Digital Commons Network^™

We Think, We Smell, We Remember: The Effect Of Smell On Memory For Chemistry Lab Learning, Michael A. Marino, Francine Wisnewski, Catherine Reilly, Andre Alexis

BCES: Faculty Presentations

The traditional five senses are the primary receptors of external stimuli for the brain. While tactile learning and visual observations are integral to the chemistry laboratory, olfaction is a sense that should be considered part of an educator's repertoire. Previous studies have discovered that our sense of smell plays a significant role in triggering memories. Moreover, specific scents like vanillin can prompt anamneses to recall previous experiences. A sample of 61 college students was employed for a three-week pretest-posttest control group experimental design. In the first week, participants conducted a chemical reaction to synthesize isoamyl acetate, the familiar and nontoxic …

Accuracy And Effectiveness Of An Orchestration Tool On Instructors' Interventions And Groups' Collaboration, Luettamae Lawrence, Emma Mercier, Taylor Tucker Parks, Nigel Bosch, Luc Paquette

Instructional Technology and Learning Sciences Faculty Publications

This paper presents the development of a novel orchestration tool that predicts collaborative problem-solving (CPS) behaviors of undergraduate engineering groups and investigates the use of that tool by instructors. We explore the impact of receiving real-time, machine-learning, model-based prompts on 1) instructors' orchestration strategies, which are strategies instructors use to manage and facilitate collaborative activities, and 2) groups' participation, including how groups are engaged in CPS activities. The orchestration tool is a dashboard that notifies instructors of–and advises them on–monitoring and intervening with groups who may need collaborative support and guidance. We describe the accuracy of the models in predicting …

The Influence Of Misconceptions On Pedagogical Choices Of Secondary Science Teachers: An Embedded Case Study, Tracey Beyer

Dissertations

This case study, using phenomenography within science disciplines, examines how educators' experiences with misconceptions affect teaching methods in high school physics, chemistry, and biology. Based on constructivist and interpretive theories it highlights that personal experiences shape learning and involve continuously reconstructing knowledge. The shared misconceptions of 13 educators across science disciplines reveal how those experiences influenced both their content knowledge and instructional practices. The findings indicate that educators who openly acknowledge and learn from their past experiences with misconceptions are better equipped to recognize and address gaps in understanding, an asset to furthering student learning. This research highlights the importance …

Educator Feedback On A Farm Tractor And Machinery Safety Training Program: Implications For Program Content And Success, Linda Fetzer, Brenna Butler, Judd Michael

Journal of Extension

This article provides results from a survey of instructors who have offered the National Safe Tractor and Machinery Operation Program (NSTMOP) to youth planning to work in agriculture. Youth younger than age 16 who wish to be employed on non-family farms are required to complete an approved safety training program to operate tractors and other powered machinery. A survey of educators who offered the NSTMOP program was conducted to learn more about their successes, challenges, and feedback related to the instructor training course and program materials. Results provide direction to the instructors’ programmatic needs with respect to teaching safety-related topics.

Self-Directed Learning In A Qualitative Research Methods Course For Doctoral Students, Amy L. Damrow, Krittika Grau, Brandon Pettry, Karen Plaster, Adepeju Prince

The Qualitative Report

This paper describes (1) the reasoning behind a self-directed learning assignment in an advanced qualitative research methods course, and (2) doctoral students’ experiences with that assignment. Drawing on instructor and student perspectives, a professor and four doctoral students collaborated to reflect and report on the process and product of one assignment within a course. The doctoral students approached the assignment in unique ways: delving into one specific research methodology, comparing multiple research designs, and exploring current uses of qualitative research at a research conference. The piece contributes to the body of literature about students’ and instructors’ experiences in graduate qualitative …

Predicting Educator Perceptions Of Tennessee's Teacher Evaluation System: The Role Of Teacher Gender, Years Of Experience, And School Level Taught, Leonida T. Bell

Doctoral Dissertations and Projects

This quantitative, correlational study aims to determine if a predictive relationship exists between teacher perceptions of Tennessee's teacher evaluation and the linear combination of teacher gender, years of experience, and school-level taught (elementary, middle, high). Although teachers have recognized the current teacher evaluation system, many educators expressed concerns about it. This study is vital in determining teachers' perceptions of the evaluation system. Participants of this study included a sample of 108 certified elementary, middle, and high school teachers from one of the public school districts in southwestern Tennessee. Data were collected via an anonymous, self-paced online survey utilizing a modified …

Embracing Social-Emotional Learning And Nurturing Character: A Systematic Review Of Intersectional-Eq Strategies For Educational Leaders, Leticia G. Candelaria-Archuleta

Teacher Education, Educational Leadership & Policy ETDs

The COVID-19 pandemic expanded education beyond traditional academics, highlighting the importance of social-emotional learning (SEL) and character education (CE) for positive youth outcomes. This study examined the role of educational leadership in implementing SEL and CE in schools through a term coined Intersectional-EQ. This study centered on a cutting-edge approach using grey literature, specifically doctoral dissertations, to capture current trends in unprecedented times. A systematic review through Covidence, guided by PRISMA and PICO frameworks, was conducted. Findings highlight the impact of leadership on SEL and CE through an intersectional lens. Future work is aimed to support holistic student growth by …

Unpacking The Science Of Reading Research, Greta Rollo, Kellie Picker

Literacy and numeracy

The science of reading (SoR) is a term used for a body of evidence encompassing multi-disciplinary research from education, cognitive psychology, linguistics, and neuroscience. This evidence points to six key constructs that contribute to proficient reading: oral language, phonological awareness including phonemic awareness, phonics, fluency, vocabulary and reading comprehension. Research around these constructs provides researchers and teachers with an evidence base of the knowledge, skills and strategies involved in competent reading and describes how reading develops in both typical and atypical readers. This paper synthesises evidence reviews conducted by ACER researchers that unpack the science of reading. The aim of …

Authentic Assessment For Children With Language Considerations: Early Identification And Connection To Services, Karen Zyskind, Marisa Macy

Perspectives on Early Childhood Psychology and Education

Early identification of delay or disability is critical in the early years when children are developing. Yet practices for early identification are often rife with challenges for the families of young children. Part C of the Infants and Toddlers with Disabilities Program of the Individuals with Disabilities Education Improvement Act (IDEA) was authorized almost 40 years ago, mandating that children with developmental disability or developmental delay be identified and fairly assessed to obtain high quality early intervention services. An overview of the components of Fair Assessment and legal requirements are highlighted in this article. An outline for recommended practices and …

Educator Perspectives On A Kindergarten Entry Assessment: Implementation Experiences, Support, And Data Utilization, T. Scott Holcomb, Zhi Li, Richard Lambert, Angela Ferrara

Perspectives on Early Childhood Psychology and Education

This mixed methods study provides insight into practitioner attitudes and experiences with the North Carolina Kindergarten Entry Assessment (NC KEA) and helps determine what resources are needed to support intended use of the assessment. The survey and follow-up interviews allowed researchers to gather quantitative and qualitative data to gain a more in-depth understanding of each individual’s unique views. While most teachers felt prepared to implement the KEA, the majority did not find assessment data useful. Interviews highlighted the lack of understanding regarding the purpose of the assessment and the frustration that can follow this type of misunderstanding.

Authentic Assessment For Early Childhood Intervention: In-Vivo & Virtual Practices For Interdisciplinary Professionals, Stephen J. Bagnato, Marisa Macy, Carmen Dionne, Nora Smith, Jackie Robinson Brock, Tracy Larson, Maria Londono, Antonio Fevola, Mary Beth Bruder, Jamie Cranmer

Perspectives on Early Childhood Psychology and Education

Abstract

The pandemic has exposed the many glaring difficulties inherent in implementing effective assessment and intervention for young children with neurodevelopmental delays and disabilities in our respective countries, but, especially in the US. The urgency for innovative models of assessment linked to interdisciplinary services and supports in both remote and in-vivo settings became prominent. Yet, the commitment to developmentally-appropriate practice (DAP), assessment linked to intervention, is the hallmark of ECI, whether virtual or in-vivo.

However, interdisciplinary professionals have rallied during these challenging times by displaying creativity, compassion, and superb clinical judgment in providing responsive services via both virtual and in-vivo …

Link Virtual Forum On Authentic Assessment For Early Childhood Intervention: Interdisciplinary & International Consensus, Stefano J. Bagnato, Marisa Macy, Nora Smith, Carmen Dionne, Mary Beth Bruder, Maria Londono, Jackie Robinson Brock, Antonio Fevola, Tracy Larson

Perspectives on Early Childhood Psychology and Education

The LINK Virtual Forum on Authentic Assessment for Early Childhood Intervention: Interdisciplinary & International Consensus was orchestrated through a series of virtual focus-groups during the pandemic in 2021-2022. This new strategy for conducting a more robust national/international consumer social validity study gathered practice-based evidence from the field using national and international expert panel focus groups and an expert panel forum to survey Authentic Assessment experts and users. Uniquely, these deliberations relied upon the Nominal Group Technique (NGT) among participants to reach consensus decisions and Qualtrics survey results. The decision-making process addressed types of assessment measures that address early childhood …

A Critically Self-Reflexive Model For Leader Professional Development: Centering Intersectionality, Aubrey H. Wang, Margaret Grogan

Education Faculty Books and Book Chapters

This concluding chapter describes one way to think about leadership development for a new generation of educational leaders with intersectional identities. Leaders who are committed to Critical Leadership Praxis (CLP) (Pak & Ravitch, 2021) need ongoing professional learning to remain true to their transformative mission. Wang and Grogan point out the limitations of traditional models of professional learning in education leadership and outline why it is imperative that leaders are encouraged to author their own professional identity anchored in their personal identities. They propose storytelling as a critically reflective leadership development tool and describe their process and concept. By combining …

Language Equity In The Undergraduate Classroom: Fostering Language Diversity In The World Of Standard Academic English., Gabriela Johnson

Higher Learning Research Communications

In this essay, I explore the complex intersection of language, identity, and education with a particular focus on the importance of fostering linguistic equity in higher education settings. It is imperative for higher education institutions to reevaluate language-related practices and foster linguistic diversity and equity. Drawing upon linguistic theories and real-world examples, I highlight how language is deeply intertwined with personal identity, culture, and heritage. Various English dialects, such as African American Vernacular English, Chicano English, and others, are highlighted as valid linguistic expressions rather than deviations from a supposed standard. The role of standard academic English (SAE) in academia …

Hard Or Soft: An Exploration Of What Skills A Sport Management Student Is Lacking, Ashley Ryder, Jillian Mcniff Villemaire, Taylor Behl

The COSMA Journal

An important measure of success of sport management programs in higher education is how prepared students are for their professional careers. Programs often include various experiential learning opportunities such as internships in their curriculum to improve student employability. However, there is still concern that students may not be prepared for success in their internships and in the field. The purpose of this study was to identify which skills sport management student interns needed the most improvement, according to their intern supervisor. Using a single institution, this study analyzed intern supervisor’s questionnaire responses from 2017-2022 at a small, private college in …

Effective Leadership And Its Impact On The Educational Community, Betti Shahin, Susan Rowan, Toleen Mazloum, Nadia Kawar

Journal of Educational Leadership in Action

Background: In the contemporary era characterized by globalization and rapid technological advancement, education is a paramount force driving human progress, with academic performance as an essential metric for its efficacy. Researchers have diligently investigated various factors affecting academic performance, encompassing environmental and student-centered variables. Objective: This paper undertakes a distinctive exploration, directing attention to the nuanced impact of the principal's leadership on the overall performance of the educational community, including educators and students. Delving into factors beyond conventional metrics, such as the principal's leadership style, classroom size, teacher's salary, and faculty development and mentoring, the study unravels the complex dynamics …

Monitoring Learning In The Early Years. A Review Of Early Childhood Assessments To Support Global Monitoring, Dan Cloney, David Jeffries, Stephanie Templeton, Ursula Schwantner, Juliette F. Mendelovits, Amy Berry, Syeda Kashfee Ahmed, Nicola Andrews, Bethany Davies

Global education monitoring

Sustainable Development Goal 4 (SDG 4) aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. In relation to Early Childhood Education (ECE), SDG Target 4.2 aims to “ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education”. To operationalise this goal, the primary Indicator 4.2.1 sets out to measure the “proportion of children aged 24–59 months who are developmentally on track in health, learning and psychosocial well-being, by sex". The United Nations Children's Fund (UNICEF) is the custodian of …

How Do Teacher Perceptions And Biases Affect Or Influence Student Behavior, Benjamin K. Keohane

Journal of Educational Leadership in Action

The purpose of this research project and professional development series is to shed light on the influence and effect that teacher biases, perceptions, and interactions have on student behavior. Often, teachers become apprehensive when exceptional students attend their class. This notion is amplified if the student is accompanied with a behavior intervention plan or a disability that manifests as externalizing behavior. In many cases, teachers report a lack of proper training in behavior mitigation strategies that extend beyond common, general education practices. If schools are to promote an inclusive environment, all teachers require the background knowledge to properly implement and …

Perception Of School Governing Bodies About Decentralisation Of School Governance In Eswatini, Swaziland, Ibiwumi Abiodun Alade, Goodness X. Tshabalala

Journal of Educational Leadership in Action

The adoption of decentralisation as a reform in the administration of education sector in Eswatini has been a subject of debate due to its attending challenges. This study therefore examined the perception of school governing bodies about decentralisation of school governance in Eswatini, Swaziland. The qualitative case study is embedded in the interpretative paradigm, and it employed the Subsidiarity Theory (ST) as a framework for understanding the decentralization of school governance in Eswatini. Four research questions guided the study while purposive sampling technique was used to select five school principals from the selected schools who had served as principals for …

Guess Less, Know More: Leveraging Attendance And Related Data For Student Success, David Heyne, Carolyn Gentle-Genitty

Founder’s College - Scholarship and Professional Work

This topic brief, “Guess Less, Know More: Leveraging Attendance and Related Data for Student Success,” empowers school attendance teams and the teams supporting multiple schools to wisely use data for holistic student development. Informed by the insights of 20 experts across North America, Europe, and Australia (see Contributors list), we explore obstacles and opportunities surrounding the use of data for real student support.

Cte Can Be For Me: Middle School Counselors’ Perception Of Their Knowledge And Abilities To Guide Students In Career And Technical Education In The State Of Texas, Justin W. Hooten, Ronald S. Rhone, Lesley F. Leach, Juanita M. Reyes

Journal of Educational Leadership in Action

A renewed emphasis on career and technical education has guided the transformation of high school education to support alternatives to college achievement. Research shows that career identity development begins in middle school or earlier, though the literature is scarce when discussing career guidance at the middle school level. Through phenomenological interviews, this research attempted to understand the processes and perceptions of middle school counselors when discussing career and technology education with their students. This study revealed recommendations for district officials and those in academia to assist in creating more robust career development programs at the middle school level.

Leading With Hope: A Grounded Theory Exploration Of Trauma Informed Leadership For School Principals, Christopher Bottoms, Robert J. Lynch, Shawn Ricks, Julie Hasson

Journal of Educational Leadership in Action

Before the age of 18, 60% of U.S. youth are estimated to have experienced at least one adverse childhood experience (ACE), with 1 in 6 experiencing four or more ACEs. This study sought to uncover the ways in which school principals understand and enacted ways to support students that have experienced trauma. Using grounded theory methods (n=15), we explored how school principals utilize trauma-informed leadership as a means to support students. The impact of this study may help in the revision of how school principals are evaluated, professional development for school principals, and the academic preparation for school administration candidates.

Unveiling The Socioeconomic Impact Of The Covid-19 Pandemic On Academic Staff: A Qualitative Analysis Of Financial Perspectives And Job Satisfaction, Saheed Oluwaseun Lawal, Habibat Bolanle Abdulkareem, Omoniyi Adeyemi Rasaq, Tajudeen Ade Jamiu

Journal of Educational Leadership in Action

The study investigated how the Covid-19 pandemic affected lecturers' views on income and satisfaction in private Nigerian universities in Kwara State. It aimed to understand this impact as an opportunity for growth and resilience in the education system. Researchers asked four main questions and involved faculty members from various universities using purposive and convenient sampling methods. Results showed lecturers were generally satisfied with consistent salary payments and associated benefits, but the pandemic had diverse impacts on private universities: decreased spending, staff layoffs, reduced fee payments, and lower student enrollment. To enhance lecturer satisfaction, the study recommended exploring alternative income sources, …

Summer 2024 Degree Summary, Systems Intelligence And Data Analytics, University Of Nebraska At Omaha

Enrollment Reports

No abstract provided.

Speaking Up: A Narrative Inquiry Of International Students' Active Verbal Engagement In Classrooms At A Southeastern American University, Sabrina Xiaoyan Liu

Graduate Theses and Dissertations (2019 - present)

This qualitative narrative research investigated successful cases of international students who actively verbally participate and speak up during academic or coursework discussions in the classrooms. More specifically, the aim of this narrative inquiry was to capture the lived and living experiences of English language learners (ELLs) navigating American mainstream classrooms. Moreover, this qualitative study explored how they perceive the impact of their English language proficiency on their verbal engagement during class. I recruited participants through the international office at a southeastern university in the United States. After an initial phone screening session to verify that each interested participant met the …

An Exploratory Analysis Of The Association Between Coronavirus Anxiety And Teacher Burnout, Lester A. C. Archer

Journal of Global Education and Research

This study was an exploration of COVID-19 anxiety and its relationship with teacher burnout. The study was a cross-sectional survey research design with a convenience sample drawn from a population of K-12 public school teachers. A non-parametric statistical test, Kruskal-Wallis, showed a statistically significant difference in teacher burnout across the three grade levels: χ² (2, N = 61) = 6.20, p = .045. Teacher burnout was lowest amongst elementary school teachers (M = 47.00) when compared to middle school (M = 74.00) and high school teachers (M = 71.00). Implications include a need for increased administrative …

“In My Blood”: External Factors For International Stem Postdoctoral Scholars’ Career Decisions, Kathryn J. Watson, Sylvia L. Mendez

Journal of Global Education and Research

This instrumental case study (Stake, 1995) explores the external factors that influence international science, technology, engineering, and mathematics (STEM) postdoctoral scholars in the United States to pursue a career in STEM. Interviews with 20 international STEM postdoctoral scholars were analyzed deductively to shed light on their unique backgrounds and experiences. Three themes emerged: (a) parents were highly encouraging, (b) a love of science was nurtured in school, and (c) they were eager to engage in and promote scientific innovation. These findings illustrate the ways in which family, schools, and community influence the STEM career trajectories of international postdoctoral scholars.

Academic Support Programs At Hbcu Law Schools, Marla L. Dickerson

LSU Doctoral Dissertations

This qualitative descriptive case study delves into the effectiveness of academic support programs (ASPs) for students at Historically Black Colleges and Universities (HBCU) law schools, focusing on enhancing academic performance and passing the bar exam. The underrepresentation of minority lawyers in the United States, which is attributed partly to standardized test disparities, underscores the need for tailored support mechanisms. Drawing from social cognitive theory (SCT), the study investigates how ASPs impact academic success, informed by participant interviews and thematic analysis.

Key findings reveal four prominent themes. Firstly, effective features of ASPs for promoting academic performance include personalized guidance from academic …

Evaluation Practices In National Science Foundation Research Experiences For Undergraduates Programs, Aly Busse

USF Tampa Graduate Theses and Dissertations

The purpose of this study was to assess and describe the status of program evaluation within the National Science Foundation’s (NSF) Research Experiences for Undergraduates (REU) sites. The National Science Foundation's REU program supports thousands of undergraduates annually in hands-on, immersive research experiences under the mentorship of science professionals. To date, there is a lack of published or accessible evaluation results from these REU programs and it is unknown what evaluation approaches are being used in the REU programs, how they are designed and implemented, how evaluation findings are utilized, and what barriers to evaluation activities exist. A self-administered electronic …

Incorporating Design Based Implementation Research With A Randomized Controlled Trial To Develop And Evaluate The Efficacy Of Playful Rational Number Learning, Kreshnik N. Begolli, Vanessa N. Bermudez, Luettamae Lawrence, Lourdes M. Acevedo-Farag, Sabrina V. Valdez, Evelyn Santana, Daniela Alvarez-Vargas, June Ahn, Drew Bailey, Katherine Rhodes, Lindsey E. Richland, Andres S. Bustamante

Instructional Technology and Learning Sciences Faculty Publications

We combine design-based implementation research with a pre-registered RCT to address a long-standing challenge in psychological science: How to use psychological principles to address real-world problems while designing and implementing interventions in the field. We posit this as a design methodology for optimizing the translation between psychological science and real-world applications. We tested the efficacy of an extensively co-designed version of a game-based rational number intervention, Fraction Ball, versus "business-as-usual" math instruction and physical education in a sample of 4th/5th grade Latine students (N=360). Insights from nine co-design sessions with 20 teachers informed revisions and additions to a …