Amplifying Strengths: A Phenomenological Exploration Of Elementary Teachers’ Culturally Proficient Practices With Newcomer Students Through An Appreciative Inquiry Lens, Mary Elizabeth Bradford

Teacher Education, Educational Leadership & Policy ETDs

This qualitative study explored the lived experiences of elementary educators working with newcomer students in a Southwest urban school district, with the purpose of identifying culturally proficient strengths that support student belonging and learning. Guided by an interpretive (hermeneutic) phenomenological approach and informed by Appreciative Inquiry, the study centered educators’ meaning-making rather than deficit-oriented perspectives. Data were collected through in-depth, semi-structured interviews with five elementary educators serving newcomer students across kindergarten through fifth grade. Analysis followed van Manen’s phenomenological methods and resulted in six interrelated themes: belonging before language; school as a cultural system; language as agency and identity; cultural …

Examining The Glat As A Measure Of Ai Literacy, Hunter R. Castleton

Masters Theses, 2020-current

The current study examined the Generative AI Literacy Assessment Test (GLAT) as a promising test of AI literacy due to its content, which is grounded in relevant AI literacy theory, and its design as a cognitive measure of AI literacy. To examine the GLAT, data were collected from a sample of 543 graduating seniors at James Madison University (JMU) who took the GLAT as part of a longer series of tests. Their responses were first analyzed to assess the test’s item characteristics and internal structure. Following this initial analysis, a final item set was established to ensure that low-quality items …

Using Behavior Skills Training To Shape Paraprofessional Fidelity And Reduce Student Latency To Begin Non-Preferred Academic Tasks During Transitions, Maria C. Cole

Masters Theses, 2020-current

The purpose of this study was to investigate the use of behavior skills training (BST) to improve a paraprofessional’s implementation fidelity of evidence-based strategies targeting transition-related behaviors in a student with autism spectrum disorder (ASD). A changing criterion design was used to evaluate whether a functional relation between BST and the implementation of a task-analyzed transition protocol existed. The staff participant was assessed across baseline, three phases of BST intervention, and a mini-reversal phase included to further assess experimental control. Student data were collected tangentially in further evaluating experimental control. The paraprofessional participant demonstrated improving implementation fidelity trends within and …

The Effects Of Behavior Skills Training To Teach A Clinician To Implement A Structured Work System, Megan E. Bowling

Masters Theses, 2020-current

Many children with autism spectrum disorder present with deficits in completing daily living tasks, which may be due to the sequencing of information required to complete these skills. Structured work systems present a support for children to visually organize and sequence events, though they are most used in the classroom setting. The study tested the effectiveness of behavior skills training to teach a behavior support clinician to implement a structured work system via least-to-most prompting. Data was collected on the clinician’s percent of accurate implementation, which was then analyzed across three daily living behaviors in a multiple probe design. Results …

Interprofessional Collaboration: A Survey Study Focusing On Pre-Service Professionals, Megan L. Bell

Masters Theses, 2020-current

Board certified behavior analysts (BCBAs) are bound by an ethical code to engage in appropriate means of interprofessional collaboration for the best interest of their clients. Training in this has been increased during graduate coursework to ensure BCBAs are intentionally following through on this notion to allow for stronger professional relationships with other related service providers and are holistically providing the best care possible for their clients. The goal of this survey was to better understand how these changes compares to other related services providers and their goals of collaboration, when working with individuals with disabilities. A survey was disseminated …

Analysis Of The Relationships Between Students' Memory Ability And Cognitive Ability On Chemical Nomenclature, Yenni Kurniawati, Elsa Tria Monica, Nurul Aulya Nisya, Alfi Novriandri

Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan

Memory ability was needed thing that important to research in relationships and teachers’ effort in increasing learning quality. The research aimed at knowing  the correlation between students’ memory ability and cognitive ability at Islamic Senior High School of Al-Ihsan Boarding School Kubang Raya, Kampar. It was used mixed method design. Technique of colecting the data was used Quantitave method through memory test ability and cognitive ability test. Questionnaire, observation and documentation technique was used for collecting the data in quality. Subject of the research was students of Islamic Senior High School of Al-Ihsan Boarding School Kubang Raya, Kampar. Object …

Development And Preliminary Effectiveness Of Sel-Based Puzzle Media For Improving Emotional Regulation In Second-Grade Elementary Students, Kun Widya Nurfiani, Diana Septi Purnama

Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan

This study developed and evaluated the feasibility, practicality, and preliminary effectiveness of the Social Emotional Learning (SEL)-based Puzzle Expression Emotion media to improve emotional regulation among second-grade elementary school students. The study used a Research and Development design following the ADDIE model. Feasibility was assessed by subject-matter and media experts, practicality by classroom teachers, and preliminary effectiveness through a one-group pretest-posttest field trial involving 51 students from two public elementary schools in Surakarta. Data were collected through interviews, observations, validation sheets, practicality questionnaires, and an emotional regulation instrument. Quantitative data were analyzed descriptively, followed by a paired-sample t-test and N-gain …

Saying “Yes, And” To A Changing Legal Profession Through Improv, Ben Bratman

The Journal of Law Teaching and Learning

As legal practitioners confront the potent impacts of society’s latest technological innovation, legal education can and should say “yes, and” to all the change and uncertainty by leaning into the teaching of human skills. That’s “yes, and,” as in the guiding principle of improvisational theater, or improv. As a form of embodied learning through play, improv exercises are a proven tool for building and refining fundamental human skills, often called the “soft” skills, within a low-stakes learning environment. They can and should be a part of any law school’s effort to graduate confident and skilled communicators who are strong team …

Tracing Washback In Language Education: Theoretical Foundations And Policy Implications For Assessment Research-Practice Partnerships, Chia-Hsin Yin

Mid-Western Educational Researcher

Washback—the influence of testing on teaching and learning—has become a central concern in language education, with important implications for assessment design, classroom practice, and educational policy. This paper synthesizes foundational theories and empirical studies on washback, drawing on models by Alderson and Wall (1993), Bailey (1996), Green (2007), and others to examine how test effects operate across micro-level classroom practices and macro-level policy contexts. At the micro level, research on self-assessment, portfolio-based assessment, digital tools, and stakeholder perspectives illustrates how test formats, teacher agency, and learner interpretations shape instructional behavior and learning experiences. At the macro level, national policies, language …

The Academic Workplace Climate Measure: A New Instrument To Measure Counselor Education Faculty Climate, Ryan Holliman, Ryan D. Foster, Pedro Blanco

Journal of Counselor Preparation and Supervision

Research indicates that between 32% and 62% of faculty in higher education have experienced some form of incivility (Cassell, 2011; Fox, 2010; Heffernan & Bosetti, 2020; Hollis, 2012; Keashly & Neuman, 2008; McKay et al., 2008). Incivility among faculty can be associated with declining health, decreased faculty retention, diminished self-esteem, and lowered psychological well-being (McClendon et al., 2021; Miner et al., 2012; Raskauskas & Skrabec, 2011). Although counselor educators are presumably experts in effective communication and conflict negotiation, anecdotal reports of conflict in counselor education departments are frequent. This study developed an instrument called the Academic Workplace Climate Measure. In …

Analyzing Outcome Research In Aca Counseling Journals: A Content Analysis, Lisa Rickman, Marangelie Velez, Serene Hasan, Elizabeth Lugo, Sejal Barden

Journal of Counselor Preparation and Supervision

To assess the current state of evidence-based practices within counseling and counselor education, researchers conducted a comprehensive content analysis of outcome research published in counseling journals. Using quantitative methods to examine publication trends and frequency, the study reviewed 5,266 articles across 21 journals over a ten-year span (2013–2023), identifying 405 outcome studies for inclusion. Findings revealed a substantial gap in outcome research within professional counseling, particularly with respect to methodological diversity and representation of diverse populations. The authors emphasize the need for counselor educators and practitioners to prioritize outcome research to enhance clinical effectiveness and strengthen the profession. Furthermore, the …

Negotiating Professional Identity Development Across Contexts: A Collaborative Autoethnography, Clark D. Ausloos, Rebecca J. Vannest, Hayley Ostlund

Journal of Counselor Preparation and Supervision

This collaborative autoethnography (CAE) explores how two counselor educators and one doctoral student navigate professional identity formation across three intersecting contexts: school counseling, clinical mental health counseling, and counselor education. Through critical reflection and collaborative analysis of focus-group data and individual reflections, we identify four themes: Career Flexibility & Adaptability, Identity Formation in Supportive and Restrictive Systems, Role Strain & Stigma, and Values-Driven Practices. Implications call for counselor education programs and higher education systems to embrace multiplicity, non-linear careers, redefine mentorship structures for doctoral students and faculty, and revise promotion criteria to value relationality, and creative, student- and community-engaged …

Predicting Counseling Student Well-Being: The Role Of Faculty And Stress, Kendall G. Woods, Elizabeth K. N. Harper, Michell L. Temple

Journal of Counselor Preparation and Supervision

Approximately one-third of Americans live in areas with limited access to mental health services, with only one mental health provider for every 350 people (Health Resources and Services Administration [HRSA], 2024; Reinert & Nguyen, 2022). The shortage of mental health providers persists as the need for services grows, a challenge compounded by the 40-60% attrition rate among counseling trainees (Chrzanowski, 2018). Improving counseling program completion is essential to address the mental health workforce shortage. While previous research has emphasized the importance of faculty support for graduate students (Estrada et al, 2019), little research has examined how faculty-student interactions and academic …

Practitioners’ Experiences Of Developmental, Individual Differences, Relationship-Based (Dir) Approach In Their Professional Practice With Neurodivergent Clients: A Hermeneutic Phenomenological Study, Ekaterina Sidor

Educational Studies Dissertations

This phenomenological study explores how professionals experience integrating the developmental, individual-differences, and relationship-based (DIR) framework in their work with neurodivergent clients. Although DIR is recognized as an evidence-based developmental approach in the field of autism support, little is known about how its integration affects practitioners themselves. Grounded in relational-cultural theory and transformative learning theory, the study examines how engagement with DIR influences practitioners’ professional practice and development. Using a qualitative, hermeneutic phenomenological design, data were collected through open-ended questionnaires and in-depth interviews with multidisciplinary professionals from diverse international contexts who completed DIRFloortime training and actively implement DIR in their work. …

Becoming Restorative: An Exploration Of Individual Journeys And The Professional Learning That Supports Them, Jessica Rae Madden-Fuoco

Educational Studies Dissertations

Restorative practices in K-12 schools have been studied primarily for their impact on school climate and discipline outcomes, yet little empirical or conceptual guidance exists for the professional learning that supports educators in becoming restorative. This study investigated three interconnected questions: How do individuals experience the process of becoming more restorative in their personal and professional lives? What key qualities characterize effective andragogy in the teaching of restorative practices? And how do educators perceive the impact of these qualities on their professional learning, development, and ability to use restorative practices in their classroom or school? This study employed two complementary …

The Efficacy Of Emotional Reframing As An Intervention To Promote Adult Transformational Growth, Linda Rossetti

Educational Studies Dissertations

This study investigates the underexplored relationship between adult developmental growth and emotions. Developmental growth requires an individual to respond to self-concept instability by adopting new meaning structures and navigating oppositional emotions. This quantitative study examined the relationship between an emotional reframing intervention and perspective shifts, an indicator of developmental progression. Data collected on three college campuses in the 2024-2025 academic year revealed a strong positive relationship between the intervention and perspective shifts, as evidenced by differences in pre- and post-assessment responses within the studied population, both in aggregate and in specific use cases. The findings contribute to three academic arenas: …

We Need To Do Better: Exploring Educators’ Perspectives Of Transformative Trauma-Informed Social-Emotional Learning, Heather Stay

Education Doctorate Dissertations

This qualitative, descriptive case study examined educators’ understandings, enactment, and professional learning related to transformative, trauma-informed social-emotional learning (SEL) practices in a center-based emotional support school setting. Data were collected through semi-structured educator interviews and classroom observations to capture a holistic view of pedagogical practices. Guided by the theoretical frameworks of Dis/Crit, Transformative Learning Theory, and Foucault’s Theory of Power, the findings illuminate how educators leverage trauma-informed SEL strategies to support students affected by trauma as they navigate structural and systemic constraints within a normative educational system. Results highlight both effective cultural-sustaining and trauma-responsive practices already in place, as well …

Through A Pedagogy Of Play: Kindergarten Teachers' Professional Identity, Self-Efficacy, And Well-Being, Jennifer L. Berube

Educational Studies Dissertations

Abstract

This convergent parallel mixed methods study examined how kindergarten teachers who implement a play-based pedagogy describe its influence on their professional identity, self-efficacy, and well-being. Kindergarten represents a critical educational juncture where tensions between developmental practice and academic acceleration are most pronounced, yet existing research has not adequately examined how pedagogical approaches affect the teachers who implement them. While extensive research documents the benefits of play-based learning for children’s development, the experiences of the teachers who facilitate that learning remain largely unexamined. This study addressed that gap through three integrated frameworks: Self-Determination Theory, Seligman’s model of well-being encompassing positive …

Influence Of The Discipline Of Authentic Movement Practice On Interpersonal Relationships, Joy Ruben Welts

Educational Studies Dissertations

This mixed methods study explored how practicing the Discipline of Authentic Movement impacts relationships. This research was conducted to fill in the gaps around attunement and use of the Discipline of Authentic Movement as an intervention to support healthy relationships. Five self-selected adults met on Saturday afternoons for eight weeks to practice the Discipline of Authentic Movement. They completed a pre and post Revised Adult Attachment Scale and reflected weekly on their experience through journaling. Participants reported that it was the structure of the Discipline of Authentic Movement that allowed them to feel more comfortable being themselves with others. The …

Yes, We Can: Understanding The Experiences Of Brown (Latino/X) And Black Male Students Success At Community Colleges, Carlos L. Maynard

Educational Studies Dissertations

ABSTRACT

This is a concurrent mixed methods study that examines the factors and experiences of Brown (Latino/x) and Black male students enrolled in community college (CC) and their higher education success. The following research questions guided the study: what factors contribute to these male CC students’ successes? What experiences contribute to these male CC students’ successes? How do these male students make meaning of their experiences with CC college stakeholders during their success journey? An asset-based integrated conceptual framework was developed to better understand relevant demographics, other factors, and the students experiences with college professionals and peer student workers contribution …

A Phenomenological Study Of Elementary Educators’ Experiences Identifying And Responding To Student Asocial Evidence Associated With School Violence Risk, Karen Elizabeth Mcdavitt

Educational Studies Dissertations

The phenomenon of school shootings is a frightening reality for parents, teachers, and students. Schools should be safe spaces for children; instead, classrooms are spaces in which acts of horrific violence in classrooms occur far too often. Perpetrators of school violence almost always leave a destructive path of warning signs. These warning signs are often exhibited through asocial evidence identifiable in their early years. This phenomenological study examined ways that elementary educators have identified and intervened with students exhibiting asocial evidence associated with school violence risk. An online survey collected qualitative and quantitative data from forty-four elementary educators. Eight of …

From Anxiety To Resilience: A Case Study Of Female-Identifying Middle School Students At A Math Summer Camp, Elizabeth Teixeira

Educational Studies Dissertations

Mathematics anxiety, defined as a fear that hampers engagement in mathematical tasks (Richardson & Suinn, 1972), affects nearly 50% of students (Johnston-Wilder et al., 2014) and has a disproportionate impact on female students (Devine et al., 2018; Stoet et al., 2016). Math anxiety is often treated in the research literature as a relatively stable trait. This perspective may not fully capture how anxiety manifests in specific moments of mathematical engagement or account for the role of environmental conditions that can both precipitate and mitigate anxious responses. In response to these gaps, this study investigates how mathematics anxiety manifests in …

Elementary Residents And Culturally Sustaining Pedagogy In Mathematics, Quayisha F. Clarke

Educational Studies Dissertations

This qualitative interpretive embedded case study examines how seven preservice elementary mathematics residents in a Northeastern teacher residency program identify and enact culturally sustaining pedagogy (CSP) (Paris and Alim, 2017) in their math instruction, and how their intersectional identities shape these enactments. Drawing on CSP, intersectionality, and discretionary spaces (Ball, 2018), the study explores how residents interpret, reason through, and make moment-to-moment decisions that affirm students’ learning in mathematics.

Data were collected across two semi-structured interviews, three classroom observations, post-observation debriefs, lesson plans, coursework artifacts, and a researcher's reflexive journal. Analysis followed a hybrid inductive–deductive approach, using thematic and axial …

Sing Without Even Light - How The Arts Inform And Enhance Learning, Creativity, Imagination, And Wellbeing In Elementary Classrooms In Kajiado, Kenya: Discovering Creative Confidence, Lindsay L. Stewart

Educational Studies Dissertations

Creativity and imagination can be felt, described, seen, and measured. In this study, this is achieved through a reflective process and awareness of creative practice and its potential. The process can aid and increase understanding of self, cognitive and creative process, social-emotional interactions, agency, and action, and reveals an individual’s developmental level of creative confidence.

A gap exists in student and teacher voice regarding their creative awareness and confidence. This study reveals how 29 children ages 8-15 and 14 teachers from Kajiado, Kenya, describe creativity and imagination, supporting both learning and wellbeing.

The study applies an Arts-Based Research approach, primarily …

Built For This: An Autoethonographic Study Of A Journey Through Leadership Rooted In Reflection, Resilience, And Reinvention, Weslie Etienne

Educational Studies Dissertations

This qualitative autoethnographic study examined how leadership was experienced, enacted, and sustained by a Black woman navigating district-level leadership within predominantly White institutional contexts. Grounded in Critical Race Theory, Intersectionality, and Black Feminist Thought, this research centered lived experience as a site of knowledge production and employed longitudinal journaling and artifact analysis to capture leadership development as a temporal, relational, and embodied process. The study was guided by three research questions: (1) How did race, gender, and institutional structures shape leadership development and experience? (2) How were leadership identities constructed, negotiated, and sustained through self-authored narratives? and (3) How could …

Nurtured Meaning: A Hermeneutic Phenomenological Study Of The Tree Of Life In Contemporary Women's Art, Christina A. Defilipp

Educational Studies Dissertations

The Tree of Life has historically flourished across cultures as an archetypal image of interconnection, regeneration, and continuity. In the Anthropocene, however, its symbolic vitality is reframed by the realities of environmental crisis. This study investigates how contemporary women artists across the globe sustain and reinterpret the Tree of Life’s meaning to express themes of ecological, spiritual, and cultural relevance. Employing a qualitative design grounded in hermeneutic phenomenology, the study analyzes publicly available artworks and published reflections, including interviews, catalog essays, and artist statements. A purposive sample of twenty women artists from diverse cultural traditions forms the dataset, each represented …

Sesquicentennial Commencement [Program], May 15-16, 2026, University Of Northern Iowa

UNI Commencement Programs

Contents:

Brief History of UNI --- 2
Board of Regents --- 3
Institutional Leadership --- 3
Ceremony Symbols & Traditions --- 4
Commencement Over the Years --- 6
University Honors Program --- 8
Graduation with Honors --- 8
Legacy Graduates --- 8
Military Science --- 9
Merchant Scholarship --- 9
Outstanding Student Leader --- 9
Commencement Student Speakers --- 9
Purple and Old Gold Awards --- 10
Lux Service Award --- 11
7 p.m. Program --- 13
College of Education --- 15
David W. Wilson College of Business --- 22
10 a.m. Program --- 29
College of Humanities, Arts & …

Exceptionally Flawed: A Look Towards Addressing Inequalities Of Identification In Gifted Education, Madyson A. Mcray

Senior Honors Projects, 2020-current

Gifted education has been a part of our education system for over a century, and yet there continue to be ways we can work to improve the system to benefit all students. One way education professionals can achieve this is by implementing identification systems that cater to students of all races, ethnicities, genders, and abilities. This study aims to highlight and suggest solutions school districts across the nation, as well as the Commonwealth of Virginia, can implement to make the gifted identification process more inclusive to all students. A comprehensive literature review of national and state data regarding current demographics …

From Lived Experience To Essential Understanding: A Phenomenological Study Of Instructional Coaches’ Lived Experiences, Lindsey Reynolds

Electronic Theses and Dissertations

Instructional coaching is frequently positioned as a central strategy for improving teaching and learning. While existing research has examined the structural ambiguity and relational complexity of the role, less attention has been given to how instructional coaches experience the emotional demands embedded within their work. This interpretive phenomenological study explored the lived experiences of three public school instructional coaches in a single district to better understand how emotional labor operates within instructional coaching. Through in-depth, semi-structured interviews and hermeneutic analysis, the study examined how participants described and made meaning of the emotional dimensions of their role.

Findings indicate that emotional …

From The Classroom To Careers: A Quantitative Analysis Of High School Longitudinal Data Examining How Culturally Responsive Teaching Shapes Mathematics Achievement, Stem Aspirations, And Early Stem Workforce Entry Among Students Of Color, Francisco Velez

Seton Hall University Dissertations and Theses (ETDs)

Abstract

This dissertation examines how culturally responsive teaching shapes mathematics achievement and STEM outcomes for high school students of color using data from the High School Longitudinal Study of 2009 (HSLS:09). Culturally responsive teaching, grounded in theories of cognition, sociocultural learning, and asset-based pedagogy, emphasizes instruction that validates students’ cultural identities, connects academic content to lived experiences, and fosters deeper engagement and academic confidence. Despite substantial qualitative evidence supporting culturally responsive teaching, large-scale quantitative studies remain limited. To address this gap, this study developed a composite measure of culturally responsive teaching using teacher-reported HSLS:09 indicators aligned with key dimensions of …