Digital Commons Network^™

I Am Because We Are: A Narrative Inquiry Of Waiver Teachers’ Sense Of Belonging In Title I High Schools, Bernard Young

College of Graduate Studies: Theses & Dissertations

This qualitative narrative inquiry examined how former waiver teachers in low-performing Title I high schools in Georgia experienced a sense of belonging within their school communities and how that sense of belonging influenced their engagement in professional learning and their perceived effectiveness in supporting student achievement. Grounded in the Belongingness Hypothesis and guided by narrative inquiry methodology, the study framed participants’ experiences through the Bildungsroman structure to explore their journeys of professional becoming. Data were collected using a life-story interview protocol that combined open-ended narrative invitations with responsive follow-up questioning and were analyzed through a multi-phase narrative inquiry process informed …

The Monster Consuming American Education: An Ethnodramatic Exploration Of Standardized Testing And Student Stress, Jennifer Bagley

College of Graduate Studies: Theses & Dissertations

This study looks at how elementary students experience Standardized Testing, focusing on the emotional and physical effects of the Georgia Milestones Assessment System (GMAS). Most research on high-stakes testing focuses on scores, accountability, and policy, but fewer studies look at how students actually describe these experiences. Grounded in Cultural Studies and informed by Critical Pedagogy, this study examines how students interpret and make meaning of their testing experiences within the broader culture of accountability and standardized assessment. This study focuses on student voices to better understand what testing feels like for them and how they make sense of it in …

Your Left Or Mine: A Journey To Accessibility For Learning Disabilities And Neurodivergence In Stage Combat Pedagogy, Ambria Campbell

Theses and Dissertations

This thesis examines stage combat pedagogy from its inception to the present day through the lens of accessibility for learning disabilities and neurodivergence. Relevant research in education as it relates to disability is analyzed and applied to the field of stage combat pedagogy. What follows is a deconstruction and reconstruction of beginning level stage combat pedagogy to increase accessibility. These ideas are then tested and the results reflected on. This thesis focuses on college level and aged students who are the most likely demographic for beginning stage combat students. The completion of this thesis does not represent an endpoint in …

The Transition From School To Work For Students With Emotional And Behavioral Disorders: Examining The Lived Experiences Of Students In Private Day Schools, Gabrielle S. Pickover

Theses and Dissertations

This qualitative phenomenological study examined the lived experiences of young adults with Emotional and Behavioral Disorders (EBD) as they transitioned from private day school settings into sustained employment. Guided by Schlossberg’s Transition Theory, the study explored participants’ perceptions of the barriers, supports, and strategies that shaped their transition experiences. Data were collected through twelve semi-structured interviews with six participants who maintained at least one year of continuous employment following high school. Analysis revealed four primary themes: structure as a stabilizing force, resilience developed through adversity, experiential learning as a pathway to employment, and employment as identity and independence. Findings suggest …

Awareness, Empathy, Action: How American Students’ Study Abroad Experiences In The Middle East And North Africa (Mena) Influence Self-Perceptions Of Global Citizenship, Renee Lamb

Theses and Dissertations

Internationally minded practitioners and academics have posited for decades that global citizenship could be a tool the world can use to build a stronger and more sustainably minded global culture. Through global citizenship’s inclusion in the United Nations Sustainable Development Goals, Target 4: Quality Education, educators from pre-primary to university have been put at the forefront of this movement. At the higher education level, study abroad is arguably the most important global learning tool used by American institutions today for building global citizenship. However, the vast majority of American students study abroad in Western Europe, leaving a glaring gap in …

Centering Individual Well-Being In Learning Environments: Academic Stress, Psychological Safety, And Digital Discourse, Rachel Niemira Namboodri

Theses and Dissertations

Statement of Problem

How do we guide students through school while supporting their emotional and psychological health? This question lies at the heart of contemporary educational psychology research, as growing evidence demonstrates that students’ academic achievement and psychological well-being are deeply intertwined with their experiences in learning environments (Baumeister & Leary, 1995; Edmondson & Lei, 2014; Gopalan & Brady, 2020; Song et al., 2024; Spencer, 1995; Walton & Cohen, 2011). Decades of scholarship affirm that students’ academic achievement and psychological well-being are deeply intertwined with how they experience schools, classrooms, peers, teachers, and institutional structures (Baumeister & Leary, 1995; Edmondson …

Exploring, Understanding, And Supporting Academic Help-Seeking In Context, Molly L. Taylor

Theses and Dissertations

Conceptualized as a self-regulated learning (SRL) strategy, academic help-seeking is a fascinating behavior because it is self-directed while also reliant on social interactions with help-givers (Karabenick, 2004). What is known about help-seeking in academic settings largely revolves around individual traits, strategies, motivations, beliefs, and identities, and how each of these constructs influence help-seeking outcomes (Bornschlegl et al., 2020; Fong et al., 2023; Karabenick & Gonida, 2018). What is underexplored in these areas, however, is how features of the learning context interact with student-level factors to shape academic help-seeking behaviors and beliefs. This dissertation attempts to address some of these gaps …

Early Math Readiness And Later Achievement: A Longitudinal Study, Bailey Bontrager

Theses and Dissertations

The current body of literature provides much evidence that mathematics skills at the start of kindergarten are predictive of later mathematics achievement, and that students enrolled in early childhood education (ECE) programs are better prepared for mathematics at the start of kindergarten. However, the potential for children to develop mathematical skills prior to entering kindergarten relies on access to ECE programs and resources in families’ surrounding communities. Recent use of geospatial data collection techniques and measures of community resource availability have enabled researchers to examine specific localities for the ways in which community organizations and institutions support residents in particular …

Student Perceptions Of Clinical Psychology Workforce Diversity, Ogochukwu Obi

College of Graduate Studies: Theses & Dissertations

Clinical psychology remains a predominantly White field, with more than four in five current clinical psychology academics and practitioners being White. Increased racial representation in the field could contribute to more culturally responsive treatment research and practice and improved treatment outcomes. Barriers to increasing racial representation exist across all levels of psychology education and careers. The current study focuses on a potential barrier to pursuing a clinical or counseling psychology doctorate for Black undergraduate psychology majors. Research on social identity theory, perceived identity compatibility theory, and social-cognitive career theory show students’ identities can influence career aspirations, educational experiences, and sense …

Supporting Teachers’ Learning About Technology Accessibility: A Content Analysis Of Asynchronous Professional Development, Mutiara Syifa, Natalie L. Shaheen

Faculty Publications - College of Education

Accessibility is imperative to providing disabled students a free and appropriate technology-mediated public K-12 education. But according to the literature, teachers often lack the requisite knowledge to ensure the technologies they use are accessible. So, we conducted a study to understand what, if any, asynchronous professional development about technology accessibility was available to teachers and other K-12 professionals. The findings indicate that of the free technology accessibility professional development materials in the sample (a) fewer than 20% are designed for teachers, (b) most provide limited information, and (c) fewer than 9% specifically address science, technology, engineering, and mathematics (STEM) subjects. …

From Local Innovation To Statewide Policy: A Quantitative Study Of I How Long Island Educators Are Preparing For New York State’S Portrait Of A Graduate Framework, Ishanee Brown-Murphy

Selected Full Text Dissertations, 2011-

The New York State Portrait of a Graduate (PoG) framework emphasizes the development of transferable competencies intended to prepare students for college, career, and life readiness. Although the framework has been adopted statewide, limited empirical research exists regarding secondary educators’ perceptions of preparedness to implement PoG competencies within curriculum, instruction, assessment, and schoolwide practices. Understanding educator readiness is essential to supporting effective and equitable implementation across schools The purpose of this quantitative study was to examine how secondary educators on Long Island perceive their readiness to implement the New York State Portrait of a Graduate framework. Specifically, the study explored …

2025-2026 Library & Learning Annual Review, Library & Learning, Minnesota State University, Mankato

Library & Learning Annual Reviews

Digital version of the 2025-2026 Annual Review for Library & Learning at Minnesota State University, Mankato.

Teacher Awareness, Perspectives, And Implication Of Culturally Responsive-Sustaining Education (Cr-S): Exploring And Describing Education Decision-Making For English Language Learners (Ells), Dilrabo Dina Kenkes

Selected Full Text Dissertations, 2011-

With more immigrant students in American classrooms, it is more important than ever to use culturally responsive teaching. Even after years of policy changes, English Language Learners (ELLs) are still placed in special education programs at higher rates than expected. This quantitative study examines how teachers’ understanding and use of New York State’s Culturally Responsive-Sustaining Education (CR-S) framework affect their decisions when referring ELL students for special education evaluation. Many educators struggle to distinguish between language-learning challenges and real learning disabilities. This frequently happens because they are not fully aware of cultural differences or do not use culturally responsive teaching …

Educators' Uses Of Social Capital In K-12 Book Challenges, Danielle E. Sachdeva, Sue C. Kimmel

STEMPS Faculty Publications

In this case study, we apply understandings of social capital informed by Pierre Bourdieu and Nan Lin to analyze how seven educators used their capital to navigate book censorship incidents in K-12 public schools. Our findings indicate that participants often used social capital to meet expressive goals, such as seeking support from others, and less often to meet instrumental goals like advocating for policies and legislation in support of students’ intellectual freedom. These findings have implications for practitioners, school administrators, and university faculty, especially now as an unprecedented number of books is being challenged in public institutions throughout the U.S.

The Devil Is In The Det[Ai]Ls: Ai Agents, Ghost Students, And The Crisis Of Verified Presence In An Agentic Ai World, Aras Bozkurt, Helen Crompton, Caroline Fell Kurban

STEMPS Faculty Publications

The transition from reactive Generative Artificial Intelligence (GenAI) to agentic AI systems marks a categorical shift in digital education, moving beyond simple content generation to goal-oriented, autonomous execution. This paper explores the emergence of the “ghost student”: a digital surrogate created by the coupling of Large Language Models (the “mind”) and agentic AI browsers (the “body”). These entities are capable of navigating Learning Management Systems (LMS), engaging with content, and completing assessments with human-like mimicry, often rendering the actual learner’s presence optional. We argue that this phenomenon creates a verification gap that traditional proctoring and detection tools are structurally unable …

Instructional Designers' Reflections On Generative Ai Use For Scenario-Based And Performance-Centered Learning: A Collective Autoethnography, Nour El Houda Maache, Dan V. Dao, Jiyoon Jung, Jayanth Nadheri, Nari Kim, Chikezie Ozuzu, Xinyue Ren

STEMPS Faculty Publications

This study examines how instructional designer-instructors (IDIs) use and evaluate generative artificial intelligence (GenAI) when designing scenario-based and performance-centered authentic learning in higher education. Using a collective autoethnography (CAE) approach, the study draws on semi-structured interviews and reflective narratives from five IDIs with varied professional experience. Findings indicate that GenAI enhanced design capacity by accelerating scenario development, translating complex content, and supporting scenario-based and performance-based task construction. At the same time, participants reported limitations related to contextual misalignment, output unreliability, and the cognitive demands of prompt refinement. Across cases, effective integration depended on sustained human oversight, disciplinary judgment, and ethical …

Chatgpt In Secondary English Language Learning: Educators' And Students' Literacy, Perceptions, And Experiences, Victoria Brenes, Sierra Outerbridge, Xinyue Ren

STEMPS Faculty Publications

The increasing use of generative artificial intelligence (GenAI) has shown the potential of transforming teaching and learning practices in various educational settings, such as in English language learning (ELL). As English language learners (ELLs) often experience many challenges and barriers in schools in the United States, it is urgent to leverage the educational affordances of GenAI in fostering the effectiveness of ELL. Given the limited research investigating GenAI adoption, especially ChatGPT literacy within K-12 ELL, this convergent mixed methods research aims to investigate students' and teachers’ perceptions of using ChatGPT and their ChatGPT literacy in secondary ELL contexts. We will …

Governing Generative Ai In Higher Education: A Global Delphi Study On Policy And Practice, Helen Crompton, Diane Burke, Christine Nickel, Aras Bozkurt, Fengchun Miao, Mike Sharples, Jeffrey Alan Greene, David Parsons, Lucy Gill-Simmen, Adam Edmett, Mark Pegrum, Inge De Waard, Curtis J. Bonk, Manuel B. Garcia, John H. Curry, Leeann Lindsey, Mohan Yang, Stephen Marshall, Maha Bali, Nellie Deutsch, Suzaan Le Roux, Mourad Benali, Mohd Ali Bin Samsudin, Hasan Tinmaz, Matthew L. Bernacki, Mari Van Wyk, Lenandlar Singh, Agnes Chigona, Lance Eaton, Junhong Xiao, Johanna Velander, Jinhee Kim, Francisco Bellas, R. Rajalakshmi, Andréia De Bem Machado, Agnieszka Palalas, Sean Yu

STEMPS Faculty Publications

As GenAI technologies become more pervasive in higher education (HE), scholars call for guidance on AI governance. To meet this need, a Delphi technique and collective writing was used in gathering expert perspectives from across 22 countries/locations and six continents. This resulted in the development of a HE GenAI policy/guidelines framework with eight core areas: (1) academic integrity, (2) ethical use and responsible use, (3) privacy and protection, (4) equitable access, (5) GenAI literacy, (6) integration strategy, (7) human oversight and accountability, and (8) institutional support and infrastructure. In addition, a six-part framework was developed to ensure that policies remain …

Peacock Competency Model For Online Library Instruction, Rebeca Peacock

STEMPS Faculty Publications

Academic librarians are an integral part of academia offering niche expertise that benefits faculty and students alike. But they often lack specific guidance on developing competencies for the online teaching that is increasingly expected of them. This article addresses the lack of field specific guidance for academic librarians' online teaching by proposing a competency model grounded in expert practice. The study used semi-structured interviews with 18 academic librarians to address this gap asking: what knowledge, skills, and attitudes are needed for academic librarians to be successful in providing effective online library instruction?

2026 Jan Term Course Catalog, Saint Mary's College Of California

Jan Term Course Catalog

No abstract provided.

Effects Of Student And School Technology Adoption On Student Reading Achievement In The United States: The Case Of Pisa 2018, Mikah J. Hughes

Theses and Dissertations--Educational, School, and Counseling Psychology

This study examined the relationship between student and school-level information and communication technology (ICT) factors and reading achievement using data from the Programme for International Student Assessment (PISA) 2018 in the United States. In an increasingly digital world, reading and information literacy are essential skills, yet significant gaps in digital competencies persist. This study investigated how ICT access, use, and perceptions relate to reading achievement in the context of student and school background factors.

A two-level hierarchical linear modeling (HLM) framework was employed to account for the nested structure of students within schools. The sample included approximately 4,000 students across …

From Perfect Victim To Resilient Upstander: How Educators Can Help Middle-School Students With Asd Thrive Despite Peer Aggression, Julie R. Johnson

All Electronic Theses and Dissertations

Students with Autism Spectrum Disorder (ASD) are more likely to be bullied by peers (46-94%), bullied by siblings, and chronically bullied than typically developing students (30.5%). Some victims become bullies, particularly when impulsivity and hostility are high or perseverance or prudence are low. Students with ASD are more likely to become bully-victims, especially if they have certain comorbidities. This literature review explores how educators can mitigate this cycle. Schools need a multi-tiered system of supports to support victims with ASD so they do not become bullies: Tier One needs clear policies, anti-bullying programs, and neurodiversity-affirming classrooms. Tiers Two and Three …

Impact Of Trauma-Informed Models In Schools, Amber R. Clinton

All Electronic Theses and Dissertations

This paper explores trauma-informed models in schools and the impact on students in different educational settings. Trauma-informed models are systemic changes that support all students in school, but it is especially important for students who have experienced trauma. This model helps them feel safe in the school environment. This paper reviews literature on how trauma-informed models impact student behaviors, academics, and learning within traditional educational approaches and special education settings. The research also reviews gaps, for instance it is unclear what parts of trauma-informed models contribute to positive outcomes for students in school. The gaps also revealed the need for …

Physical Activity And Cognitive Function Among Youth: Implications And Recommendations For Increasing Physical Activity Participation, Allison C. Ims

All Electronic Theses and Dissertations

Physical activity is extensively recognized as an essential part of a healthy lifestyle. For children, it is important for the development of their physical, cognitive, social, and emotional well-being. Nationally, there are physical activity recommendations for youth; however, most children and adolescents do not meet these recommendations. It’s recommended that youth participate in at least 60 minutes of moderate to vigorous physical activity daily. However, many youth are not achieving this recommendation due to physical, environmental, and social barriers. The purpose of this thesis was to look at the relationship between physical activity, executive functioning, and academic performance among youth. …

Disproportionality: The Impact Identifying Students For Special Education, John M. Bradford

All Electronic Theses and Dissertations

This thesis focuses on the topic of disproportionality as it relates to the special education population. Disproportionality is an area of interest for this researcher, who wanted to explore and learn more about disproportionality, the true numbers behind it, the consequences of overrepresentation, and the consequences of our current system for addressing it. Some populations of students have been seemingly overidentified for special education, and current thinking suggests that these services may have negative consequences for the groups that are overidentified. Disproportionality data were reexamined, along with the concept of whether proportional representation in special education should be expected. Additionally, …

How Do Teacher-Student Relationships Affect Behavior Outcomes In Students With Disabilities?, Charles E. Linder

All Electronic Theses and Dissertations

Teacher-student relationships are an essential part of schooling for all students. For students with disabilities, it may be more important. The reasoning behind this could be that creating positive relationships with teachers is crucial for students who have deficits in their social, emotional, and behavioral skills. By creating positive relationships, students with disabilities can see an increase in academic achievement, better behavioral outcomes, and an increase in the well-being of the student. Teachers can achieve this by creating an environment that welcomes engagement and inclusion of all students and offering praise, especially to students with disabilities. When positive relationships are …

Predictability, Flexibility, And Relationship-Building In Trauma-Informed Middle School Ebd Classrooms, Julie Tong

All Electronic Theses and Dissertations

Students with emotional and behavioral disorders (EBD) in middle school often experience significant challenges with regulation and engagement, frequently rooted in trauma and adverse childhood experiences. This literature review examined the guiding research question: How do predictability, flexibility, and relationship-building within trauma-informed middle school EBD classrooms impact student regulation and engagement? Synthesis of the literature revealed that predictability reduces uncertainty and supports safety, flexibility allows teachers to respond to dysregulation without escalation, and relationship-building fosters the trust students need to accept correction and engage in learning. Together, these practices create a structured, responsive, and relationally safe classroom. Implications include the …

An Examination Of The Impact Of Behavioral Frameworks And Practices On Neurodivergent Students, Megan A. Salmon

All Electronic Theses and Dissertations

Elementary schools commonly use behavioral frameworks to promote positive academic, behavioral, and social outcomes. As behavioral practices have become widely implemented and elementary classrooms have become increasingly diverse, it is important to examine how these practices affect neurodivergent students. This literature review examined how behavioral frameworks and practices affect neurodivergent students in elementary schools. This review reviewed and synthesized current peer-reviewed literature on behavioral frameworks, behavioral practices, and neurodiversity. The literature indicates that behavioral frameworks provide significant academic, behavioral, and organizational benefits; however, their effectiveness for neurodivergent students depends largely on implementation. Findings suggest that refining implementation through increased educator …

Light & Faith: January 2026, Taylor University

Light & Faith

No abstract provided.

Intentional Reflection Of Student Experiences During Graduate Nursing Education, Laura Gray Phd, Steven Busby, Aine O'Connor, Julie Honey

Funded Scholarship

Background: Nurse practitioners can help fill needs for primary care providers but first must successfully transition from registered nurse through graduate education, which presents challenges and opportunities for growth.

Purpose: The purpose of this study was to describe experiences of nurses during the first semester of graduate school. Methods: Reflections of 23 students were analyzed by nursing faculty using qualitative descriptive methods.

Results: Five main concepts were identified by students: Academic performance, Challenges, Emotions, Linking coursework to future role, and Support.

Conclusion: Reflective journaling may help students process and adapt to challenges of graduate school.