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English Language Learners’ Perceptions Of Challenges To Persisting To Graduation In Higher Education, Rania Alhajjar

Walden Dissertations and Doctoral Studies

No abstract provided.

Exploring The Impact Of Self-Compassion And Mindfulness Interventions On Teacher Stress, Feedback Delivery, And Student Behavior In Elementary Classrooms, Coral Lynn Koller

Theses and Dissertations

Teacher stress is a persistent challenge that negatively affects educator well-being, classroom climate, and student outcomes. Although the prevalence and impact of teacher stress are well-documented. This single-case multiple baseline study investigated the effects of a structured self-compassion and mindfulness intervention on teacher stress, delivery of positive feedback, and student on-task behavior in three general education elementary teachers. Over a 6- week period, participants engaged in mindfulness and self-compassion practices, tracked through a combination of self-report scales (Daily Stress Response Scale, Perceived Stress Scale, SelfCompassion Scale, and Five Facet Mindfulness Questionnaire) and pre- and post-classroom observations. Results indicated reductions in …

Faculty Perceptions Of Lgbtq+ Students In Higher Education, Serena Gramling, Laura E. Barrow, Stacy Mikel, Mark J. Sciuchetti Dr., Falynn Turley

Higher Learning Research Communications

Objective: Limited faculty understanding of LGBTQ+ student experiences may contribute to exclusionary campus climates and discriminatory practices. This study examined faculty perceptions to identify ways to improve support for LGBTQ+ students and promote inclusive environments.

Method: A descriptive quantitative design was used to examine faculty perceptions of LGBTQ+ students and differences across geographic regions. 142 participants completed the 20-item instrument.

Results: Although regional differences in acceptance were observed, geographic location did not significantly predict faculty attitudes. Faculty acceptance played a key moderating role in the relationship between awareness and engagement in inclusive practices. Findings indicated that faculty attitudes alone are …

Rape Pregnancies And Consequent Ptsd Resulting From The Overturn Of Roe V. Wade, Emma Lindenfelser, Yulia Garaeva, Nenette Nti-Agyemang, Ellen Davis, Anna Kabwa, Alexandra M Calaman

Binghamton University Undergraduate Journal

Prior to the 1973 Roe v. Wade ruling, access to safe legal abortions was limited and often restricted along racial, economic, and geographic lines. Nearly fifty years later, women’s health policy evolved again following the 2022 Dobbs v. Jackson Women’s Health Organization decision overturning Roe v. Wade. This court ruling decimated federal protections of abortion. This paper presents the research that the 2022 Dobbs judicial decision may contribute to and exacerbate rape-related PTSD on 1 out of 20 American who are unable to access a safe abortion after a rape-related pregnancy. Pregnant women living in conservative states that have outlawed …

Community Health Fair As Experiential Learning: Interprofessional Faculty And Student Perspectives, Sharon Stevenson, Martha Rojo, Jing Jin, Erickson Feliciano, Margaret Love, Scott Wright

Journal of Interprofessional Practice and Collaboration

Abstract

Background: Traditional, precepted clinical practice sites continue to decline. Community health fairs (CHFs), led by experienced interprofessional faculty, present a valuable opportunity. In addition, CHFs provide students with hands-on experience in real-world settings.

Aim: This study examined the perspectives and clinical experiences of interprofessional faculty and students participating in a CHF.

Methods: This study utilized qualitative and quantitative design. Fourteen participants (seven students, seven faculty) engaged in conversational interviews, and completed a faculty and student survey as well as a demographic survey. Descriptive statistics were used to describe the sample and survey responses, and thematic analysis was used to …

The Effectiveness Of Using Ai As A Digital Assistant In Problem-Based Learning On Student Learning Outcomes, Fadil Firdian, Afif Rahman Riyanda, Ghea Chandra Surawan, Rafiqa Rizalita

Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan

This study aims to analyze the effectiveness of the use of Artificial Intelligence (AI) based Digital Assistant in the Problem-Based Learning (PBL) model on the learning outcomes of PTI Study Program students in the mobile Programming course. The research method uses a quasi-experimental approach with a pretest-posttest control group. The results showed a significant difference between the experimental and control classes with a p value = 0.001 < 0.05, indicating a significant influence on learning outcomes. The N-Gain value was 0.543 (Moderate) and the results of sser satisfaction questionnaire were 3.30 (Satisfied). These findings prove that the integration of AI as a digital assistant in PBL is effective in improving learning outcomes, conceptual understanding, and student satisfaction with the use of AI.

Office Discipline Referral Narratives, Context, And Categorization, Deanna M. Bush

Education Dissertations

This two-part qualitative study examined the experiences of students with disabilities (SWD) in the middle school discipline. Phase one was a qualitative document analysis study that examined school discipline for SWD through the lens of Critical Disability Theory (CDT), Multi-Tiered Systems of Support (MTSS), Constructivist Learning Theory, and the Vulnerable Decision Point model (VDP) in a midsize suburban district in Washington state. The study explored alignment of ODR teacher-written narratives with behavioral categories assigned to the ODR at the time of issue to determine variance based on behavior category or student disability status. Phase two a semi-structured interview (shown on …

The Perspectives Of Lesbian, Gay, Bisexual, Transgender, Queer/Questioning, Plus (Others) Teachers On The Enactment Of Their Identities At Work Amid Adverse Legislation, Mandy Rhea Manning

Walden Dissertations and Doctoral Studies

No abstract provided.

Parenting Styles And Their Relationship To Cyberbullying Exposure Among High School Students: The Mediating Role Of Self-Confidence, Hesham F. Gadelrab Prof., Afnan H. Al-Muqate, Fatemah A. Al-Kandari

International Journal for Research in Education

This study examined the relationships among parenting styles, self-confidence, and cyberbullying exposure among high school students in Kuwait. It also explored differences in these variables by gender, grade level, and academic specialization, as well as the mediating role of self-confidence in the relationship between parenting styles and cyberbullying exposure. The study employed a descriptive correlational design and included 302 male and female students enrolled in the 11th and 12th grades across both science and literature tracks. Data were collected using the Self-Confidence Scale (Sanabani & Al-Tariq, 2020), the Parenting Styles Scale (Zugheer, 2007), and the Cyberbullying Scale (Hussein, 2018). The …

The Effect Of Practice Test Timing On Students’ Test Anxiety And Exam Performance, Alanood M. Al-Thani, Mutasem M. Akour

International Journal for Research in Education

This quasi-experimental study employed a switched replication design to investigate the effect of practice test timing on test anxiety and exam performance among 154 female undergraduate students. Participant groups received online practice tests either early in the semester (before the midterm) or later (before the final exam). Results indicated a significant effect of practice test timing on test anxiety. While both groups exhibited a significant decrease in test anxiety over time, this reduction was more pronounced for the group that took the practice test early. Furthermore, a significant negative correlation was found between final exam performance and test anxiety. These …

Many Hands Make Light Work: Restoring Edu-Economical Debts For Black Males, Joyice Robinson Myers

VA Engage Journal

A college degree is closely linked to economic stability, yet only 20% of Black men in the United States hold a bachelor’s degree or higher. These disparities are not accidental; they are the cumulative result of systems that have systematically denied Black males equitable access to educational and economic opportunity across generations. This systematic review examines the compounding relationship among family structure, educational attainment, and economic standing for Black males, and considers what restoring that relationship could look like in practice. I integrate three theoretical frameworks—Education Debt (Ladson-Billings, 2006), African American Male Theory (Bush & Bush, 2013), and the R³ISE …

Storytelling, Gender, And The Double-Empathy Problem, Annie Rogers

Theses and Dissertations

Storytelling has been proposed as a meaningful way to facilitate empathy and connection, particularly across neurotypes. The present study examined whether a live storytelling event influenced perceptions of the autism community, empathy, and interpersonal connection, while also exploring differences on biological sex and levels of autistic traits. Participants completed pre- and post-event measures assessing relationship perceptions and connection, along with standardized measures of empathy and autistic traits. Results showed a significant increase in positive perceptions of the autism community and perceived closeness to storytellers after the event. Engagement, emotional impact, openness, and motivation to support the autism community were all …

The Evolution Of Collaborative Dialogue And Instructional Change Among Secondary Mathematics Teachers Engaged In Peer Observation, Shazia Akbar

Theses and Dissertations

This qualitative study examined how collaborative dialogue evolved across four cycles of a formative peer observation system involving one veteran and two first-year secondary mathematics teachers, exploring which aspects of that dialogue teachers attributed to changes in their instructional practice. Using the Math Talk for Equitable Participation (MTEP) framework across one academic year, data were drawn from verbatim transcripts of eight collaborative sessions and video-stimulated recall interviews. Four key findings emerged: evidence shifted from planning documents to video of student thinking, deepening pedagogical reasoning; novice teacher contributions grew from peripheral to central; relational trust fostered critical rather than merely affirming …

Emotion-Focused Teaching And Preschool Children's Social, Emotional, And Self-Regulatory Development, Brielle Emily Petit

Dissertations and Theses

Contributing to the literature on supportive mechanisms for children's development of social, emotional, and self-regulatory competencies, the current study examines the contributions of emotion-focused teaching in preschool classrooms. Emotion-focused teaching is a framework used within preschool classrooms that encompasses three domains of teaching that support children's development of emotion skills—how teachers display their own emotions or emotion-related behaviors and actions (modeling), the ways they respond to children's emotional expressions (responding), and how instruction is used to inform children about emotions and related processes (instructing). More frequent emotion-focused teaching has been shown to be a …

Professional Identity And Teaching Self-Efficacy Among Early Career Nurse Educators Across Baccalaureate Nursing Programs, Kerri Chapman

Walden Dissertations and Doctoral Studies

No abstract provided.

The Architecture Of Chemical Understanding: How Representation Selection, Ordering, And Feature Salience Shape Students' Conceptions In Chemistry, Isaiah Nelsen

USF Tampa Graduate Theses and Dissertations

Chemical representations play a central role in how students learn and reason aboutchemistry. While representations are routinely used in chemistry classrooms, students often struggle to extract relevant information, connect representations to underlying chemical principles, and apply this information to problem-solving. This dissertation investigates the role of representations in supporting students’ conceptual understanding and reasoning across general and organic chemistry through three qualitative studies.

The first study in this work explores how variation in chemical representation influences how students understand foundational chemistry principles. This study sought to characterize how second semester general chemistry students approach dipole–dipole interaction tasks with four distinct …

Book Review: Transformational Teaching By Kenneth S. Coley, Deborah L. Maccullough, & Martha E. Maccullough: A Comprehensive Resource For Christian Educators, Michele S. Worley

Journal for the Scholarship of Teaching & Learning

This review of Transformational Teaching by Kenneth S. Coley, Deborah L. MacCullough, & Martha E. MacCullough examines the book as a Christian resource for educators. The book covers four main areas of education: foundational philosophy and learning theory, instructional design, learning community and semantics in discipline content structure in teaching. Each area is biblically founded and combines theory with real-world application and examples from Scripture. This invaluable resource equips current and prospective educators to blend faith with pedagogy and cultivate an individualized Christian worldview while pursuing instructional excellence.

Called To Accuracy, Brick By Brick: Recordkeeping And Reporting Amid Cultural Pressures And Training Gaps, Amber L. Wilson, Sarah J. Boettger, Janet K. Brown, Kjell Fenn, Jessica E. Kuehne, David L. Ream

Journal for the Scholarship of Teaching & Learning

This research investigates how faculty at Christian higher education interpret the impact of expected recordkeeping and reporting. The purpose of this study is to explore the perceptions and expectations of recordkeeping and reporting that impact job satisfaction. By examining recordkeeping and reporting and the influence of culture as key factors affecting job satisfaction in Christian higher education, insights were gathered through six faculty member interviews. The data were collected through semi-structured interviews, journals, and discussion board posts. This transcendental phenomenological study sought to explore the lived experiences of six faculty members at a large private Christian university in the southeastern …

Into The Unknown: Ai Adoption And Job Satisfaction Of Christian Faculty, Hailey A. Manicone, Roger B. Bingham, Ireremena E. Felixotuorimuo, Linnaya M. Graf, Rachel A. Joseph, Erica Danielle Moore, Joshua E. Wilson

Journal for the Scholarship of Teaching & Learning

The purpose of this study was to capture the lived experiences of faculty members at Christian higher education institutions regarding the impact of artificial intelligence (AI) on faculty job satisfaction. The study addressed two primary research questions: (1) What are the perceptions of Christian higher education faculty regarding expectations related to their use of AI in teaching? (2) How do these perceptions influence their job satisfaction? A transcendental phenomenological approach was used to gather data from six participants from a faith-based institution in the southeastern United States through individual interviews, focus groups, and journal prompts. Analysis followed Moustakas’ (1994) four-step …

Beyond Lecturing: A Qualitative Exploration Of The Impact Of Artificial Intelligence (Ai) And Academic Integrity On Faculty Job Satisfaction In Christian Higher Education, Jacob T. Byrd, Heather J. Conner, Charlene S. Geisler, Jonathan A. Giles, Mark D. Granger, Sheila Ruyack, Andrew H. Volk

Journal for the Scholarship of Teaching & Learning

The evolving state of Artificial Intelligence (AI) poses significant challenges for faculty in higher education when dealing with academic integrity issues related to student use of AI for course assignments. Students’ utilization of AI contributes to a variety of factors related to faculty perceptions of expectations for AI use in the classroom and how they should approach issues pertaining to academic integrity. While research exists relating to job satisfaction of higher education faculty and expectations regarding technology and AI use in the classroom, research is also limited regarding the effects of AI and academic integrity on the perceptions of expectations …

Beyond Teaching: The Ripple Effect Of Mentoring And Advising On Job Satisfaction, Brad Burgess, Justin Bamba, Laura Beiler, Patricia Meulemans, Cathy Roberts, Alicia Slate

Journal for the Scholarship of Teaching & Learning

Abstract

This study explored the lived experiences of faculty members in a Christian higher education (CHE) institution located in the southeastern region of the United States. Mentoring and advising were defined within the research as they pertain to CHE. Herzberg et al.’s (1959) two-factor model was the theoretical framework of this qualitative phenomenological study. The study examined how perceptions of mentoring and advising related to job satisfaction. Six participants completed interviews, asynchronous written discussions, and individual journal entries. Using Moustakas’ (1994) transcendental phenomenological approach, five themes were revealed: Student Impact, Relationship Development, Life Experience Mentorship, Christian Identity, and Fulfillment. Christian …

Can You Hear Me Now? The Impact Of Communication With Students On Faculty Job Satisfaction In Christian Higher Education: A Qualitative Research Study, Bruce K. Bell, Virginia W. Cashion, Kimberly S. Cashman, Alexander Lagos Choquecahua, Collin M. Lyons, Robert J. Doan

Journal for the Scholarship of Teaching & Learning

The goal of Christian higher education is to effectively integrate faith and learning to equip students to make an impact for Christ in the world. Consequently, faculty at faith-based institutions face challenges when attempting to navigate the ever-changing academic landscape while simultaneously satisfying students’ expectations. This study seeks to explore faculty-student communication and how this affects faculty job satisfaction within Christian higher education. The methodological approach to address this gap included a phenomenological design, which involved interviewing six faculty members from a large Christian university located in the Southeastern United States. These interviews produced useful lived experiences, and the purposeful …

Beyond Lecturing: A Qualitative Exploration Of The Impact Of Lesson Planning On Faculty Job Satisfaction In Christian Higher Education, Andrea Lynn Smith, Randy Baker, David M. Hahn, Cheryl B. Hemric, Karen Haaland Hubbard, Annik A. Miller, Brenda L. Widger

Journal for the Scholarship of Teaching & Learning

Job satisfaction for higher education faculty is influenced by many factors, with lesson planning serving as a contributing factor. This phenomenological study sought to explore and understand the lived experiences of faculty members regarding the impact of lesson planning on job satisfaction in a Christian higher education institution. Using phenomenological methods, the researchers conducted in-person interviews, administered discussion board focus groups, and gathered reflective journal entries from a sample size of six participants at a large, faith-based university located in the southeastern United States. During the data analysis, five themes emerged: Faith Integration and Spiritual Purpose, Autonomy and Creative Freedom, …

Beyond Teaching: A Qualitative Exploration Of The Impact Of Active Learning On Faculty Job Satisfaction In Christian Higher Education, Alisha Castaneda, Grace Michele Baker, Marsha Baker, Hanna Byrd, Kahlib Fischer, Folashade O. Odedina

Journal for the Scholarship of Teaching & Learning

Abstract

This research aims to examine the lived experiences of university professors at a Christian university regarding active learning (AL) and job satisfaction. Using Herzberg’s two-factor theory as a guiding framework, the researchers employed a qualitative transcendental phenomenological study to gauge the perceptions of six faculty members who teach using residential or online delivery formats. Data were collected through individual interviews, reflection journals, and discussion groups. Thematic analysis was utilized to identify initial codes and emerging themes, giving voice to the participants' firsthand knowledge and perspectives. The research noted four dominant themes regarding AL and professor job satisfaction: positive student …

Editorial: Faculty Flourishing: Job Satisfaction, Calling, And The Strength Of Academic Community, Shawn Bielicki, Alexandra Barnett

Journal for the Scholarship of Teaching & Learning

Editorial: Faculty Flourishing: Job Satisfaction, Calling, and the Strength of Academic Community

Emotional Intelligence And Teamwork In A Ship’S Bridge : A Proposed Training Framework For Upskilling, Sofia Kallou, Nikitas Nikitakos, Dimitrios A. Papachristos, Dimitrios Dalaklis, Momoko Kitada

Articles

The notion that computers equipped with software and artificial intelligence (AI) applications can effectively replace human intelligence is under the existing paradigm of operations. This is the leading facilitator of task automation on board a ship to fulfill various jobs and is often supported by numerous scientists/academics who contribute to gaining today’s momentum in public opinion. The discourse of Industry 4.0 in the maritime domain, however, tends to focus heavily on technological contexts and overlooks socio-economic contexts. This gap is evident in the strong emphasis on technical and digital skills for future maritime professionals. This paper, therefore, argues that the …

Dual Language Immersion In Utah Schools: Examining Experiences And Access To Improve Sustainability, Melissa Catherine Jensen Kimball

Theses and Dissertations

Dual language immersion (DLI) programs can impact students in many ways. Multiple researchers have studied the effects of these programs and have found numerous benefits. However, there is little published information on the actual experiences of individuals in schools with a DLI program, including those who are involved in the program and those who were a part of DLI school communities but not directly involved in the program. A. Hawks, J. Rowley, D. Stovall, and their respective thesis and dissertation committees created a survey to better understand the current perspectives of administrators, parents, teachers, and other school staff on these …

“Thrown To The Fire”: Exploring The Impact Of The Covid-19 Pandemic On The Education And Self-Efficacy In New Graduate Physical Therapists, Michael Furtado, Gregory Brusola, Dana Wild

Internet Journal of Allied Health Sciences and Practice

Purpose: The COVID-19 pandemic significantly disrupted Doctor of Physical Therapy (DPT) education and practice, leading to emergency transitions to online learning and interruptions in clinical experiences across the United States. These disruptions raised concerns about their impact on new graduate DPTs' self-efficacy and professional readiness. The current issue addressed by this study is the effect of these disruptions on new graduate self-efficacy and confidence in their professional role. This mixed-method study aimed to assess the extent of clinical education disruption, evaluate its effects on self-efficacy, and explore the lived experiences of new graduate DPTs during the pandemic. Method: A survey …

An Exploration Of Variables Related To Gender Role Differences And Social Relationships Among Nontraditional Bachelor's Degree Recipients, Cynthia Bourgeois Bergeron

Doctoral Dissertations

The goal of this study was to examine variables that speak to gender role differences among nontraditional bachelor’s degree recipients aged 30 to 49. These issues are particularly relevant given enrollment trends showing that the diversification of bachelor’s degree seekers has outpaced the policies and norms of traditional undergraduate education. A nonexperimental, correlational research design was employed using chi-square tests and Cramer’s V as post-hoc measures on categorical data from the 2012, 2014, and 2016 General Social Survey. Shaped by Gilligan’s moral development theory, several social variables were included in the analysis. Two statistically significant associations emerged: women earning bachelor’s …

A Cross-Sectional Study Of First-Generation College Students' Sense Of Belonging Across Diverse Institutional Contexts, Nirmal Chandra Gope

Doctoral Dissertations

First-generation college students comprise a significant growth demographic in U.S. higher education. Even with lower enrollment rates, more than one-third of U.S. postsecondary school students are first-generation students (Cataldi et al., 2018; Redford & Mulvaney Hoyer, 2017; Ward et al., 2012; Whitley et al., 2018). However, their retention and graduation rates are significantly lower than those of their continuing peers (Choy, 2001; Engle, 2007, 2008; Ishitani, 2006; Longwell-Grice & Longwell-Grice, 2021). Various factors play a significant role in creating this disparity (Longwell-Grice & Longwell-Grice, 2021; Tinto, 1993). Research identifies belonging as a crucial factor influencing student persistence, academic achievement, mental …