Digital Commons Network^™

The Effectiveness Of Employing Artificial Intelligence Applications In Developing Technological Creativity For Students Of The Higher Basic Stage In Palestine, Mahmoud Mohammed Fouad Barghout, Ahmed Mohammed Abu Olba

Journal of Educational and Psychological Studies

The research aimed to discover the effectiveness of implementing artificial intelligence applications in developing technological creativity for students of the higher basic stage in Palestine, the researchers used the Quasi-experimental design, and the researchers programmed and designed artificial intelligence applications for the unit (remote sensing and control) from the technology book for the eighth grade. The researchers prepared the research tool (technological creativity test). It was applied to the research sample, which consisted of eighth grade students at Saad bin Abi Waqas Basic School (B), affiliated to the Palestinian Ministry of Education and Higher Education, where their number reached (72) …

A Conceptual Framework For Cognitive Engagement And Human Agency In Ai-Mediated Learning, Sam Rhodes, Zuhal Yilmaz, Terrie Galanti, Younggon Bae, Victoria Delaney, Zareen Gul Aga, Stephen Hutt

School of Mathematical & Statistical Sciences Faculty Publications

The purpose of this chapter is to propose a conceptual framework that unpacks AI use in instructional practice across three interrelated dimensions: human agency, cognitive demand, and AI orchestration. We ground this work in historical perspectives on technology's mediating role in education. We then propose the conceptual framework and three characterizations of the use of AI in school instruction: cognitive load reducer, cognitive capacity builder, and cognitive companion. We then illustrate a worked example of each, including a curricular example and sample student prompts, and conclude with questions that educators might ask themselves as they consider if and how to …

Beyond Superpowers And Stereotypes: Female High School Band Directors Navigating Gendered Expectations In Leadership, Rachael L. Urquhart

West Chester University Graduate Theses, Dissertations, and Final Projects

Female high school band directors (FHSBDs) are significantly underrepresented (approx. 25%) in a male-dominated field. This inequity is sustained by societal gender stereotypes that create a double standard for traits like assertiveness and empathy. This mixed-methods study examined the leadership perceptions and career aspirations of female music teachers and highlighted the career obstacles and encouragements of female high school band directors (FHSBDs) by applying feminist theory to gender roles, self-concept, and leadership conceptualization. A survey of female music teachers yielded 89 responses. Then, 10 FSHBDs participated in a narrative-mapping activity and follow-up interview.

Survey data confirmed that leadership is a …

The Role Of Technology In Education: Friend Or Fiend?, Michaela A. Morgan

West Chester University Graduate Theses, Dissertations, and Final Projects

In this paper we will be examining the role of educational technology in the United States through a critical lens with the purpose of arguing that the growing dependence on EdTech, standardized testing, and data-driven instruction has contributed to the privatization, dehumanization, and inequity of public education. Drawing from critical pedagogy, sociocultural theory, and educational research both recent and decades prior. In my paper I explore how technology in schools often functions less as a liberatory tool and more as a mechanism of surveillance, commodification, and control. We consider the historical roots of educational inequality, including eugenics, meritocracy, and colonial …

What's Your Partnership Recipe? Lessons From A Cupcake-Themed Wondering Session, Maia Elkana, Carol Colaninno, Alexandra Forgerson, Rachel Ruggirello

Institute for School Partnership: Research & Publications

At Washington University’s Institute for School Partnership (ISP), the concept of partnership defines our work as researchers and practitioners interested in advancing high-quality, equitable education and is central to all we do. We are privileged to partner with hundreds of schools and thousands of educators each year across many different programs, projects, and initiatives ranging from fee-for-service professional learning and curriculum programs to long-term research-practice partnership (RPP) work. Just as teacher collaboration is a vital tool in producing healthy learning communities and positive outcomes for students, research has also shown that collaboration between and across teachers, administrators, professional learning providers, …

2026 Viewbook, Office Of Admissions

Viewbook

At IMSA, you will be part of a community of over 650 diverse students passionate about learning. Located in suburban Aurora, IMSA’s campus consists of seven residence halls spread across 97 acres. While living and learning on campus, you’ll make new friends, encounter new ideas, and learn to live independently. You will also have the opportunity to explore over 85 clubs, organizations, and IHSAsponsored co-curricular and athletic programs. IMSA provides a safe, nurturing environment. Professional Resident Counselors (RCs) live in each hall and will help you navigate your home away from home through the Residential Life Curriculum. Through this curriculum, …

Systematic Review Of Early Childhood And Pre-Primary Education, Anna Dabrowski, Yung Nietschke, Syeda Kashfee Ahmed, Michelle Hsien, Dan Cloney, Tim Friedman

Early Childhood Education

This systematic review synthesises global evidence from academic and grey literature published between 2015 and 2025, examining effective policies and interventions aimed at increasing ECCE participation across diverse country contexts, with a focus on equity dimensions such as gender, disability, socio-economic status and geographic location. The multifaceted nature of increasing ECCE participation is highlighted, exploring institutional, interventionist, preventative, and compensatory policies as per the GEM policy typology, while emphasising equity, quality, and contextual factors. These categories reflect the different levels and areas within which policies operate, noting that in practice, approaches to increase ECCE participation often are combined or overlap.

Perspectives Of Rural Educators On The Dependencies And Drawbacks Of Chat Gpt In Nigerian Higher Education Practices, Adedayo Olayinka Theodorio Dr, Francisca Jumoke Theodorio, Olumide Gbenga Olugbodi, Peter Adebowale Samson, Olusegun Olawale Olakotan

Journal of Educational Technology Development and Exchange (JETDE)

ChatGPT remains a valuable tool for transforming teaching strategies and supporting students’ comprehension of subject matter. However, its adoption and research remain uneven within the context of higher education in Nigeria. Specifically, there is limited empirical research that exemplifies real-world experiences regarding the dependencies and drawbacks in rural educational settings. This qualitative single-case study explored this phenomenon at a southwestern institution in Nigeria, involving a purposively selected group of educators. Data were gathered through participatory observation and focus group interviews, which were thematically analysed. The results indicated that the effective use of ChatGPT in rural higher education heavily depends on …

A Critical Perspective On The Society Of Environmental Toxicology And Chemistry's Adherence To Founding Principles— Opportunities For The Future, Barnett A. Rattner, Annegaaike Leopold, Carys L. Mitchelmore, Glenn W. Suter, Mark S. Johnson, Adriana C. Bejarano, Lawrence A. Kapustka, Niranjana Krishnan, Derek C. G. Muir, Beatrice O. Opeolu, Martha Georgina Orozco-Medina, April Reed, Bruce W. Vigon, Adam R. Wronski

Epidemiology, Biostatistics, & Environmental Health Faculty Publications

The Society of Environmental Toxicology and Chemistry (SETAC) is a global organization whose mission is the advancement of environmental science and management through collaboration, leadership, communication and education. On SETAC's 45th anniversary, the following question was raised: Are the 1979 founding principles of SETAC, multidisciplinary approaches to solving environmental problems, multisector engagement and scientific objectivity, still useful, adequate and effective in fulfilling its mission? In a special session held at the 45th Annual Meeting in Fort Worth, Texas, United States, a critical evaluation of the founding principles was initiated by reviewing SETAC's history and ongoing activities, and recommendations were made …

Lorawan-Based Asset Tracking System Development And Performance Analysis Within Stem-Pbl Framework: A Mixed-Method Study, Yousef Alfarraj, Ghada Abdelhady, Abdelrahman Ahmed, Mahmoud Elaasar, Jair J. Aguilar

Teaching and Learning Faculty Publications

This study examines the integration of project-based learning (PBL) within the integrative STEM framework to advance practical problem-solving skills and investigate students' perceptions of the STEM-PBL approach through developing an IoT-enabled asset tracking system using Long-Range Wide Area Network (LoRaWAN) technology to tackle real-world logistical challenges. Adopting a mixed-methods approach, the study combines an experimental approach utilizing quantitative system performance analysis with qualitative insights gathered through participant interviews with ten graduate students. Results reveal that the LoRaWAN system demonstrated high reliability with only 0.437% downtime, validating the technical feasibility of the educational project. Furthermore, participants perceived the STEM-PBL approach positively, …

Using Culturally Familiar Readings In A Predominantly Latinx Middle School To Bolster Self-Efficacy, Heather M. Kelley Ph.D., Morgan Adams, Meagan Chisholm, Kate Warner

Georgia Educational Researcher

Twenty-eight seventh graders from a predominantly Latinx middle school participated in an instructional intervention involving both a culturally familiar and unfamiliar reading task. Immediately after reading, students joined focus groups to discuss their experiences. These sessions were recorded, transcribed, and analyzed using a discourse analysis framework. The analysis revealed that students based their reading self-efficacy on three key factors: their ability to relate to the text, their interest in the story, and the perceived difficulty of the task. The findings suggest that implementing culturally sustaining pedagogy—through the use of culturally relevant texts—can enhance reading self-efficacy and support academic achievement for …

Does Class Ability Grouping In Secondary Schools Improve Students’ Literacy Scores On Australia’S Naplan Tests?, Olivia Johnston, Christa Norris, Peter Palamara

Research outputs 2022 to 2026

Many schools choose to use ability grouping, despite longstanding evidence that it is inequitable and does not improve overall academic outcomes. One reason that the practice of grouping students by ‘ability’ continues is because of pressure to perform on standardised tests. Educators hold beliefs that grouping students for English classes, for example, will improve their literacy scores. This paper presents findings from a study about class ability grouping for English in Australia and how different class grouping practices relate with students’ achievement on Australia’s standardised literacy test. The findings draw on data from our Class Ability Grouping Survey, where participant …

Let’S Make The Change: Addressing The Knowledge Gaps And Building Confidence In Teaching Aboriginal Perspectives For Pre-Service Teachers, Sarah Booth, Libby Jackson-Barrett, Mary Anne Macdonald, Renae Isaacs-Guthridge, Sian Bennett

Research outputs 2022 to 2026

Teaching Aboriginal perspectives and Aboriginal students by non-Indigenous teachers can feel daunting; however, this need not be the case. This study focuses on two frameworks that can be used to motivate pre-service teachers to feel more confident in teaching Aboriginal perspectives even when starting with trepidation in this area. To explain further, this study explored the impact an Aboriginal Contexts in Education unit had on pre-service teachers’ readiness to teach Aboriginal students and Aboriginal curriculum. Through two frameworks pre-service teachers were exposed to a range of Aboriginal perspectives through Aboriginal educators, authors, and resources, and spoke of their appreciation of …

Text Messaging Programs To Support Family Literacy Practices: A Scoping Review, Lennie Barblett, Leanne Lavina, Nicola Johnson, Caroline Barratt-Pugh

Research outputs 2022 to 2026

Using bulk digital text messaging has been shown to be effective in many different fields such as health program interventions and supporting parents/carers. Evaluations of these interventions indicate positive changes in practice; however, it appears the potential of digital messaging through short message services (SMS) have not been fully taken advantage of in early childhood education. This scoping review using Arksey and O’Malley’s (2005) approach investigates the current practices of text messaging programs to support families in the development of preschool aged children’s language and literacy learning. Searches of five databases identified 16 articles that fitted our criteria. Results indicate: …

What Are Information Literacy Skills? Western Australian Primary Teachers’ Interpretations Of The Ict Curriculum, Louise Moroney, Vaille Dawson

Research outputs 2022 to 2026

Teachers must equip students to navigate an increasingly complex world of unique challenges and opportunities, necessitating the development of a diverse range of transferable skills. These skills are embedded in the General Capabilities (GC) of the Australian school curriculum. Upper primary school teachers’ interpretations of one of the GC, Information and Communication Technology (ICT) learning progressions, was examined, as these skills have become increasingly important with the rise in generative and assistive artificial intelligence. Using an interpretivist paradigm, an exploratory study was used to determine the areas where 36 teachers differed in their interpretations of the learning progression. Data collected …

Nation, Nature And Childhood In Five Curricula: Towards Earthly Education, Zsuzsa Millei, Katarzyna Gawlicz, Lucy Hopkins, Camilla Eline Andersen, Danielle Ekman Ladru

Research outputs 2022 to 2026

This article explores the relations between nation, nature and childhood in five early childhood education curricula in the Nordic, post-socialist and settler-colonial states with the focus on the role education plays in the face of the climate crisis. The authors identify three interconnecting themes in which nation, nature and childhood are entangled in these curricula: 1) national nature as an object of learning; 2) nature and home/birth land and Country; and 3) stewardship for national nature. Exploring these themes from the perspective of alternative pedagogies developed to address the child–nature relations during the Anthropocene, the authors argue that these notions …

Sexisms And Gender-Washing In Australian Academia: Public Front, Private Realities, Jacqueline Ullman, Emily Gray, Mindy Blaise, Lucy Hobby

Research outputs 2022 to 2026

This paper offers an analysis of selected survey findings from a mixed methods research project, entitled Understanding and Addressing Everyday Sexisms in Australian Universities. The project is situated within the context of the negative impact of gender-based discrimination upon the higher education sector in Australia and internationally. The findings discussed in this paper relate to quantitative analyses of selected items from a national survey of over 1200 Australian academics, recruited through 12 public universities. In this paper, the ways in which different participant groups responded to items designed to explore their attitudes towards sexism in the academic workplace, both broadly …

Praxis: The Missing Theory To Practice Link In Maximising Early Childhood Science Opportunities, Pauline Roberts, Patricia R. Collins

Research outputs 2022 to 2026

Science teaching in early years contexts has been identified as deficient due to poor educator confidence, lack of content knowledge, or minimal opportunities being made available for science experiences. To identify strategies to counteract these factors, this study explored how these deficiencies are enacted in learning contexts by examining the beliefs and practices of educators across three early learning sites. The focus of this study was threefold: to gather the perception of educators in relation to early childhood science; explore the learning environments; and observe the interactions facilitated by the educators to develop scientific knowledge and skills for young children. …

Professional Development To Inspire, Support, And Extend Stem-Related Learning, Somayeh Ba Akhlagh, Asma Hulayyil Aljohani, Maryam Jamal Alharthi, Nahla Mahmoud Gahwaji, Nouf Mohammed Albadi, Marianne Knaus

Research outputs 2022 to 2026

The success of STEM education in early childhood education is reliant on the pedagogical practices of teachers. Effective teaching of STEM requires specific knowledge of the four disciplines of STEM, appropriate teaching and learning methods and relevant experiences. In Saudi Arabia the teaching of STEM is a relatively new field, and this paper outlines a research project to promote the teaching and learning of STEM through professional development workshops. The research is informed by Vygotsky’s cultural-historical/socio-cultural theory, acknowledging the crucial role of social interaction and cultural context in a collaborative learning environment. To evaluate the project, a mixed methods approach …

Are Australian Schools Becoming Less Inclusive? Changes To Class Ability Grouping Practices In Australian Secondary Schools, Olivia Johnston, Peter Palamara

Research outputs 2022 to 2026

Class ability grouping does not improve overall academic results, and is inequitable because it segregates students according to their disability, race, class, gender, and other factors that already make students at risk in education. The practice is not inclusive and previous research has shown that it exacerbates social disadvantage. Despite the evidence, historical efforts to change practices in Australia have been unsuccessful and many schools still use class ability grouping. This paper presents analysis of data from the Class Ability Grouping Survey about how often schools reported changing their class ability grouping practices in Year 7–9 Mathematics, English, Science, and …

Teaching Effectiveness On Secondary Mathematics: Evidence From Pisa—Shanghai-China, Ting Shen

Psychological Science Faculty Research & Creative Works

Educational researchers and policymakers around the world have a strong interest in understanding the underlying reasons for the remarkable academic achievement of Chinese students in the Programme for International Student Assessment (PISA). Although teachers have a significant impact on student achievement, empirical evidence on teaching effectiveness in the Chinese education system has been scarce. This study uses the PISA 2012 Shanghai-China data and employs both multilevel models and quantile regression models to investigate effective teaching factors and their differential effects for students at different mathematics achievement levels. The results reveal the importance of cognitive activation and disciplinary climate as consistent, …

The Evolution Of School Accountability In Virginia: Research, Early Results, And Implications For Policy And Practice, David Naff, William L. Parker, Meleah Ellison, Amy Bollt, Andrea Herndon, Paula Muente Mizushima, T'Airra Belcher, Lauren Grob, Lindsay Duncan, Kelly Denny, Emily Leavitt, Gyun Min Jung, Theresa Thompson, Sandra Rucker, Meredith Collier, Jamelle Simmons, Samantha Hope

MERC Publications

This MERC research and policy review focuses on the School Performance and Support Framework (SPSF), Virginia's school accountability system. It synthesizes relevant research literature, student outcome data, and information about accountability systems in other states to provide context, projections, and potential next steps for the SPSF. It concludes with implications and recommendations for state policymakers and education leaders, school boards and division leaders, and school leaders and educators.

Exploring Resiliency, Identity, And Access: Educational Narratives Of Adults Who Experienced Youth Homelessness, Taylor Mestres

University of the Pacific Theses and Dissertations

This study explored the educational experiences of adults who experienced homelessness during their youth, focusing on how instability, stigma, and resilience shaped their K-12 schooling. Guided by Maslow's hierarchy of needs and resiliency theory, the research employed a narrative inquiry approach with seven adult collaborators who reflected on their schooling while experiencing housing instability. Seven themes emerged: living between places, school as sanctuary, concealment and stigma, resilience and survival, the role of educators and support systems, thriving despite adversity, and retrospective recognition. Findings reveal that while housing instability and shame created significant barriers to learning and belonging, schools also functioned …

Inspiring Voices: The Impact Of Poetry Education, Nancy Aide Gonzalez St.Clair

University of the Pacific Theses and Dissertations

Poetry education is frequently viewed as an enrichment activity rather than a critical practice that supports academic, emotional, and social development. This qualitative exploratory case study examined how participation in a nonprofit creative writing program in northern California influenced the cognitive development, emotional well-being, communication skills, empathy, and perspective taking of young adults. The study was guided by constructivism, radical constructivism, and symbolic interactionism. It centered on the lived experiences of six poetry program alumni aged 18 to 25. The researcher collected data through semi-structured Zoom interviews and poetry portfolios containing three poems selected by each participant. I used inductive …

Examining Inclusive Computing Education For Blind Students In India, Akshay Kolgar Nayak, Yash Prakash, Md Javedul Ferdous, Sampath Jayarathna, Hae-Na Lee, Vikas Ashok

Computer Science Faculty Publications

The growing demand for computer professionals, driven by the expanding Information Technology industry, has led to numerous inclusive computing education efforts. These efforts have even included blind or visually-impaired (BVI) students, who are being increasingly encouraged to pursue education and a career in computing, despite the visually-oriented nature of the discipline. Extant literature has predominantly focused on identifying and addressing the accessibility barriers faced by BVI students to promote more inclusive learning environments. While few studies have also investigated the accessibility of computing education from the perspectives of BVI learners and instructors, these have been primarily situated in the Global …

Guidelines For Automatic Grading Of Student Essays Using Large Language Models, Diwakar Yalpi, Sruta Keerti Kasula, Ravi Mukkamala

Computer Science Faculty Publications

Automated essay evaluation using large language models (LLMs) has emerged as a promising approach to support scalable and consistent educational assessment. However, the effectiveness of LLM-based grading varies significantly across evaluation dimensions and is highly influenced by prompt design and model selection. In this study, we evaluate five state-of-the-art LLMs across five rubric-based categories: Relevance to Question, Reasoning and Critical Thinking, Evidence and Examples, Organization, and Clarity and Writing Quality. We systematically investigate the impact of three prompting strategies, including rubric-only prompting, exemplar-based prompting (with and without rubric guidance)(Original and Refined prompt designs) incorporating structured instructions. Additionally, a prompt ablation …

The Effectiveness Of Training On The Use Of Project-Based Learning Methods In Developing The Teaching Skills Of Middle School Science Teachers, Essa Dakheel Alrehaly

University of Tabuk Journal for Humanities and Social Sciences

The current research aimed to measure the effectiveness of training on using project-based learning methods in developing teaching skills among intermediate science teachers. To verify the research hypotheses, a cognitive test and an observation card were used. The experimental treatment materials included the training program in light of project-based learning methods to develop teaching skills among intermediate science teachers. The current research used the experimental method with a quasi-experimental design based on a single-group design with a pre-post application to determine the effect of an independent variable on a dependent variable. The research sample consisted of an experimental group of …

Contextual Scaffolding And Self-Efficacy: Supporting Computer Skill Development Among Blind Learners In India, Akshay Kolgar Nayak, Yash Prakash, Sampath Jayarathna, Hae-Na Lee, Vikas Ashok

Computer Science Faculty Publications

Inclusive computer literacy education efforts, broadening the participation of blind or visually impaired (BVI) individuals, have gained traction in recent years. Existing literature investigating these efforts primarily draws evidence from affluent Global North contexts, where accessibility resources and legal frameworks are relatively more mature. Little is known about the in-situ teaching and learning challenges faced by trainers and BVI students, respectively, in resource-constrained, multicultural Global South countries like India. To address this knowledge gap, we conducted a four-month contextual inquiry at two computer training centers catering to 94 BVI students in India. We notably observed a rigid, experience-driven training environment …

Students With Vision And Hearing Loss: Successful Strategies For Teachers And Families, Karen A. Waldron, Michael Steer, Dolly Bhargava

Education Faculty Research

Students with Vision and Hearing Loss: Successful Strategies for Teachers and Families is an eBook containing extensive online Activities, Research, and Resources to support children and adolescents who are Vision Impaired or Blind, and those who experience a Hearing Loss or are Deaf.

This collaborative project was administered by Dr. Karen A. Waldron (Trinity University, San Antonio, Texas) and Dr. Michael Steer, with the support of graduate student Dolly Bhargava (Renwick College, New South Wales).

It includes the work of many experts at universities, schools, and regional service centers across the United States, Australia, and New Zealand, and provides specific …

Examining How Engagement Strategies Of Principals Influence Teacher Retention In Urban Title I Schools, Bridgette Allen

College of Graduate Studies: Theses & Dissertations

As the teacher shortage continues to rise, it is critical for educational leaders to focus on teacher retention. Principals play a significant role in teacher retention, teacher engagement, and job satisfaction; therefore, they must implement effective engagement strategies to improve teacher retention. The purpose of this basic qualitative study is to explore how engagement strategies employed by principals at urban Title I schools contribute to teachers’ decisions to remain at these schools. The research question for this study examines teachers’ perspectives on how the engagement strategies used by their school principals influence their decision to remain in an urban Title …