan Reading Journal

Michigan’s Public Act 146 (PA 146), the state’s K–12 Literacy and Dyslexia Law, establishes new requirements for screening, evidence-based instruction, structured literacy practices, professional learning, and strengthened multi-tiered systems of support to improve reading outcomes. While the law provides detailed and prescriptive guidance for elementary schools—particularly regarding decoding-focused instruction aligned to the science of reading, universal screening, and intervention planning—its implications for grades 4–12 are less clearly defined. This article examines what is explicit in the legislation, what remains open to interpretation in secondary contexts, and how districts can move forward strategically as they prepare for full implementation by 2027–2028. …

Elementary Students’ Perceptions Of Peers As Audience, Christina N. Lorelli

Michigan Reading Journal

Abstract

This pilot study, grounded in sociocultural theory, humanizing pedagogy, and dialogic theory, examines how fourth-grade students perceive their peers as their primary audience. It explores how writing becomes a social and relational act that enhances purpose, voice, and identity. As a teacher-researcher in a rural Pennsylvania district, I collaborated with other teachers to build a community of writers as students shared, discussed, and received feedback on their work. Responsive surveys with students revealed key themes: 1. Sharing writing with peers boosts student motivation and involvement; 2. their writing becomes more meaningful, fostering a sense of ownership; and 3. quality …

From Talk To Science Literacy: Using Structured Student Talk To Support Newcomer Multilingual Learners In High School, Matthew W. De Boer, Rui Niu-Cooper

Michigan Reading Journal

Newcomer multilingual learners (MLs) often experience significant barriers to oral participation in secondary classrooms, despite the central role of talk in language development, academic learning, and community belonging. Research indicates that while comprehension skills may continue to develop, opportunities for structured oral expression are frequently limited, particularly in teacher-led instructional settings. This article examines how intentional Structured Student Talk (SST) routines can support newcomer MLs in transitioning from classroom silence to meaningful participation. Drawing on interactionist theories of language development, cognitive load theory, and affective filter research, the article argues that oral language must be explicitly scaffolded within content instruction …

The Impact Of Response Latency On Perceived Level Of Intelligence And Likability Of Autistic Speakers, Brinley Atkinson

Theses and Dissertations

The purpose of this study was to examine how turn-taking latency and speaker or listener gender affect the perceived intelligence and likability of the speaker across autistic speakers. In addition, the overarching goal of this research is to help speech-language pathologists (SLPs) better provide support and strategies to autistic individuals to improve their social and professional lives. Neurotypical English speakers (20 male and 20 female) were recruited to listen to a series of conversational speech samples collected from a group of eight autistic adults (four male and four female). In each sample, autistic individuals responded to a series of everyday …

Exploring Speaking Skills Among Upper-Secondary School Students In Rojava: A Qualitative Inquiry Of Challenges And Strategies, Civin Abdulrehman Segvan, Karwan Mustafa Saeed

The Qualitative Report

In Rojava region, the interplay between sociopolitical factors and educational infrastructures complicates the landscape of English language speaking skills development among English as a Foreign Language (EFL) learners. This qualitative study explores the factors that hinder EFL students from developing their English-speaking skills. It primarily aimed at reporting teachers’ voices on the challenges in the context of Northeast Syria (NES) known as Rojava. To this end, semi-structured interviews were conducted with seven EFL teachers and two English educational supervisors (EES) to explore the challenges facing students in the context of this study. Using Braun and Clarke’s (2006) six-phase thematic analysis, …

Exploring Imagined Identities And Communities Among Learners Of English As A Lingua Franca: A Qualitative Narrative Inquiry, Özge Kuru, Enisa Mede

The Qualitative Report

Exploration of imagined identities and communities has been recognized as critical aspects in learning English as a foreign language. These two aspects perspectives differ as to how learners view themselves with respect to others through narratives and how they practise the language not only face to face but also in virtual interactions. This study aimed to explore how being a participant in virtual communities of practice affect the identity construction among English as a Lingua Franca (ELF) learners coming from different linguistic and cultural backgrounds (Jenkins, 2006). Specifically, we tried to find out how three Turkish ELF learners positioned themselves …

Dual Identification: How Organizational Culture Impacts Educational Access For Student With Intersecting Language & Dis/Ability Identities, Kara M. Piastrelli

Doctoral Dissertations

Educating multilingual learners (MLLs) in the K–12 setting has been, and continues to remain, a complex challenge. Students with intersecting language and dis/ability identities often face organizational barriers that interrupt equitable access to curriculum, language acquisition, and educational opportunities. While previous research has largely focused on racial disproportionality within special education, limited research has examined the intersection of multilingual learners within special education and the organizational systems that shape their educational experiences. This study sought to examine how organizational culture shapes the implementation and expression of institutional policies and practices related to multilingual learners with dis/abilities, specifically in relation to …

Empowering Pedagogical Practice Through Autoethnography Within The Context Of Family Literacy Projects, Sarah M. Johnson

Language, Literacy, and Sociocultural Studies ETDs

Family Literacy Projects being used in the high school setting to promote cultural and linguistic identities. The Family Literacy Project is used to bridge the gap between student identities at school and the identities at home. The purpose of this study was for the teacher to reflect in an autoethnographic study of herself in relation to the context of community, pedagogy, and the perceived needs and changes of the project for both students and the school’s culture. Through the autoethnographic study, the focus of the Family Literacy Project is in its importance to the school, community, students, and teachers was …