Political Interest And News Media Literacy Among University Students: Case Of The U.S.-Vietnam Comprehensive Strategic Partnership (2023), Nhat Anh Nguyen, Ngoc Thuy Duong Le

Journal of Media Literacy Education Pre-Prints

In today’s complex media environment, the ability to critically evaluate news plays an essential role in shaping political interest, especially among youth. Although media literacy has been extensively investigated in relation to civic outcomes, the particular link between news media literacy (NML) and political interest is still little known. This paper investigates this link among Vietnamese university students by means of the U.S.-Vietnam Comprehensive Strategic Partnership as a prominent foreign policy instance. Drawing on Potter’s (2004) cognitive model and Maksl et al.'s (2015) NML scale, this study primarily employs a quantitative approach using survey data (N = 410), complemented by …

Belonging, Safety, And Well-Being: An Ecological Systems Review Of School-Based Supports For Transgender And Gender-Diverse Students, Lauren Deluca

Educational Specialist, 2020-current

Transgender and gender-diverse (TGD) youth continue to experience significant challenges in school belonging, safety, and mental health outcomes within K-12 educational settings. At the same time, literature highlights the important role affirming school environments play in promoting resilience and well-being among TGD students. The purpose of this systematized review was to synthesize the current literature examining the school-based factors associated with belonging, safety, and well-being for TGD students across ecological systems, as well as identify the barriers that hinder educators in implementing affirming practices in schools, and how school professionals navigate these barriers. Guided by Minority Stress Theory and Ecological …

A Systematized Review On Key Considerations For Trauma Informed Practices For K-12 Students Experiencing Trauma That Impact Behavioral Outcomes, Sarah Caufield

Educational Specialist, 2020-current

Across different socioeconomic statuses, geographic locations, and racial or ethnic backgrounds, trauma can affect students in nearly every school across the U.S. While children show vastly different behavioral responses to these experiences of trauma, their experiences affect their behavior in the classroom and, in turn, their ability to succeed academically. Ultimately, the goal of this systematized review was to answer the question, “what are key considerations for trauma informed practices for K-12 students experiencing trauma that impact behavioral outcomes?”. This was done through a systematized review of current literature and studies in surrounding interventions to use with students who have …

A Phenomenological Study Of The Experiences Of Black Students In Criminal Justice Programs And Its Implications On Social Justice, Demetrius C. Dacres

Seton Hall University Dissertations and Theses (ETDs)

This study examined the experiences of Black students who graduated with degrees in criminal justice within the last five years, as well as professors serving criminal justice programs. In this study, Black students are defined as those who identify as Black or African American, and the research focused on a criminal justice higher education institution’s educational program in the Northeast. This qualitative phenomenological study drew on Lent’s Social Cognitive Career Theory and Tinto’s Student Integration Model to investigate how Black students experienced criminal justice programs and the resources and strategies they utilized to navigate and adapt. The study addressed a …

Supporting Karen Refugee Student Learning Through Trauma-Informed Practices, Rachel P. Wilson

Graduate Teacher Education

This writing explored how trauma-informed practices could best support Karen refugee students in the classroom. The Karen are a small community with a diverse traumatic history (Delang, 2003). Because of this, research explored ways to create a safe and welcoming environment to promote student learning. A review of literature was used to determine the trauma-informed strategies that are most effective in supporting student learning for Karen refugees. Research was conducted across fifteen different sources, which were all original and peer reviewed. A combination of qualitative, quantitative, and mixed methods studies were used to determine the most effective trauma-informed practices. Five …

Examining The Impact Of Social-Emotional Learning On Academic Achievement In African American Middle School Girls, Rebekah Solomon

Seton Hall University Dissertations and Theses (ETDs)

Abstract

Examining the Impact of Social-Emotional Learning on Academic Achievement in African American Middle School Girls

Rebekah Solomon Ed.S

African American girls enrolled in middle school today face an education system that is impacted by overlapping factors such as their race, sex, teacher discipline systems, and insufficient encouragement of Black culture (Crenshaw, Ocen, & Nanda, 2015; Couvson, 2016). While numerous studies show that implementing Social-Emotional Learning (SEL) can increase academic performance and support emotional self-regulation, much of the research does not examine data from subgroups of learners, such as African American females. There is also considerable evidence to support that …

Undergraduate Student Perceptions Of Student-Faculty Interactions In Relation To Academic Anxiety In An Online Learning Environment, Alexandria Ward

Seton Hall University Dissertations and Theses (ETDs)

The expansion of online learning in higher education, particularly following the COVID-19 pandemic, has significantly reshaped student experiences and communication practices. While existing research has explored online learning environments, student engagement, and mental health, there remains a gap in understanding how undergraduate students perceive student-faculty interactions in online learning environments and how these interactions impact academic anxiety. Guided by Transactional Distance Theory, which emphasizes dialogue, structure, and learner autonomy, this qualitative phenomenological study addressed three research questions: how students describe their experiences with faculty interactions in online learning environments in relation to academic anxiety, what aspects of communication contribute to …

Understanding Superintendent Retention In Ohio Public School Districts: Motivational Influences On Superintendents' Decisions To Remain Or Depart., Thomas P. Perkins

Seton Hall University Dissertations and Theses (ETDs)

Abstract

Superintendent turnover continues to challenge school districts across the United States.  Frequent leadership changes can disrupt district initiatives, create uncertainty within organizations, and affect long-term improvement efforts.  While previous research has focused primarily on external conditions associated with superintendent turnover, less attention has been given to the interaction between intrinsic and extrinsic motivations influencing superintendent retention.

The purpose of this study was to examine how intrinsic and extrinsic motivations influence Ohio public school superintendents’ decisions to remain in or leave their current positions.  Guided by Herzberg’s Two-Factor Theory and Self-Determination Theory, the study explored the relationship between internal factors …

Exploring Special Education Teacher Perceptions Regarding Their Role In Promoting Self-Regulation Among K-8th Grade Students, Emily Keyes

Seton Hall University Dissertations and Theses (ETDs)

Existing research explores self-regulation in the field of special education, however there has yet to be a body of research that relates specifically to special education teachers’ perceptions of their role in fostering self-regulating students in grades K-8. This narrative qualitative study utilized interviews and observations to extract data from each of the 15 total participants across 9 suburban New Jersey public school districts. Common perceptions of participants included a lack of, or unclear, district vision regarding self-regulation, as well as an absence of explicit professional development. The key findings in this study revealed that self-regulation skills are fostered by …

The Hidden Costs Of Accountability: Unpacking The Emotional Labor Of Student Conduct Work And Building Tools For Resilience, Tiffany Marlene Shierling

Graduate Student Dissertations, Theses, Capstones, and Portfolios

This dissertation explored the psychological challenges student conduct administrators (SCAs) face in higher education. These professionals have encountered significant emotional labor, vicarious trauma, and ethical dilemmas as they address student misconduct while striving to achieve educational and developmental outcomes. The study highlighted a research gap concerning the impact of these challenges on the mental well-being of SCAs, which hinders the development of effective support systems. This study aimed to address the mental health needs of SCAs by developing a comprehensive toolkit. Grounded in self-compassion theory and resilience theory, the toolkit provides resources for emotional self-regulation, supervisor training, and institutional recommendations.

Imsa Summer Symposium 2026, Student Inquiry And Research(Sir)

IMSAloquium Event Booklets

For nearly four decades, IMSA has worked to advance the human condition through educational innovation. The Summer Symposium is our annual showcase for the research projects that were conducted in IMSA’s experiential learning programs between May and August. These programs include Student Inquiry and Research (SIR), IN2 Business Internships, and the Student Research and Experiential Learning Opportunity (SRELO) program. For the first time, we are also excited to welcome IMSA Research, Inquiry Skills, and Experimentation (RISE) students to present at the Summer Symposium.

Rickettsia Africae Discovered In A Short-Term Urban Traveller To South Africa: A Case Report, Zunairah Sikder

Binghamton University Undergraduate Journal

Rickettsia Africae is a pathogen that causes African tick-bite fever (ATBF). Transmission typically occurs from ticks within the Central and South African regions. Previous studies suggested that ATBF is not uncommon amongst travelers to rural sub-Saharan Africa, especially during the rainy months of November through April. However, this case report highlights a woman who contracted ATBF in novel conditions. The 70-year-old woman reported travelling strictly to and from the local church and hotel for her four-day stay in July. After returning to America, the patient experienced extreme irritation on her arm, as well as complaints of headaches. She presented to …

A Message From The Managing Editor, Carissa Bayack

Binghamton University Undergraduate Journal

A message from the 2025-2026 Managing Editor of the Binghamton University Undergraduate Journal, Carissa Bayack.

Imsa Summer Symposium 2026, Student Inquiry And Reserach Reserach (Sir)

IMSAloquium Event Booklets

For nearly four decades, IMSA has worked to advance the human condition through educational innovation. The Summer Symposium is our annual showcase for the research projects that were conducted in IMSA’s experiential learning programs between May and August. These programs include Student Inquiry and Research (SIR), IN2 Business Internships, and the Student Research and Experiential Learning Opportunity (SRELO) program. For the first time, we are also excited to welcome IMSA Research, Inquiry Skills, and Experimentation (RISE) students to present at the Summer Symposium.

Cover Design

Luke Berryman

The Application Of Knowledge Graphs In Education: A Bibliometric Analysis, Rui Yin, Jundi Teng, Ningwei Sun, Huimin Li, Ting Cheng

Journal of Educational Research and Practice

With the rapid advancement of artificial intelligence (AI) technologies such as ChatGPT, the use of knowledge graphs (KGs) has increased substantially in educational applications. As a technology for knowledge representation and management in AI, KGs play a pivotal role in personalized learning, educational resource integration and management, and learning performance prediction. Their scalability and semantic interpretability were particularly evident in online education during the coronavirus disease 2019 (COVID-19) pandemic. However, systematic reviews of their application in education remain limited.

To address this gap, our study analyzed data from the Web of Science (WOS) Core Collection (high-quality Social Sciences Citation Index …

Community School Hubs: A Path To Literacy For English Learners And Families, Elizabeth Ortiz-Wright

The Reading Professor

This qualitative narrative study examined the perceptions of community school hub members and Hispanic English learner parents at an elementary school in a suburban district. Eighty-four percent of the students at the study site were economically disadvantaged. The inquiry drew on sociocultural theory and Bronfenbrenner's ecological systems theory to explore how these hubs support families. Data were gathered through semi-structured interviews and field observations and analyzed using Quirkos software. The findings demonstrate the overall value of community school hubs in addressing basic needs, increasing the potential for academic success. However, a significant lack of clarity exists; many parents were unaware …

Beyond The Deficit Lens: Black Family Literacy As Social, Cultural, And Historical Practice: Implications For Literacy Teacher Education, Tasean D. Baldwin

The Reading Professor

Literacy education in the United States has long centered on standardized English and formal classroom instruction. While intended as a universal benchmark, this approach systematically overlooks and delegitimizes the rich literacy history and traditions rooted in Black families and communities. Through the application of frameworks such as New Literacy Studies, Gee's Theory of Discourse Communities, Yosso's Community  Cultural Wealth model, and Critical Race Theory, this article reframes Black family literacy through a social, cultural, and historical lens. It is forged and perpetuated by resistance to racial oppression, through the intergenerational exchange of knowledge, and oral traditions within the community. This …

Beyond Screening: Using Multiple Sources Of Evidence To Inform Early Literacy Instruction, Cheryl Kahn

The Reading Professor

Educators today collect more literacy data than at any previous point in history, yet many students continue to experience reading difficulties that are identified far later than they should be. This article argues that the problem is not a lack of information but a failure to integrate available evidence to prompt timely instructional action. Drawing on research in reading development, early identification of reading difficulties, teacher knowledge, assessment literacy, instructional decision-making, and responsive literacy instruction, this article proposes the Multiple Sources of Evidence Framework to strengthen early literacy decision-making. Rather than relying on any single assessment or screening result, the …

Interrupting The Retention Cycle: The Impact Of Relationship-Centered One-To-One Literacy Tutoring On Affective And Cognitive Outcomes For At-Risk Third-Grade Readers, Amy Nussbaum

The Reading Professor

Third grade serves as a critical literacy benchmark in Indiana, where students who do not pass the Indiana Reading Evaluation and Determination (IREAD) assessment may face retention. The consequences of retention are particularly pronounced for students living in high-poverty communities, where inequitable access to literacy opportunities often compounds existing academic challenges. This article examines a six-week, relationship-centered literacy intervention implemented at an underserved Catholic school in South Bend, Indiana. Through a partnership with Tutor-ND, trained community tutors provided one-to-one, evidence-based literacy instruction to students at risk of retention following unsuccessful performance on IREAD. Drawing upon research related to high-impact tutoring, …

Beyond The Label: Investigating The Relationship Between Ell Placement And Teacher Expectations For Academic Rigor, Bruce A. Torff, Audrey Figueroa Murphy

The Reading Professor

Urban teachers (N=142) completed a survey assessing how placement of English learners in common pedagogical settings that vary in ESL models (self-contained, pull-out, push-in, bilingual, and dual language) was associated with teachers' beliefs about rigor of curriculum. Teachers significantly favored low-Critical Thinking (CT) curricular activities over high-CT ones consistent with "rigor gap" research showing that teachers tend to view ELLs in need of low-CT curriculum. Beliefs consistent with the rigor gap also emerged within the ELL population, based on placements. Teachers preferred curriculum tilted toward low-CT instruction for students with the greatest challenges--those given the most ESL-sequestered placements (self-contained and …

About The Cover

The Reading Professor

No abstract provided.

Advancing Occupational Therapy Practice: Evaluating A Continuing Education Module To Support The Integration Of 3d Printing Into Clinical Care, Sophia Wilkes, Rebecca Ozelie

Student Journal of Occupational Therapy

This study aimed to evaluate whether a continuing education module could improve occupational therapy practitioners’ perceived knowledge, awareness, confidence, and clinical utilization of 3D printing in occupational therapy practice, while also examining how access to resources may influence implementation A 14-week cross-sectional pre–post design was used with occupational therapy practitioners participating in a one-hour educational session followed by a three-week trial of 3D printer access. Participants completed pre- and post-surveys assessing perceived knowledge, awareness, and confidence, and maintained a utilization log to track clinical use.

Results indicated a statistically significant increase in perceived knowledge and awareness of 3D printing following …

The Current - Volume 37 Issue 01, Nova Southeastern University

Student Newspapers

No abstract provided.

Rethinking Education For Sustainable Development: The Role Of Blended Learning Within Skill-Based Higher Education, Nessrin Shaya, Sandra Baroudi, Serena Aoun, Rawan Abukhait

All Works

Purpose – Drawing on Social Cognitive Career Theory, this study positions blended learning not merely as a technological enhancement but as a strategic pedagogical mechanism for operationalizing sustainable development. It examines how blended learning within interdisciplinary and skill-based higher education environments cultivate employability skills that support sustainable educational practices. Design/methodology/approach – The study adopts a survey design. Where data were collected from 782 undergraduate students across five universities in UAE. Two institutions offered blended, interdisciplinary and skill-based courses, while three delivered the same courses through traditional face-to-face formats. The structural model was examined using structural equation modeling (SEM) with bootstrapping …

Fellowship Graduates’ Perceptions Of The Professional Competencies Developed In A Local Orthopedic Manual Physical Therapy Program In The Southern United States, Margaret Elaine Lonnemann

Walden Dissertations and Doctoral Studies

Orthopedic manual physical therapy (OMPT) fellowship programs focus on improving clinical skills and professional development in physical therapy. OMPT fellowship programs are 1–3-year postprofessional subspecialty training programs in manual physical therapy requiring prior orthopedic clinical experience. The problem that was addressed in this study is that professional competencies are not adequately assessed after program completion of an OMPT fellowship in the Southern United States. Grounded in Dreyfus’s skill acquisition model, the purpose of this basic qualitative study was to explore OMPT fellowship graduates’ perceptions of the professional competencies developed and recommendations for assessing these competencies in future graduates. Data were …

Kindergarten Classroom Educators’ Perceptions Of Social Emotional Learning Implementation, Thomasina A. Millner

Walden Dissertations and Doctoral Studies

The problem addressed in this study was that research on social emotional learning (SEL) has largely focused on student outcomes, program effectiveness, and implementation practices, but limited research has examined kindergarten classroom educators’ perceptions of implementing SEL. Grounded in the Collaborative for Academic, Social, and Emotional Learning framework, the purpose of this study was to explore kindergarten classroom educators’ perceptions of SEL implementation. For this basic qualitative design, semistructured interviews with nine kindergarten educators who had at least 1 year experience implementing SEL were conducted. Through thematic data analysis the following five themes emerged: Educators noted (1) that SEL is …

Prekindergarten Teachers' Perspectives On Coaching Following Professional Development On Early Childhood Programs, Donna Renee Morton

Walden Dissertations and Doctoral Studies

Coaching is recommended for prekindergarten (PK) teachers following professional development (PD) to increase implementation of instruction practices with fidelity in early childhood (EC) programs. The problem addressed in this study was PK teachers were challenged to engage in coaching experiences after PD to implement instructional practices with fidelity in a large EC program located in the Mideastern United States. Framed by Knowles’s adult learning theory, the purpose of this basic qualitative study was to explore PK teachers’ perspectives on coaching experiences after receiving PD to implement instructional practices with fidelity. Semistructured interview data were collected from eight PK teachers who …

Increasing Internal Teacher Capacity Through Instructional Support And Professional Growth, Kelly Compher

Masters Projects

The state of Michigan has long invested in early literacy by supporting K-2 teachers in professional learning and early literacy coaching. This project focuses on the need to develop upper elementary teachers in grades three through five on their knowledge of the science of reading and foundational skills. Providing professional learning on the science of reading will increase knowledge and self-efficacy, which upper elementary teachers need in order to implement a Tier 1 curriculum as mandated by PA 146 of 2024. This project outlines a series of three professional development sessions that help build content knowledge around the science of …

Advancing Beyond An Entry-Level Job, Paul Hill, Osei Vega-Sandoval

All Current Publications

Entry-level positions are a gateway into the workforce, yet advancing beyond an early-career role is necessary to broaden one’s professional experience and earn a higher salary. Whether following the traditional path of moving up within an organization or developing extensive expertise, there are a variety of career paths and concepts to consider. This fact sheet provides strategies and insights for advancing to higher-level positions within organizations.

Obtaining An Entry-Level Job, Paul Hill, Osei Vega-Sandoval

All Current Publications

Entry-level jobs are designed for people with little to no work experience. These jobs do not require previous education or training. Entry-level roles range from labor-intensive jobs (e.g., stocking shelves, preparing food, cleaning equipment) to customer service jobs (e.g., cashier, bank teller, retail associate). Entry-level jobs are the most common gateway into an organization. This fact sheet explains how to find entry-level jobs and outlines the fundamentals to improve one’s prospects of gaining employment.