Digital Commons Network^™

Ai Literacy Frameworks In Secondary Cte: Supporting The Next Generation Of The Workforce, Reagan Kaylee Montross

All Electronic Theses and Dissertations

The purpose of this literature review is to understand how generative AI (GenAI) is impacting the future employment of high school students at the forefront of the most significant technological, cultural, and educational shift of this generation. It examines five AI literacy frameworks relating to secondary education. These frameworks each emphasize the importance of educating students in AI literacy and provide educators with a structure for integrating AI skills. Among the frameworks reviewed, those published by the United States Department of Labor and the OECD place greater emphasis on applied practices, while the AI4K12 and KAT frameworks emphasize how AI …

Should The Illiberal Arts Be Servile In A Classical Christian Education, Nadine B. Kong Mrs.

Master of Arts in Classical Studies

The purpose of this thesis is to research the role and position of the illiberal arts in a classical Christian education (CCE).  The current climate of growth for CCE makes it a fitting moment to consider what bearing the illiberal arts should have on paideia formation.  To answer this question, the historical context of CCE and the illiberal arts is presented.  This leads to a complex issue around the various imprecise terms and historical attitudes surrounding the illiberal arts.  Some synonymous terms have demeaning connotations: ‘servile arts’ or ‘illiberal arts,’ and others less negative, such as ‘common arts’ or ‘mechanical …

Game-Based Learning For Asynchronous Ai Literacy Course: Approach To Improve Students' Cognitive, Behavioural, Affective, And Ethical Learning Of Ai, Jinhee Kim, Guang Yang, Wing Sha Chan, Xi Lin, Yukyeong Song

STEMPS Faculty Publications

Educators in higher education face persistent challenges in scaling AI literacy across disciplines and helping novice learners understand abstract AI concepts. Although research on game-based learning (GBL) reports mixed outcomes, few studies have examined its large-scale use in mandatory, asynchronous AI literacy courses for diverse undergraduate populations. Addressing this gap, this study investigates a scalable GBL-based AI literacy course delivered to 4898 first-year undergraduates across disciplines. Using a mixed-methods design with 311 valid pre- and post-survey responses and 20 interviews, the study evaluates students' cognitive, behavioural, affective, and ethical learning of AI. Quantitative results show significant improvements in overall AI …

The Impact Of School Climate On Student Achievement, Tonia L. Schiro

All Electronic Theses and Dissertations

This literature review explores the relationship between school climate and student achievement by examining research from education, psychology, and school improvement literature. School climate encompasses many aspects of the educational environment, including perceptions of safety, the quality of relationships among students and staff, levels of engagement, and students’ sense of belonging within the school community. The review investigates how these factors contribute to academic success and influence students’ overall educational experiences. Findings across the literature consistently demonstrate that positive school climates are associated with higher levels of student achievement, stronger engagement, improved attendance, and greater social-emotional well-being. The review also …

The Impact Of Somali Parental Involvement On Elementary Education In Minnesota: Opportunities And Challenges, Abdiqani Abdullahi Elmi

All Electronic Theses and Dissertations

Abstract This qualitative study examines the challenges faced by Somali-American parents in Minnesota regarding involvement in their children's education, particularly during elementary school. The elementary level is a critical stage for students' learning and a foundational pillar for both academic development and social integration, making parental involvement during this stage especially important. However, immigrant families, specifically Somali-Americans, face significant challenges that impede their ability to participate actively in their children's educational journey. This qualitative phenomenological research investigated barriers that might stem from limited formal education, low English proficiency, cultural, linguistic, and socioeconomic challenges. The methodology used in this research is …

Students-Generative Ai Interaction Patterns And Its Impact On Academic Writing, Jinhee Kim, Sang-Soog Lee, Rita Detrick, Jialin Wang, Na Li

STEMPS Faculty Publications

Considering both the transformative opportunities and challenges presented by generative AI (GenAI) in academic writing, effectively integrating GenAI into the academic setting becomes a significant need requiring prioritization. Yet, there is limited understanding regarding the nature of interactions between different types of students, what behavioral patterns students exhibit during a student-GenAI interaction (SAI) on a given task, and how these different SAI patterns relate to the actual writing task performance. This study, therefore, aimed to identify SAI patterns of academic writing tasks depending on students’ level of AI literacy and examine the differences in academic writing performance between the identified …

Foreword, Pedagogical Innovations In Computer Science Education, Helen Crompton

STEMPS Faculty Publications

[Introduction] Computer science education sits at a defining moment. Across schools and universities worldwide, computing is no longer a niche discipline reserved for a select few. It is a foundational literacy that shapes how learners understand the world, participate in society, and imagine their futures. At the same time, the rapid pace of technological change, particularly in artificial intelligence, data systems, and intelligent tools, has placed unprecedented pressure on educators to rethink not only what we teach, but why and how we teach it. This book arrives precisely when such reflection is most needed.

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.

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 …

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 …

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 …

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 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 …

A Quantitative Analysis Of The Relationship Between Mentoring And Professional Development Outcomes Of Public Senior High School Teachers In Ghana’S Central Region, Frank Ayim

All Electronic Theses and Dissertations

This quantitative study examined the relationship between mentoring and teacher professional development among public senior high school teachers in Ghana’s Central Region. Although mentoring is widely promoted as a strategy for strengthening instructional quality, limited empirical research has investigated how specific dimensions of mentoring influence in-service secondary teachers within Sub-Saharan African contexts. Grounded in social cognitive theory and adult learning theory, this study addressed that gap by differentiating among structural participation in mentoring, duration of mentoring involvement, and mentorship participation intensity. A correlational research design was employed using validated instruments measuring mentoring engagement, instructional effectiveness, and classroom management. Data were …

Impacts Of Segmenting Principle On Learner Performance And Attitude In A 3d Environment: A Mixed-Method Multiple Case Study, Kristin Herman, Mohan Yang, Jim Shifflet, Noah Glaser

STEMPS Faculty Publications

This study presents a conceptual replication of Moreno’s (Appl Cogn Psychol 21:765–781. 10.1002/acp.1348, 2007) study on the benefits of adhering to the segmentation principle when utilizing multimedia learning objects. Furthermore, this study expands upon the original by taking place in a low-immersive virtual reality environment, allowing for further understanding on the extent to which multimedia principles are still relevant. Both a synchronous and an asynchronous case are presented. Results indicate benefits for both cases in far transfer of learning. Furthermore, synchronous learners indicated a significant reduction in cognitive load and increased overall attitudes towards learning due to segmented instruction.

Equity In Coastal Resilience: A Framework For University Engagement In Community-Based Projects, Juita-Elena (Wie) Yusuf, Jennifer L. Whytlaw, Marina Saitgalina, Ogechukwu N. Nwandu-Vincent, Khairul A. Anuar, Thomas Allen, Joshua Behr

School of Public Service Faculty Publications

As communities face intensifying climate hazards, it is vital to strengthen resilience in ways that explicitly prioritize social equity. This study examines how higher education institutions can better support government, nonprofit, and community partners in advancing equity-centered coastal resilience in the U.S. Utilizing a qualitative research design, we analyze discussions among researchers and practitioners during a three-day workshop. We present a framework derived from a thematic analysis of breakout group transcripts from a three-day national virtual workshop involving 113 researchers and practitioners. The analysis identified four core themes: the necessity of aligning projects with community-defined priorities; the foundational role of …

Family, Stability, Mentors & Money: Student Definitions Of Success, Arturo Caldera

CMC Senior Theses

This research takes a deep dive into the factors shaping marginalized communities’ educational experiences, particularly for low-income Latino students from migrant backgrounds navigating public schooling spaces. Across sixteen qualitative interviews, participant narratives reveal how a systemic lack of resources at the institutional, interpersonal, and structural levels undermines the quality of support students receive and shapes their academic trajectories. Grounded in student-centered practices and informed by scholarship in multicultural education, Chicanx/Latinx studies, feminism, and psychology, this study contributes to ongoing efforts to move beyond deficit-based frameworks and instead recognize the cultural wealth, knowledge, and resilience students bring from their homes and …

Exploring Secondary Stem Teachers’ Experiences In Online Learning Environments: A Directed Content Analysis Using The Community Of Inquiry Framework, Tiffany Janese Lester

Theses and Dissertations

This study is a directed qualitative content analysis of 21 peer-reviewed studies published between 2020 and May 2025 on secondary STEM teaching in online environments. Using the Community of Inquiry framework, I examined how teaching, social, and cognitive presence shaped instructional strategies, teacher experiences, and reported challenges. Coding with deductive and inductive methods identified recurring themes: teachers adapted to digital platforms, navigated uneven levels of digital fluency, and implemented intentional strategies to maintain social interaction. The studies also revealed persistent equity gaps in access and participation alongside innovative approaches to course and pedagogical design. These themes demonstrate how secondary STEM …

Confidence In Action: A Qualitative Inquiry Into Teachers' Perceived Abilities In Implementing Instructional Technology, Latorri West

Theses and Dissertations

Education is evolving through the integration of academic content and technology to support student success. Despite significant investments in educational technology, challenges persist in effective implementation, particularly in rural contexts where resources and support may be limited. Using the Technological Pedagogical Content Knowledge (TPACK) framework, the researcher investigated teachers’ perceptions of implementing the i-Ready adaptive learning platform in a rural Georgia school district. i-Ready, an adaptive diagnostic and instructional tool for reading and mathematics used by more than 25% of U.S. schools, represents a widely adopted educational technology that requires specific technical, pedagogical, and content knowledge for successful implementation.

The …

The Art Of Giving Good Feedback: How Principals And Other Factors Build Or Break Teacher Efficacy Through Evaluations And Feedback In The Public Elementary School Setting, Kayla Davidson

Doctor of Education (EdD)

The aim of this study was to explore how public elementary school teachers experience and interpret principal feedback in relation to their sense of self-efficacy, including how their lived experiences align with Teacher Sense of Efficacy Scale (TSES) ratings. Understanding how feedback shapes teacher confidence may help school leaders design evaluation systems that better support professional growth and retention. In this study, feedback was most influential when it was grounded in direct observation, specific, and delivered within trusting professional relationships, while formal evaluation feedback was often perceived as compliance-oriented and less impactful on teacher confidence. Findings indicated that self-efficacy was …

Empowering Paraeducators: A Mixed Methods Study Of Targeted Paraeducator Training In Trauma-Informed And Restorative Practices, Amy K. Stevenson

Doctor of Education (Ed.D.)

This mixed-methods study, grounded in Improvement Science, examines behavioral support provided by paraeducators, sometimes referred to as paraprofessionals, to students who receive special education services. Districts employ paraeducators to implement Individualized Education Programs (IEPs) for students with a range of disabilities. Often, paraeducators possess limited skills and receive little training to provide effective support to students. Additionally, paraeducators remain among the lowest-paid employees in school districts. Research suggests that targeted professional development, particularly whole-group instruction, followed by coaching, modeling, and feedback, can improve both paraeducator implementation fidelity and student outcomes. Five paraeducators working in a program serving elementary students with …

Annual Report Of Undergraduate Research Fellows From August 2025 To May 2026, Office Of Research And Sponsored Programs. Morehead State University.

Office of Research and Sponsored Programs Reports and Publications

Annual Report of Undergraduate Research Fellows from August 2025 to May 2026.

Beyond Receptive Measures: Development And Validation Of The Spatial Grid Drawing Assessment (Sgda) As A Productive Measure Of Spatial Skill, Katrina L. Carlson

Dissertations, Master's Theses and Master's Reports

Spatial skills are vital in many STEM disciplines, starting at or prior to university training, and often extending throughout one’s career. The most widely used spatial ability measures (e.g., PSVT: R, MRT) rely on what I refer to as receptive skills: examining an object or design, mentally transforming it, and comparing it to given alternatives. But because work in many STEM disciplines also involves productive spatial skill such as drawing, I hypothesize that a productive measure of spatial skill may predict distinct aspects of spatial ability. This research investigates the relationship between traditional receptive Spatial Visualization (SV) assessments, such as …

Designing Narrative-Based Ai Assistance For Sensemaking In Collaborative Environments: Case Studies In Education And Dementia Care, Dylan Edward Moore

Dartmouth College Ph.D Dissertations

This thesis addresses a gap in the human-computer interaction literature regarding the design, development, and evaluation of narrative-based AI assistance for collaborative, complex problem solving. I explore this design space through three case studies across the domains of education and dementia care. This work encompasses multi-year industry partnerships and longitudinal fieldwork, user-centered design, dataset curation, model training, and system evaluation.

Specifically, the first case study considers a story-based web platform for teaching AI literacy through peer-generated, personalized narrative scaffolding. Learners on the platform showed significant knowledge gains and other learning-related outcomes. To describe the novel design of this system, I …

Visual Aids And Numeracy In Healthcare: Leveraging The Drawing Effect, Zephyr J. Markley

Capstone Showcase

Healthcare decisions often require patients to interpret numerical risk information under stress, yet many struggle with low numeracy, which can distort comprehension and undermine informed consent. Well-designed visual aids can improve diagnostic inference, calibrate confidence, and support better choices, especially for patients with limited numeracy, but their impact depends on whether users can actually interpret the format accurately. Drawing may further enhance these tools by adding a tactile, generative layer that engages visual, semantic, and motoric processing while helping patients organize information into concrete models.

Passive visual aids appear useful but limited because they often position patients as observers rather …

Climate Change In An Educational Context: A Model Addressing Psychological Distance, Hope, And Concern, Brooke E. Kasl-Godley

Scripps Senior Theses

As the threat of climate change becomes more urgent, educators should focus on fostering climate concern and action instead of simply providing climate information. These studies present a novel model of climate education where locally-framed and action-oriented curriculum increases students’ environmental concern through the mechanisms of psychological distance and hope. This curriculum was taught over two years to sixth-grade students at a school in the Los Angeles Metropolitan Area. Study 1 examines students’ environmental concern and sense of responsibility before and after delivery of the curriculum. Study 2 is a proposed follow-up study, that will address limitations of Study 1 …