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Pedagogic And Professional Competence Of Post-Ppg Teachers: An Empirical Study, Yuniawatika Yuniawatika, Dedi Prestiadi, Muhammad Alfan

Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan

Teacher Professional Education (PPG) is seen as a strategic instrument to improve the quality of teachers, but factual achievements need to be reviewed further. This study aims to analyze the pedagogic and professional competence of teachers after participating in PPG by examining the relationship between the two in teaching practice. The study uses a quantitative approach with an ex post facto correlational design. The subject of the study is 859 alumni of the Pre-Service PPG of the State University of Malang class of 2022–2023 who have been actively teaching. Data was collected through a Likert scale questionnaire that had been …

Embedding Social And Emotional Learning Into Educator Preparation Programs: An Alternative Certification Perspective, Valerie Flanagan, Lisa Fulks, Wanetta Morrow

Journal of Educational Research and Practice

This study discusses the impact of integrating social and emotional learning (SEL) curriculum into alternative certification educator preparation programs (EPPs), in response to prior research indicating the lack of SEL strategies in schools. It offers a review of educator preparation students’ thoughts concerning SEL implementation, as well as their selection of and reflection upon embedding SEL skills into lessons. Participants serving as teachers of record during their coursework reported positive outcomes in the classroom resulting from lessons including SEL content. Given the increasing importance of SEL in addressing students’ diverse developmental, behavioral, and academic needs, preparation for educators must go …

The 2x10 Intervention In Teacher Preparation: The Use Of A Simple Relationship-Building Strategy By Teacher Candidates, Kara Conniff, Leah Wasburn-Moses

Mid-Western Educational Researcher

Classroom management is a significant and longstanding need for teachers and the field of teacher preparation. Teacher candidates often feel unprepared to deal with classroom and behavior management (Flower, McKenna & Harin, 2017). One of the most important management skills is relationship building (Yassine, Tipton-Fisler, & Kati, 2020). The 2x10 Intervention is a relationship building technique that improves classroom behavior and is both simple and efficient for teachers to implement (Smith & Lambert, 2005). This study examines the use of the 2x10 Intervention by 18 student teachers at one Midwestern university, during their clinical placement. Data were collected on student …

Teaching Inquiry: A Guiding Template Fosters Critical Thinking, Barbara D. O'Donnell, Abigail C. Schwent

The Councilor: A National Journal of the Social Studies

This article provides a supportive way to address the marginalization of social studies by teaching inquiry through the use of a template. Inquiry based learning encourages students to make real-world connections by engaging in problem solving and exploration through research. It fosters higher level skills like critical thinking, evaluation, and synthesis of knowledge through experiential learning (Bell, Urhahne, Schanze and Ploetzner 2009). Using inquiry to investigate social studies topics encourages the use of sources from diverse perspectives to understand the complete picture of the event being researched. Teaching social studies through inquiry is a daunting task due to multiple obstacles …

9th Gsep Research Symposium - 2025

GSEP Research Symposium

The Ninth Annual GSEP Research Symposium, themed "Building Bridges to Elevate Humanity: Innovations and Insights in Education and Psychology", was hosted by the Pepperdine University Graduate School of Education and Psychology (GSEP) on June 19–20, 2025, at the historic Château d’Hauteville in Switzerland and virtually via Zoom.

This hybrid symposium convened a vibrant global community of students, alumni, faculty, and scholars to share research that addresses real-world challenges, advances scholarly inquiry, and builds pathways for inclusive collaboration and leadership. Spanning a wide array of topics—from artificial intelligence and mental health to trauma-informed practices, educational equity, social justice, and cross-cultural leadership—the …

Talis 2024 Australian Report: The Teaching And Learning International Survey, Tim Friedman, John Ainley, Wolfram Schulz, Katherine Dix

OECD Teaching and Learning International Survey (TALIS)

The OECD Teaching and Learning International Survey (TALIS) collects internationally comparable data on the learning environment and the working conditions of teachers and principals in schools across the world. This report outlines the results of the 2024 survey of Australian teachers under the headings of: teaching for today's world; thriving in teaching; the demands of teaching, developing teacher expertise, teacher leadership and autonomy, professional relationships in schools, and sustaining the teaching profession. Australia’s participation in TALIS 2024 was managed by the Australian Council for Educational Research (ACER).

Revisiting Least Restrictive Environment In Adapted Physical Education: A Framework For Evidence-Based Practice, Dillon R. Martinez, Samantha Charron

Essays in Education

This article addresses the implementation of Least Restrictive Environment (LRE) principles in adapted physical education. Despite the legal mandates established by the Individuals with Disabilities Education Act, the field faces significant challenges, including a shortage of qualified professionals, overemphasis on universal inclusion, and the exclusion of student voices from placement decisions. Through analysis of historical context, implementation challenges, and a proposed Student-Centered APE Placement Model (SCAPM), this article provides a preliminary framework for making evidence-based placement decisions that prioritize student success. By integrating perspectives from a preservice teacher education candidate and current higher education practice, the framework offers practitioners a …

Comparing Massed And Distributed Course Formats: Effects On Outcomes In A Graduate Augmentative And Alternative Communication Course, Brandon Scott Eddy, Alli Sauerwein, Leah Meloy, Eric Sanders

Teaching and Learning in Communication Sciences & Disorders

The effects of massed versus distributed learning have been well studied in the verbal and motor learning literature, with findings suggesting enhanced outcomes from distributing learning over time. However, some studies have found limited evidence to support enhanced outcomes from distributed learning when applied to an entire academic course. The effects of course scheduling on student learning in speech-language pathology graduate coursework have received limited attention. This study compared learning outcomes between a one-week massed format and an eight-week distributed format in an online two-credit augmentative and alternative communication graduate-level course. Learning outcomes were assessed before students enrolled, immediately after …

Leadership In Higher Education Instructional Design, Shihua Brazill, Travis N. Thurston, Pat Munday

Interdisciplinary Arts and Sciences Articles

No abstract provided.

Visual Literacy, English Learners, And The Slider, Kristin Lems

Faculty Publications

The article looks at some of the ways “degrees of intensity” can be taught and practiced with visual supports such as sliders, graphs, or emojis, with a focus on English learners of all ages.

Your Consolation Brings Joy: How Private School Employees Support Students Experiencing Trauma, Virginia L. Rose

PhD in Education

Trauma caused by adverse childhood experiences is a growing and pervasive issue. Researchers have found trauma may have physical, emotional, behavioral, academic, and spiritual effects on children. School employees are in a unique position to teach students about resiliency and can mitigate the effects of traumatic stress. Although multiple studies have examined teachers’ definition, perspective, and experiences of trauma, few studies have taken place in faith-based schools. The following qualitative study used a phenomenological approach to discover the lived experiences of faith-based school employees in identifying and supporting students who have experienced trauma. Eleven faith-based school employees participated in a …

Humanizing Teacher Residencies: Moving At The Speed Of Trust To Advance Professionalism, Advocacy, And Innovation In Educator Preparation, Meghan Cosier, Cynthia Goin, Sally Hawkins, Taylor Stratz

Education Faculty Books and Book Chapters

In response to teacher shortages and inequities in teacher diversity and retention, Saint Mary’s College of California (SMC) launched three equity-centered residencies in partnership with local school districts. These residencies provide paid, yearlong co-teaching experiences with mentor teachers engaged in ongoing professional learning with a focus on building trust-based partnerships while advancing professionalism and innovation. The model prioritized recruiting local candidates in critical need areas, addressing barriers to entry, and ensuring high-quality, LEA-connected coursework. This presentation shared examples and tools from Saint Mary’s College of California’s sustainable, humanizing, and equity-centered teacher residencies and detailed enactment strategies, mentor supports, and practices …

Ua 64/2 The Challenge: Magazine For The Center For Gifted Studies (No. 59 Fall 2025), Elizabeth Joyce Editor

Gifted Studies Publications

Magazine created by and about the WKU Center for Gifted Studies.

Curiosity, Intention, And Reflection On Teaching And Learning Edps 967 Motivation In Education: A Teaching Portfolio, Mary G. Zeleny

UNL Faculty Course Portfolios

The intention of this course portfolio is to reflectively explore more deeply the teaching and learning of the Educational Psychology graduate course, EDPS 967- Motivation in Education. This course provides a foundation of theories and concepts related to motivation from a psychological perspective, including the interrelatedness of affect and emotion, with an emphasis on the learning environment. The course focuses on different theories of motivation, motivation in education, and considering theoretical applications in education, as well as professionally and personally. The class explored motivation, including the impact of emotions in motivation, through reading, course activities, assignments, and discussion. Goals included …

Continuous Professional Development: A Case Study Of Foreign English Language Teachers’ Perceptions Of Professional Development In Colleges In Asia, Chance W. Phillips

Doctor of Education (Ed.D)

This qualitative case study investigated the experiences of college-level EFL/ESL teachers in Asia. The research sought to identify the gaps in professional development experiences influencing teachers to be better educators, meeting the needs of the English language learners in Asia. Additionally, the research identified how the professional development experiences, or lack thereof, of the college-level EFL/ESL teachers impacted their pedagogical strategies and professional practices. Despite the demand for English language education across Asia, foreign English educators often face limited institutional and administrative support, as well as unequal access to professional learning opportunities. Semi-structured interviews were conducted with foreign English language …

The Effect Of Self-Efficacy And Commitment On The Retention Of Alternatively Certified Teachers, Lydia V. Leduc

Doctor of Education (Ed.D)

Teacher attrition has opened the doors for professionals from other fields to enter the teaching field by following an alternative path. Yet, the attrition rate of these alternatively certified teachers (ACTs) is higher than that of traditionally certified teachers (TCTs). The objective of this transcendental phenomenological study was to examine the effect of self-efficacy and commitment on teacher retention of ACTs in Northwest Florida. The participants in the study worked in several schools in the area. After interviews, responses were evaluated, and categories and codes were compiled. Analysis was then done on the frequency and quality of response data to …

Education First Year Seminar, Edf101 Fall 2025: Syllabus, Givanni Ildefonso-Sánchez

Open Educational Resources

The Education First Year Seminar (EDF 101) is required of all new students majoring in Education. Its goals are to introduce students to the liberal arts, campus culture, and the education field. The course also aims to develop a better understanding of the learning process and acquire essential academic skills. Taught by ELA faculty and supported by Peers Advisors and co-curricular professionals, this course addresses issues related to contemporary college life and to the field of education (birth through 12th Grade).

Entering college marks the beginning of a journey towards greater knowledge, the discovery of a new identity as a …

Foundations In Bilingual Education, Eln123, Fall 2025: Syllabus, Bede Mccormack

Open Educational Resources

Foundations of Bilingual Education (ELN123) is a writing intensive course that requires students to be engaged in several high and low stakes writing activities throughout the semester. This requirement will be fulfilled through several informal written assignments and a formal written assignment. Course topics include cultural, psychological, socioeconomic, linguistic, cognitive and curricular factors that affect the academic achievement of emergent bilingual students. It introduces the philosophical, legal, and sociological aspects of bilingual education, and prepares reflective educators through the use of a teacher education ePortfolio. It also satisfies the Urban Studies requirement at LaGuardia. This course is equivalent to a …

Increasing Play Opportunities To Improve Development And Health For Children, Kallie S. Ellis, Wendy Tremaine, Emily Bush

Fall 2025 OTD Capstone Symposium

Children with disabilities often experience reduced opportunities for meaningful peer play, which can negatively influence their physical, cognitive, and social-emotional development. Early childhood environments play a critical role in supporting inclusive participation, yet many barriers—physical, social, and environmental—limit access to developmentally rich play throughout the school day. The purpose of this capstone project was to develop, implement, and evaluate a Tier-1, school-based program designed to increase meaningful play opportunities for preschool children ages 3–6, with and without disabilities.

A needs assessment was conducted with teachers and parents to identify developmental concerns and participation barriers related to fine motor, gross motor, …

Building A Cohort Of Mentor Teachers To Support Novice Teachers’ Implementation Of Positive Behavior Support, Trauma-Informed, And Culturally-Sustaining Practices, Janet Vanlone, Grace J. Kim (Education Department), Carolyn Dipietro, Hasan Spencer

Faculty Journal Articles

A university was awarded a "Teacher Prep to Practice" grant from the Pennsylvania Department of Education for a project titled "Developing Culturally-Relevant Aspiring Teachers." The university collaborated with local school districts to host 2, 3-day "summer institute" professional development sessions, focusing on culturally relevant education, positive behavior support, trauma-informed practices, and effective coaching for novice teachers. The intention was to build a cohort of trained, veteran teachers equipped to serve as mentors for pre-service and early career educators. This paper provides an overview of the summer institute and shares the results of a related mixed-methods research study.

The Fear Factor: Exploring The Experiences Of Fear Of Secondary School Teachers, Kelly J. Raines

Doctor of Education (Ed.D)

Fear can be a powerful catalyst for cognitive potential, or a potent agent of havoc. This descriptive (transcendental) phenomenological study aimed to understand the phenomenon of fear experienced by teachers in public and private secondary schools in Central Florida. Semi-structured interviews collected data from the purposive sample, and the data were thoroughly analyzed using Colaizzi's (1978) model. The emergent essence of the lived experience of teachers identified the phenomenon of fear as the inducement of a debilitating sense of powerlessness that diminishes self-confidence and self-efficacy, resulting in emotional, cognitive, and/or physical impairments that directly affect the metacognitive potential of teachers. …

Teaching While Stressed: How Mental Support Is Impacting The Teaching Experience In South Carolina, Olivia Striedl

Senior Theses

Teacher shortages are a widespread issue within both the United States and South Carolina. One cause of high numbers of teachers leaving their positions is low job-satisfaction and high stress levels. In this study of teacher mental health in South Carolina, eight teachers were interviewed regarding their experience with job-related stress and support offered to them. The interviews revealed that teachers experience high levels of stress, with many interviewees having stressors in common. Many participants had at least one experience in which stressors pushed them to leave or almost leave their position, showing the importance of mental health when considering …

Professor Perspectives: Inclusion Of Students With An Intellectual Disability In Transition Programming On A College Campus, Melissa Jane Massey

Electronic Theses and Dissertations

Students with intellectual disabilities (ID) are often unemployed or underemployed compared to students who do not have ID. Transition or postsecondary programming for students with ID has increased in recent years in response to the U.S. federal requirement for special education professionals to complete transition plans before students turn 16. The requirement for transition planning in Texas is age 14, and the ARD committee including the student and parent come together to develop goals for future planning. Transition plans include information on future employment, future independent living skills, and agency connections that students with ID may need to access to …

Covid's Impact On Our Youngest Learners, Scottie Ellsworth

Journal of the Symposium of University Research and Creative Expression

Project Mentor(s): Amanda Obery, PhD; Wendie Castillo

The COVID-19 pandemic profoundly disrupted education, leaving lasting effects on elementary students’ academic development, particularly in literacy and reading comprehension. This research investigated the long-term educational impacts of the pandemic by drawing on qualitative insights from interviews with five educators across a range of specializations, including general education, interventional support, and multilingual learning. Using inductive thematic analysis and descriptive coding, the study identified key themes that reflected shifts in academic achievement, student behavior, attendance, and school priorities post-pandemic. These findings illuminate critical areas where students require support and outline the structural, instructional, and …

Integrating Transversal Skills In Hospitality And Tourism Curricula: Practical Recommendations From Faculty., Brendan Cronin, Iris Zwissig

ICHRIE Research Reports

Transversal skills have gained increased attention due to rapid technological advances. As AI solutions emerge and new jobs arise from digital access and growing work-age populations (World Economic Forum, 2025), academics must reassess teaching methods and the skills needed in a changing workplace. Incorporating hard and soft skills in hospitality and tourism curricula is vital (Ezeuduji et al., 2023). However, research found that many faculty do not feel prepared to incorporate transversal skills in their teaching. This article presents an innovative approach with recommendations for integrating transversal skills through curriculum enhancement and teaching methods. The authors propose a three-step framework: …

From Belief To Practice: Building A Culture Of Disciplinary Literacy, Bradley Stabler, Ruth Poulos

Michigan Reading Journal

This article tells the story of how Pontiac High School began building a stronger focus on reading, writing, and thinking in every subject. The work started with a few shared questions, not a detailed plan. A small group of teachers and coaches came together to figure out how to help students think more deeply and express their ideas more clearly. Over time, they led staff-wide efforts that included planning lessons together, visiting each other’s classrooms, and trying out new teaching moves. Feedback from students and staff helped guide the work. Along the way, teachers began to shift their instruction, and …

Cultivating Commitment Within Educational Ecosystems: Improving Teacher Satisfaction Through Autonomy And Expertise, Jane Mcintosh Cooper, Leslie Gauna, John Decman, Sheila Baker

School Leadership Review

This study explores the experiences of Texas educators’ job satisfaction, focusing on their ability to enact curriculum and pedagogy within their school ecosystems. Reporting of partial qualitative results of a larger mixed-methods survey of teachers in Texas, the research examines how administrative and contextual stances impact teachers’ professional and personal goals. Findings reveal that dismissive attitudes toward teachers’ content expertise and micromanagement by evaluation-focused leadership lead to dissatisfaction and potential attrition. Conversely, growth-oriented leadership that values autonomy and respects teachers’ practical knowledge enhances job satisfaction and commitment. The study, grounded in self-determination theory, highlights the critical role of intrinsic motivators—such …

Hands-On Stem In Ghana: Inspiration For Culturally Relevant Pedagogy Globally, Alhassan Issifu, Mawuena A. Hanson, Heather R. Beem

Journal of Pre-College Engineering Education Research (J-PEER)

Many educators are increasingly seeking culturally relevant pedagogies they can employ to effectively engage their students. In Ghana a substantive set of hands-on STEM content has been created, incorporating locally available materials and cultural approaches while maintaining alignment to the national curricula. Against a backdrop of almost no public primary or junior high schools in the country containing any lab equipment, this approach leverages and celebrates the abundance of what is available within the locality. This challenges narratives of what is considered “good” and recenters power back with those in the classroom. Three sample activities and three firsthand stories are …

Development Of Interactive Learning Media Based On Illustrated Word Cards To Improve Students' Reading Skills, Laila Nadya, Riris Nurkholida Rambe

Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan

To improve the reading skills of first-grade elementary school students in Indonesian, particularly in relation to reading, this project aims to create picture card-based learning materials. The five steps of the ADDIE development model, namely analysis, design, development, implementation, and evaluation, were used in the research and development (R&D) process. Pretests and posttests, expert validation, questionnaires, interviews, and observations were some of the methods used to collect data. Experts in content, media, and language verified the media that had been created, and feedback from teachers and students assessed its usefulness. With a feasibility rating of 94% from media experts, 91% …

Retracted: Former Students’ Perceptions Toward Rsbi Program: A Reflection Of Indonesia’S Abolished Bilingual Program, Putu Yoga Sathya Pratama, Luh Putu Artini, Ni Putu Era Marsakawati

Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan

RETRACTED: The editorial board of JPtpp has officially retracted the article "Former Students’ Perceptions Toward RSBI Program: A Reflection of Indonesia’s Abolished Bilingual Program" (Vol.9, No.11, pp.502-511, November, 2024), due to a violation of publication ethics.
Following a thorough review, the editor confirmed that this paper represents a duplicate publication. It contains redundant material previously published in JPtpp Vol.8, No.1, pp.12-20, January 2023, URL: https://citeus.um.ac.id/jptpp/vol8/iss1/3/, under the title "Former Students’ Perceptions Toward RSBI Program: A Reflection of Indonesia’s Abolished Bilingual Program".
In accordance with institutional policies, the digital version of this document has been removed from previously published, and all …