Digital Commons Network^™

Navigating Through Difficult Roads And Terrains: Novice Teachers’ Challenges In Teaching In Remote Mountainous Settings In The Philippines, Albert C. Albina, Sarah Jean A. Salmorin, Dannyla N. Cainos, Rhea Mae C. Montano

The Rural Educator

In rural areas, the adaptation of urban-originating elementary teachers to remote mountainous school locations poses substantial challenges and necessitates innovative strategies. This study primarily explored the lived experiences of newly hired elementary teachers residing in urban areas but assigned to remote mountainous locations, specifically focusing on their adaptation processes, the challenges they encountered, and support mechanisms that influenced their teaching roles. Using a descriptive phenomenological approach and reflexive thematic analysis, this study involved in-depth interviews with nine newly hired urban-originating elementary teachers who were assigned to teach in rural schools in the Municipality of Santa Catalina, Basay, and Bayawan City, …

Baa Nihiłdah)Zh) - Chronicles Of Diné College Graduates In Pursuit Of Educational Attainment, Kerenthia J. Swan

Teacher Education, Educational Leadership & Policy ETDs

This study investigated the educational, cultural, familial, and tribal factors that influenced the academic success of four Diné (Navajo) students who earned a college degree from the University of New Mexico. Utilizing the Diné Educational Philosophy Paradigm and Indigenous methodology grounded in Diné values and cultural perspectives, this study centered the voices and lived experiences of Diné graduates to gain insight into the supports and obstacles encountered throughout their higher educational journey. The findings highlight the crucial role of family encouragement, traditional teachings, cultural values centered on collective responsibility, and the availability of culturally supportive academic resources. A recurring theme …

Faculty Perceptions Of Diversity And Its Impact On Postsecondary Student Success: A Case Study In A Business School, Andrea Camargo, Harika Rao

Faculty and Staff Publications & Presentations

This case study investigates the way in faculty perceives the function of diversity in molding student success and institutional inclusiveness under a business school’s context. Conducting a mixed-methods survey of faculty, the study examines the question, does diverse faculty representation influence student retention, classroom engagement, and academic performance? Findings reveal robust agreement amongst faculty that diversity makes learning environments more inclusive, promotes student well-being and creates supportive mentor relationships with desirable influence to student persistence and success. The qualitative responses show the implication of culturally responsive teaching practices and inclusive faculty–student relationships, especially to underrepresented students. Although this assumes an …

Path-Goal Leadership Theory: An Examination Of Teacher Leadership Behavior And Teacher Motivational Influence Of Vocational Education Students, Genna B. Boyd

Doctor of Education (Ed.D)

The purpose of this non-experimental quantitative study was to examine the relationship betweenteacher leadership behaviors and teacher influences on academic motivation amongst students currently enrolled in vocational education and training (VET) programs in the State of Florida. Grounded in Robert House’s Path-Goal Leadership Theory, the study investigated how specific leadership behaviors impact student motivation within VET settings. While research on leadership and student motivation is extensive in general education, limited empirical attention has been given to how these variables interact in the context of VET. Utilizing a quantitative survey design distributed online, data was collected from students across multiple VET …

Methods For Meaningful Connection: Supporting Teacher-Child Relationships In Early Care And Education, Sheila Smith, Maribel Granja, Cristina Medellin, Mark Nagasawa

Straus Institute for Thriving Children & Families

This report discusses a combined professional development/exploratory research project focused on how to support relationships between early childhood educators and children. The project piloted the Teacher Reflection Tool (TRT), a very brief reflection tool, paired with a community of practice approach with 19 early childhood educators across 10 classrooms. Among the lessons learned were that the participants:

• Viewed positive relationships with children as family-like and individualized
• Observed that their relationships with parents influenced relationships with children
• Found that the TRT helped them to notice and reflect on their interactions with children in new ways

Among the recommendations that emerged were: …

Evaluating The Predictive Value Of Basc-3 Anxiety Scale And Working Memory Index Scores For Clinically Significant Test Anxiety: A Comprehensive Analysis Of Non-Classifiable Cases, Des'tiana S. Williams

Electronic Theses and Dissertations

This dissertation will explore how test anxiety (TA) affects working memory (WM) and whether certain factors can help predict higher levels of test anxiety. Anxiety has been defined as a common experience that can show up in various forms—like general worry, social fears, panic attacks, and specific phobias (APA, 2022). It was described as often triggering our natural “fight-or-flight” response, which can impact our ability to focus, think clearly, and remember things. For students, test anxiety has been especially challenging, affecting how they perform in high-stakes academic settings. Using data from a university based psychological assessment center, this study will …

Evaluating The Predictive Value Of Basc-3 Anxiety Scale And Working Memory Index Scores For Clinically Significant Test Anxiety: A Comprehensive Analysis Of Non-Classifiable Cases, Des'tiana S. Williams

Electronic Theses and Dissertations

This dissertation will explore how test anxiety (TA) affects working memory (WM) and whether certain factors can help predict higher levels of test anxiety. Anxiety has been defined as a common experience that can show up in various forms—like general worry, social fears, panic attacks, and specific phobias (APA, 2022). It was described as often triggering our natural “fight-or-flight” response, which can impact our ability to focus, think clearly, and remember things. For students, test anxiety has been especially challenging, affecting how they perform in high-stakes academic settings. Using data from a university based psychological assessment center, this study will …

Teachers' Feedback And Students' Emotional Wellbeing In Writing Courses, Amar Bahadur Sherma

Journal of English Learner Education

While feedback is a corrective business in every sphere of human life, most students do not have a positive perception of teachers’ feedback. Previous studies have emphasized the relationship between students’ writing achievements and the effectiveness of teachers’ feedback. However, no substantial research on how teachers’ feedback affects students’ emotional well-being has been undertaken. This article examines the relationship between students’ understanding of their teachers’ feedback on their writing assignments and emotional wellbeing. Data was collected from (N = 63) Nepali undergraduate students through Google Forms. The Forms consisted of structured and unstructured questions. According to the data, a mismatch …

Enhancing Educational Outcomes For English Learners: The Role Of Culturally Responsive Teaching And Professional Development In Texas, Elisa Garcia, Kristi L. Santi

Journal of English Learner Education

The increasing population of English learners (ELs) in Texas public schools requires a focused approach to their education. This article explores the challenges faced by ELs, including the risk of misplacement in educational programs and the need for culturally and linguistically responsive teaching practices. Drawing on recent research, the article highlights the importance of professional development (PD) tailored to the unique needs of ELs. Effective PD programs should prioritize cultural and linguistic awareness, collaborative learning opportunities, and strategies for differentiated instruction. The article also discusses the significance of engaging parents and the community in supporting ELs. By implementing these recommendations, …

Everything Is Bigger In Texas: English Learners And The Difficulty Within Assessment, Identification, And Program Development, Gloria A. Avila, Kristi L. Santi

Journal of English Learner Education

This report explores the critical components of effective program placement for English learners, emphasizing the need for accurate assessment and identification processes to ensure appropriate placement. It highlights the rapid growth of the EL population, particularly in the state of Texas, and underscores the importance of developing tailored educational programs that meet the unique needs of English learners. By examining current practices and identifying key areas for improvement, this paper aims to enhance the academic and linguistic outcomes for English learners, ultimately fostering an inclusive and supportive educational environment.

The Science Of Reading, Writing, And Dual And English Language Learners, Vickie Johnston, Nika Verna

Journal of English Learner Education

This paper presents an evidence-based approach to meeting the needs of dual language and English Language Learners (ELL) that includes leveraging the skills and knowledge of the home language, oral language instruction, and the utilization of both effective writing instruction and multicultural children’s literature. This evidence-based approach includes insights gleaned from the science of reading (SOR) and research on writing development with ELLs and instruction needed to help their written communication skills. Practical classroom applications for using multicultural children’s literature include integrating the Universal Design for Learning (UDL) framework to ensure the literature chosen is necessary for some and beneficial …

Transforming K-12 Classrooms: Ten Essential Strategies For Cultural Responsiveness, Sandra Johnson, Stephanie Johnson, Regina Reber

Journal of English Learner Education

Across the United States, in K-12 classrooms, diverse student populations continue to increase, challenging educators to meet student cultural, linguistic, and academic needs. The study examined the best practices related to culturally responsive teaching (CRT) strategies to better meet all students' needs. A qualitative approach was used to collect data from licensed K-12 educators in New Mexico and Colorado. The findings revealed three essential themes: culturally responsive pedagogy, the positive impact of CRT, and the creation of physical spaces to support inclusivity. The findings revealed the significance of building strong relational capacity, encouraging collaboration, supporting multilingualism, and creating effective physical …

Transforming Future Classrooms: Exploring Mainstream Candidates’ Self-Efficacy, Amanda Nelms

Journal of English Learner Education

The nationwide shortage of teachers is having a profound impact on schools across the country. In addition, many teacher candidates are entering the profession without adequate preparation to effectively work with MLs, potentially exacerbating challenges faced by this student population. One innovative approach to teacher preparation is the implementation of Grow Your Own (GYO) programs. This study contributes to the growing body of literature on GYO programs by focusing on the self-efficacy of secondary mainstream teacher candidates in teaching MLs. This mixed-methods study collected data throughout a course centered on research-based instructional practices for MLs. The Wilcoxon Signed Rank Test …

Why The “Whole Language Approach” To Reading Fails Ell Students & Instructional Strategies To Employ Instead, Caitlyn E. Petrus

Journal of English Learner Education

The research presented in this article demonstrates a qualitative view of the science of reading for phonemic awareness instruction, phonics instruction, vocabulary development, and reading comprehension strategies for English Language Learners (ELLs) in PK-12 schools. The research builds upon esteemed writers Dr. Sharon Vaughn and Dr. Sylvia Linan-Thompson’s work in their book Research-Based Methods of Reading Instruction for Learners, Grades K-4 and other reading experts such as Dr. Wiley Blevins and Dr. Lisa Moats to apply to the growing population for ELLs in PK-12 schools and how to shift from a “whole language classroom” to a classroom built on the …

Navigating Identity Tensions And Emotional Struggles: Indonesian Pre-Service Teachers In The Teaching Practicum, Afrianto Daud, Minh Hue Nguyen, Raqib Chowdhury

The Qualitative Report

Despite the critical role of teaching practicums in teacher education, little is known about how pre-service teachers navigate emotional tensions in Indonesia. In this study, we aim to explore the nature of tensions and emotional struggles pre-service teachers face and their coping mechanisms. Seven pre-service teachers from the English Education department at an Indonesian public university were purposefully selected. Data was collected through semi-structured interviews before the practicum and a focused group discussion after the program. Semi-structured interviews and focus group discussions were used to capture rich, in-depth accounts of participants’ experiences, while thematic analysis provided a structured approach to …

Artificial Intelligence In Higher Education: A Case Study Of Faculty Teaching Methodologies At A Private University, Ellen Ramsey, George Antoniou, Matteo Peroni, Brent Muckridge, Raouf Ghattas, Philip L. Fazio, Wendy Wallberg, Saidi Porta, Gary Solomon, Mary Smith, Kristen Migliano, Karima Lanfranco, Lianfen Qian, David G. Wolf

Faculty and Staff Publications & Presentations

This qualitative case study investigates faculty perspectives on artificial intelligence (AI) integration within a private university context, examining pedagogical, administrative, and ethical implications. Data collected through semi-structured interviews with faculty across four disciplines revealed ambivalent yet cautiously optimistic attitudes. Participants acknowledged AI’s potential to enhance personalized learning and reduce bureaucratic burdens through automation. However, three critical barriers emerged: (1) insufficient institutional technological infrastructure, (2) lack of systematic faculty training programs, and (3) unresolved ethical dilemmas surrounding data privacy, algorithmic bias, and academic integrity. Notably, while faculty welcomed AI as a supplemental tool, they unanimously emphasized the irreplaceable role of human …

Illuminating Two Secondary Schoolteachers’ Praxes On A ‘Terrain Of Freedom:’ Lessons For Teacher Education, Paul Tarc, Nicholas Ng-A-Fook, Tasha Ausman, Catherine James

Northwest Journal of Teacher Education

This paper attunes to the stated focus of this special issue—teacher subjectivities on a terrain of freedom—to consider the qualities, possibilities and limits of teachers’ praxes and development upon this ‘terrain.’ In response to the call, we explore three critical questions: 1) Where does the teacher’s freedom lie amidst required protocols and standardization?; 2) Can teachers transcend how they have been conceived and conditioned?; and 3) How can teachers engage in transformative development? Through a "poetics of teaching," inspired by Hansen (2004), we frame teaching as a curricular and pedagogical art form that melds interdisciplinary, intellectual, aesthetic, and …

Ai‐Assisted Integration Of Computational Thinking: Pre‐Service Teachers’ Experiences In Early Childhood Mathematics Education, Hae Min Yu, Seung Kim, Hyeseong Lee

Education Department Faculty Articles

This study examined how pre-service teachers utilize artificial intelligence (AI) tools to integrate computational thinking (CT) in early childhood mathematics education. Through a qualitative case study guided by the TPACK framework, we examined 24 early childhood pre-service teachers enrolled in a mathematics methods course as they developed CT-integrated math lesson plans using AI assistance. Data sources included pre- and post-course open-ended questionnaires, CT exploration assignments, AI interaction documentation, lesson plans, and reflection papers. The findings revealed three patterns in how pre-service teachers leveraged AI as a scaffold: generating initial ideas for CT integration, refining these ideas for specific teaching contexts, …

Pinterest Can Help Teachers Cook A Casserole, But What About Lgbtqia+ Affirming Lesson Plans For Students Of Color?, Denise Villarrial Nealon

Deliberately Queer Journal

We have learned to be crafty homemakers, small space decorators, and even teachers through the eye-catching appeal of sites like Pinterest or Teachers Pay Teachers (TPT). The accessibility and ease of searching for a preset lesson saves time, and in a society where teachers are paid far less than what they are worth and asked to work longer hours than they are paid for, this makes sense. Using the theoretical frameworks of CRT, QueerCrit, and CRP, along with the concepts of intersectionality, can build learning tools for new teachers to disrupt previous exclusionary practices that prevent LGBTQIA+ students of Color …

Using Facebook To Discuss The Science Of Reading, Erica Barnes, Jaime Puccioni, Abigail Ferris

The Language and Literacy Spectrum

Students in U.S. elementary schools continue to experience difficulty learning to read, with some attributing these difficulties to a lack of alignment with the Science of Reading (SOR). Social media plays a prominent role in disseminating information about the SOR, serving as a platform for discussion and debate that reflects many tenets of effective online professional development (OPD). The current study examines how one group of educators on social media sought out and discussed information related to the SOR. Content analysis was utilized to determine how contributors engaged with the group and what pedagogical content knowledge and SOR topics were …

Strategic Considerations For Integrating Digital Technology And Literacy Learning, Christine N. Green

The Language and Literacy Spectrum

In an era of rapidly advancing technology, integrating digital tools into literacy instruction has become a vital component of effective educational practice. This article presents findings from a case study examining how digital technology was incorporated into the literacy block of a first-grade classroom. Through sixteen hours of classroom observation and three teacher interviews, four key strategic considerations emerged for planning literacy activities that utilize educational technology. These activities enriched student learning by encouraging engagement through multiple modes of literacy. These strategic considerations include building digital connections that complement instructional goals, strategically adding digital tools, allowing students to lead, and …

Telling The Library’S Story: A Step-By-Step Tutorial For Using Data Visualization To Show Impact On Teaching And Learning, David Vickers Loertscher, Michelle Young

Learning Hub

This tutorial introduces school librarians to the use of data visualization tools for documenting and communicating their impact on teaching and learning. By leveraging accessible platforms like Google Forms and Google Sheets, the authors demonstrate how librarians can build dashboards and real-time visual reports to showcase co-teaching, instructional collaboration, and student engagement. The tutorial features real-world examples, highlights common data sources already available to librarians, and argues that dynamic visual storytelling is a powerful alternative to traditional library statistics.

Exploring Culturally Responsive Literacy Practices In Prekindergarten: A Multimodal Approach By Teachers, Deeksha Thonta Aradhya

USF Tampa Graduate Theses and Dissertations

Children from culturally and ethnically diverse backgrounds are often expected to learn within different cultural contexts than those they have experienced in their families, homes, and communities. Some children are rarely exposed to the dominant culture and practices that are highly valued in schools before entering early education settings. When they start (pre)school, young children are often expected to immediately participate in cultural practices that may differ from those at home, which are considered indicative of being successful, ready, or capable. This research aimed to investigate the culturally responsive literacy practices used by teachers in a laboratory prekindergarten classroom. The …

Sustaining The Spark: Professional Learning For The Seasoned Principal, Jennifer C. Mccrystal

USF Tampa Graduate Theses and Dissertations

Principals play a pivotal role in shaping student achievement and supporting teacher success. However, the limited existing research reveals that professional development opportunities for principals, especially seasoned ones, are often uninspiring, inadequately designed, and disconnected from their actual needs. As a result, seasoned principals may face challenges in maintaining motivation, engagement, and continued leadership development. This study addresses this gap by investigating how seasoned principals perceive and value professional learning, focusing specifically on their pinnacle experiences—those they regard as the most impactful and significant throughout their careers.

Using a narrative inquiry approach with an Appreciative Inquiry lens, this study captures …

A Roadmap To Good Practice For Training Supervisors And Leadership: A European Perspective, Seán Lacey, Tamarinde Haven, Rita Santos, Tom Farrelly, Máiréad Murray, Panagiotis Kavouras

Publications

Purpose: Supervision and leadership are regarded to have a major role in promoting responsible research. Various approaches to training for supervisors and leaders have been proposed. However, little is known about what works best, what kind of hurdles are faced in implementation and engagement, and what methods of assessing the effectiveness of training programs are available. Through exploring these points, this research aims to propose a roadmap to good practice for training supervisors and leadership.

Design: A virtual marketplace for exchanging current practices and approaches for training supervisors and leadership took place in March 2024. Twenty-two policy makers from thirteen …

The Slow Leadership Framework: A Humanizing, Social Justice Approach To Leadership, Christine E. Crouse-Dick, Sheryl R. Wilson, Rachel Epp Buller

Feminist Pedagogy

This essay introduces the Slow Leadership Framework as a humanizing, social justice-oriented alternative to conventional leadership models. Challenging Eurocentric, hierarchical approaches that prioritize efficiency over human connection, Slow Leadership integrates three complementary practices: Circle Process, Self-Compassion, and Deep Listening. Circle Process creates equitable spaces for dialogue that value marginalized perspectives; Self-Compassion disrupts internalized patterns of self-criticism and perfectionism; and Deep Listening transforms communication by prioritizing multisensory perception and awareness. Particularly resonant in higher education contexts, this framework offers practical implementation strategies for educators, administrators, and community partners seeking to dismantle systemic barriers, foster inclusive environments, and redistribute power. Through qualitative …

In-Service Teachers’ Awareness And Professional Development In Egyptian Public Schools, Hanan Mohamed Metawea

Theses and Dissertations

Neuroscience is an emergent field that focuses on studying brain structure and understanding its significance in the learning process. There has been a recent movement in how to bridge the gap between neuroscience concepts and education by incorporating neuroscience principles into the teaching process. However, there have been limited studies in Egypt on how educators understand and utilize neuroscience principles in the classroom. This qualitative exploratory case study examines Egyptian teachers’ understanding of neuroscience concepts and how they apply them in their teaching practices. This case study was carried out in two government schools, including interviews with 11 teachers representing …

Predicting Secondary Mathematics-For-Teaching Knowledge Using Beliefs, Experience, And School Culture: A Hierarchical Regression Analysis, Adam R. Brulhardt

Theses and Dissertations

Research in recent decades has supported the notion that practice-based mathematical knowledge is crucial for effective teaching, playing an important role in enacting reform-oriented instruction required for improving student achievement. Despite its importance, teachers—especially novices—require more support in acquiring such knowledge, an ongoing challenge exacerbated by teacher shortages. The purpose of this quantitative study was to determine whether collaborative school culture (CSC) explained variance in knowledge of algebra for teaching (KAT) beyond variance explained by mathematics-related beliefs and years of teaching experience for U.S. secondary teachers. Measures within an online Qualtrics survey included the Beliefs About Mathematics and Teaching Scale …

Synchronous And Asynchronous Online Learning In A Tefl Course: An Investigation Of Student-Teachers’ Perceptions, Sumer Salman Abu Shaban, Mohamed Ali Shaat

Journal of the Association of Arab Universities for Research in Higher Education مجلة اتحاد الجامعات العربية للبحوث في التعليم العالي

هدف البحث الحالي إلى تسليط الضوء على رأي الطلبة المعلمين في جامعة الأزهر-غزة بالتعلم المتزامن وغير المتزامن والذي تم استخدامه من خلال نشاطات في مساق طرق تدريس اللغة الإنجليزية، وإيجاد هل لمتغير الجنس والمستوى الأكاديمي أثر على آرائهم. اعتمد الباحثان المنهج الوصفي التحليلي، حيث شارك 13 طالباً معلماً و36 طالبة معلمة من كلية التربية في تعبئة الاستبيان. استخدم الباحثان استبيان يحتوي على ثلاثة أقسام لمعرفة رأي المشاركين بالتعلم المتزامن والتعلم غير المتزامن واقتراحاتهم لتحسينه، وتضمنت النتائج أن الطلبة المعلمين في جامعة الأزهر-غزة كانت لديهم اتجاهات إيجابية نحو التعلم المتزامن وغير المتزامن وأن هذا النوع من التعلم عبر الإنترنت يعزز ممارساتهم …

Phenomenological Inquiry: High School English Language Arts And Reading Professional Development Design And Delivery, Michelle Jestice

Electronic Theses and Dissertations

This qualitative, phenomenological inquiry aimed to understand the overall essence of public high school English language arts and reading professional development design and delivery from an inclusive, sociocultural, responsive theoretical lens. The lens extended previous scholarship, combining six educational concepts and theories to develop an ideological framework for high school English language arts and reading professional development design and delivery. They include Vygotsky’s (1978) sociocultural theory, Knowles’ (1978) andragogy, Shulman’s (2013) content-pedagogy-curricular contextualization, Hammond’s (2015) culturally responsive teaching, Bennett’s (1986) intercultural competencies, Smale-Jacobse and others’ (2019) and Tomlinson and others’ (2003) concepts of differentiation: referred to as SACReD. A central …