Digital Commons Network^™

What Makes Implicit Bias Training Effective? An Examination Of Training Program Interventions And K-12 Educator Experiences, Kyleigh K. Mcaloon

McNair Summer Research Program

Differences in disciplinary referrals based on race have led many to argue that bias may influence disciplinary decisions. Implicit bias (IB) training is designed to address such disparities by raising awareness of biases that may impact assessment of behavior and disciplinary decisions. In recent years, many have questioned the validity of IB as a construct and also the potential impact of training. Some scholars argue that these programs fail to produce meaningful behavioral change and may unintentionally reinforce or increase bias. The aim of the present study was to investigate how individuals receive and respond to such training. Sixteen K-12 …

Bridging The Gap Between Research And Practice In Schools, Giorgio Ostinelli

Journal of Educational Research and Practice

This case study examined how a group of Swiss primary school teachers collaborated with a school improvement advisor/researcher (SIA); it is now part of a larger project that uses a design-based methodology. The SIA is a rising entity in the educational landscape and serves as a state-mandated coach who bridges the gap between universities and schools. The SIA embodies the characteristics of both an educational researcher and a school advisor/coach. The SIA experience was created and designed using a frame–object, a valuable tool for collaboratively building professional development experiences with teachers and coaches. Understanding by Design served as the frame–object …

Navigating Preparation: A Qualitative Exploration Of Special Education Teachers' Experiences Supporting Students With Disabilities In Transition To Post-School Life, Carrie Ann Friend

Electronic Theses and Dissertations

Transition-focused instruction is a critical component of special education services intended to prepare students with disabilities for postsecondary education, employment, and independent living. Although federal legislation such as the Individuals with Disabilities Education Act (IDEA) requires transition planning beginning in secondary school, prior research indicates that many special education teachers feel inadequately prepared to implement transition-focused instruction effectively. Existing literature has largely examined transition outcomes for students and programmatic compliance, while less attention has been given to teachers’ lived experiences implementing transition services within school contexts. The purpose of this qualitative narrative inquiry study was to explore how high school …

Success In Student Leadership: An Appreciative Inquiry Approach To A Student Leader Program, Ana M. Tayeb

USF Tampa Graduate Theses and Dissertations

This study explored the strengths and successes of a Student Leader Program within a Physician Assistant (PA) program at a large southeastern university, using an Appreciative Inquiry (AI) framework to understand how the program positions students for success. The program, established to support leadership development, academic engagement, and professional growth, includes elected student roles such as class president, vice president, wellness champion, volunteer liaison, and class liaisons. Through semi‑structured interviews with faculty, administrators, current Student Leaders, non‑leader students, and a Student Leader alumnus, the study examined lived experiences and perceptions of the program’s impact. Guided by the AI 4‑D cycle, …

Book Review: A Literacy Coach’S Playbook: Building A Winning Team To Improve Student Achievement, Kirsten Burke Smith

The Language and Literacy Spectrum

This scholarly book review of A Literacy Coach’s Playbook: Building a Winning Team to Improve Student Achievement (Brieske-Ulenski & Kelley, 2025) provides a detailed overview of a new clinical model of literacy coaching. The proposed approach, a Clinical Literacy Coaching Framework (CLCF), draws upon a medical model to build Literacy Leadership Teams (LLT) to improve data-informed and culturally-sustaining instruction.

Write To Lead: A Document Analysis Of Leadership Communication, Rosenda B. Minella

Teacher Education, Educational Leadership & Policy ETDs

This qualitative study examined how executive leaders at an urban community college in the Southwestern United States used motivating language in written communication. Community colleges face increasing complexity, including enrollment declines, limited resources, and heightened expectations for student success. In this context, written leadership communication helps align organizational goals, build trust, and reinforce institutional values. Motivating Language Theory served as the primary coding framework, with findings interpreted through the lens of Authentic Leadership and informed by AACC Leadership Competencies. Using qualitative document analysis and an AI-assisted workflow to support coding consistency, the study analyzed publicly available executive communications produced over …

Built For This: An Autoethonographic Study Of A Journey Through Leadership Rooted In Reflection, Resilience, And Reinvention, Weslie Etienne

Educational Studies Dissertations

This qualitative autoethnographic study examined how leadership was experienced, enacted, and sustained by a Black woman navigating district-level leadership within predominantly White institutional contexts. Grounded in Critical Race Theory, Intersectionality, and Black Feminist Thought, this research centered lived experience as a site of knowledge production and employed longitudinal journaling and artifact analysis to capture leadership development as a temporal, relational, and embodied process. The study was guided by three research questions: (1) How did race, gender, and institutional structures shape leadership development and experience? (2) How were leadership identities constructed, negotiated, and sustained through self-authored narratives? and (3) How could …

We Are Still Here: A Narrative Inquiry Examining The Experiences Of Black Women Chief Diversity Officers At Historically White Institutions, Jasmin M. Robinson

All-Inclusive List of Electronic Theses and Dissertations

This qualitative study explores the lived experiences of Black women serving as CDOs in higher education institutions to understand their unique challenges, opportunities, and contributions as diversity leaders. The study uses a narrative inquiry approach, comprising of in-depth, semi-structured interviews, observations, and document analysis to understand how six Black women CDOs lead DEI efforts at historically White institutions, what their identities mean to them, and the lessons learned along the way. Eight core themes emerged from the findings addressing institutional commitment to DEI, institutional perceptions of CDOs, chief diversity officer responsibilities, how Black women understand their race and gender, how …

Why Do Teachers Leave? Investigating Teacher Attrition In A New Orleans Charter School: A Qualitative Phenomenological Case Study, Carlos J. Machuca Rivera

Electronic Theses and Dissertations

The purpose of this phenomenological case study was to investigate the lived experiences of former teachers who worked at Goodlife Academy (GLA), a charter school in New Orleans, Louisiana, between 2019 and 2025, with particular attention to how teachers experienced job satisfaction and job dissatisfaction and how those experiences influenced their decisions to leave Teacher attrition—defined as educators leaving their school or the profession—has been associated with factors such as burnout, inadequate support, low compensation, and persistent challenges in addressing achievement gaps. Although these factors are well documented in the literature, many existing studies rely on quantitative methods and focus …

At The Intersection Of Policy, Mission, And Student Needs: How New Mexico Higher Education Professionals Make Transfer Decisions, Roberto P. Vasquez

Teacher Education, Educational Leadership & Policy ETDs

Transfer is a critical step for community college students pursuing a bachelor’s degree, yet it remains a complex and inconsistent process. Transfer research highlights tensions related to student experience, institutional mission, and state transfer policy that higher education decision-makers must navigate.

This qualitative study examined how New Mexico higher education decision-makers experience these tensions in practice. Using narrative inquiry, thematic analysis was conducted on interviews with purposively selected decision-makers. Decision-maker stories were interpreted through a Critical Leadership Theory lens, examining how power, discretion, and institutional context shape transfer practices.

Findings indicate that policy is unevenly enacted, with institutional discretion significantly …

Examining The Impact Of Restorative Practices On Student Behavior, Discipline, And Relationships In A K–5 Elementary School, Kathleen Tomaszewski

Dissertations

This study examined the implementation of restorative practices in a K–5 elementary school and their influence on student behavior, disciplinary actions, and teacher–student relationships. Restorative practices in schools focus on building a positive school climate and addressing student behavior through community and relationship-building rather than punitive measures. The rationale for the study was grounded in concerns regarding the use of exclusionary discipline practices and the need for proactive, student-centered approaches to improving school climate. Two main research questions guided the inquiry: To what extent do restorative practices impact student referrals and disciplinary actions in a K-5 elementary school? How do …

Influence Of Restorative Justice Practices On Student Behavior, Shawn N. Clemons

Electronic Theses and Dissertations

The purpose of this qualitative exploratory case study was to explore how teachers in culturally diverse suburban U.S. elementary schools perceive the implementation of restorative justice practices as an influence on student behavior. The researcher collected data through questionnaires and semistructured interviews of 14 elementary teachers currently employed in a suburban elementary school who actively use restorative justice with students. Findings from the study indicated the restorative justice practices contribute positively to school culture by prioritizing relationship building, structured conflict resolution, and inclusive practices. The findings from this study can be used with teachers, administrators, district support, and school board …

Constructing A Culture Of Assessment: Building An Assessment System In Teacher Education, Cynthia Bolton-Gary

Teacher Education Journal of South Carolina

This paper investigated the processes used to construct a culture of assessment among faculty, students, and stakeholders. Using a constructivist approach, participants were encouraged to develop skills in data collection, assessment reporting, and using evidence to make data-driven instructional decisions and program planning. Results indicated that enabling faculty to create and use an assessment system laid the foundation for a culture of assessment that can ultimately lead to innovative curricular changes–thereby reaching beyond assessment mandates to a culture of assessment.

Professional Development And American History Textbooks: A Case Study From Teachers' Perspective, Farzana Sultana, Robert Petrulis

Teacher Education Journal of South Carolina

This study investigates the influence of teachers' involvement in a grant-funded American history professional development process in their use of American history textbooks and other resources in their classrooms at primary and secondary school level. As a part of classroom observations in one school district, participant teachers were observed regarding the conduct of their history classes. Focus group interviews were conducted to collect in-depth qualitative data on their views regarding the usefulness of a range of teaching resources. The results suggest that participation in professional development classes had changed the types of resources the teachers used and the ways in …

Examining The Relationship Between Transformational Leadership Behaviors And Faculty Job Satisfaction At Hbcus: An Explanatory Correlational Study, Demissie L. Karorsa, Monica E. Allen

Journal of Research Initiatives

By inspiring followers to pursue and attain exceptional levels of performance, transformational leadership (TL) has been associated with high levels of follower job satisfaction and organizational commitment (Asencio, 2016; Banks et al., 2016; Bass & Riggio, 2006). The purpose of this quantitative correlational study was to examine faculty perceptions of transformational leadership behaviors of their department chairs and their own job satisfaction at Historically Black Colleges and Universities (HBCUs) in the southeastern United States. The transformational leadership dimensions examined were idealized attributes (IA), idealized behaviors (IB), inspirational motivation (IM), intellectual stimulation (IS), and individualized consideration (IC). Data were collected using …

Exploring The Lived Experiences Of Black Women In Undergraduate Stem Core Expansion Pathways, Lizzie L. Evans Martinez Alvarez

Electronic Theses and Dissertations

The use of social incongruence in the film Hidden Figures, which juxtaposed with STEM education as the most powerful in contrast with Black women as the least powerful, supported the argument for the specific problem of practice to examine the unmet need for socially and ethnically diverse student populations in U.S. STEM higher education and careers. The purpose of this hermeneutic phenomenological research study was to identify and analyze the lived experiences of Black women regarding barriers they perceive in the STEM educational and career decision-making processes, while exploring transformational pathways to STEM academic success. The study specifically analyzed …

Consequences Of Time Poverty Due To Work Intensification: Lived Experiences Of High School Teachers, John Manning, Lisa Reason

Journal of Organizational & Educational Leadership

This qualitative study sought to explore teachers’ lived experiences with work intensification in a public high school. Apple’s teacher work intensification thesis was used as a framework to evaluate how organizational conditions, time poverty, and job demands contribute to increasing complexity in teachers’ work as well as how they mediate their own responses to it. The research explored the lived experiences of 10 public high school teachers as they managed their perceived feelings of time poverty alongside increasing job demands. Data was collected through interviews, reflective journals, and a qualitative survey. Analysis strategies included in vivo coding, horizontalization, triangulation, and …

Leveraging The Intersection Of Ai And Play To Foster Human Connectedness And Character Formation, Lori B. Doyle, Ashley Brandon

Journal of Organizational & Educational Leadership

The benefits of fostering character formation are vast, encompassing psychological, social and emotional growth, yet there is no universally prescribed manner by which to proceed. Central to these efforts is human connectedness, which enhances psychological functioning and provides a pivotal foundation for well-being. Emerging factors such as integration of Artificial Intelligence (AI) and the pedagogy of play are novel topics for the conversation within the character formation discourse. These elements, while tangentially related, hold significant potential to amplify character formation and sense of belonging. This paper examines the intersection of AI, pedagogy of play, and character formation through a theoretical …

The Impact Of Targeted Professional Development On Principals’ Instructional Leadership And The Cultivation Of Positive School Culture, Anastasia M. Opahle

Dissertations

Effective principal leadership is the cornerstone of effective schools, as it has been shown to increase student success. In the State of Wisconsin, there is currently no requirement for ongoing professional development for principals. This study examined the impact of professional development targeted at principal leadership on student achievement and school culture. Using a mixed methods approach, results showed principals who participated in a yearlong principal cohort indicated their leadership skills improved. The qualitative data showed the participating principals believed the targeted professional development was collaborative, reflective, relevant, and actionable. This research indicates that sustained, targeted professional development is crucial …

Teaching Numeracy For Social Justice: Educational Equity, Esther Isabelle Wilder, Crystal C. Rodriguez, Caterina Shost, Eduardo Vianna, Frank Wang

Numeracy

The special collection, “Teaching Numeracy for Social Justice: Educational Equity,” focuses on how quantitative reasoning (QR) can function as a vehicle for equity, empowerment, and democratic participation. Building on a longstanding tradition that treats numeracy as inseparable from social justice, these contributions highlight how progressive pedagogies (e.g., active learning, authentic research, and equity-oriented assessment) have the potential to broaden access for students historically excluded from quantitative fields. The studies span a variety of conceptual frameworks, introductory and advanced quantitative instruction, and interdisciplinary applications, showcasing how inclusive QR practices can build confidence, agency, and real-world understanding. These articles demonstrate that when …

Preparing Students For What Comes Next: A Qualitative Study Of District Approaches To Postsecondary And Career Readiness, Amanda C. Pelsor

Dissertations of Practice

PREPARING STUDENTS FOR WHAT COMES NEXT: A QUALITATIVE STUDY OF DISTRICT APPROACHES TO POSTSECONDARY AND CAREER READINESS

This qualitative study examines how Illinois school districts support students’ readiness for postsecondary success and career planning and exploration. Despite longstanding state and federal efforts to improve college and career readiness, many students continue to face challenges after high school, including lack of workforce readiness, underpreparedness for postsecondary education, unclear career pathways, and difficulty navigating complex transitions. Using semi-structured interviews, this study explores how districts conceptualize and implement career readiness frameworks, the ways readiness work is embedded within district systems, and the barriers …

Merger Crisis Role-Play: Organizational Behavior In Action, Jyro B. Triviño

Leadership and Strategy Faculty Publications

To advance professionally, students must be prepared to navigate dynamic and contentious organizational environments by articulating their varied views, protecting their personal and professional intentions, anticipating challenges, and then fostering consensus. This paper addresses a high-stakes, multi-round immersive role-play simulation of a company merger in an undergraduate Organizational Behavior course. Grounded in the core pillars of experiential learning, adaptive leadership, and organizational sensemaking, this classroom exercise places students in a pre-set, realistic post-merger leadership team facing immediate business challenges. Compared to traditional case studies, this method requires students to demonstrate real-time organizational behavior competencies, providing a powerful platform for negotiation …

Career Readiness Indicators In High School Influenced By Leaders In Alabama, Kevin J. Wieseman

Murray State Theses and Dissertations

This phenomenological study investigated how educational leaders conceptualize and influence Career Readiness Indicators (CRI) in Alabama high schools. As Alabama places increasing emphasis on College and Career Readiness (CCR), this research explored how leaders’ lived experiences affect initiatives designed to prepare students for postsecondary achievement. Drawing on Transformational Leadership Theory and Distributed Leadership Theory, the study examined leadership practices associated with work-based learning, soft skills development, academic preparedness, and career-readiness outcomes. Semi-structured interviews were conducted with educational leaders from Alabama school systems recognized for exemplary CCR performance. Data were analyzed using a phenomenological approach to identify shared leadership experiences and …

Teacher Burnout In 2026 - Context, Student Effects, And Interventions, Colin David Thies

All Electronic Theses and Dissertations

In order to aid teachers in 2026, this paper aims to identify what teachers and administrators can do to protect against and treat teacher burnout in K-12 schools. To achieve this, research was conducted on the post-pandemic context of teacher burnout, the secondary effects of teacher burnout on students, individual and organizational interventions. Teacher burnout is a multifaceted ailment, and many of the factors behind burnout can be beyond one’s control. There is no single answer, though there is an emphasis on emotions, as research suggests emotions may be greatly important to both succumbing to and treating teacher burnout. Thus, …

The Relationship Between Participants In The Certificate Of Educational Technology And Information Literacy (Coetail) Program And Professional Capital, Benjamin J. Sheridan

Theses and Dissertations--Educational Leadership Studies

This study aimed to explore how educators involved in the Certificate of Educational Technology and Information Literacy (COETAIL) program perceived the development of their professional capital within an online, cohort-based professional learning community. Based on Hargreaves and Fullan’s (2012) concept of professional capital, which includes human, social, and decisional capital, and guided by social learning theories, the study examined participants’ perceptions of professional capital development, the program features related to that development, and how participation influenced their professional paths. The research focused on international school settings, where educators often rely on networked professional learning because of geographic mobility and limited …

Artificial Intelligence In Higher Education: How Educators’ Perception, Readiness, And Well-Being Shape Performance, Fatimah Pohan, Dicky Aprillo Siregar, Muhammad Bangun Siregar

Journal of Educational Technology Development and Exchange (JETDE)

Artificial Intelligence (AI) is transforming higher education, but its effectiveness depends on how educators perceive, adopt, and psychologically respond to the technology. This study examines the effects of educators’ perception of AI and AI adoption on self-reported educators’ performance through AI readiness and psychological well-being. Grounded in the Technology Acceptance Model, Readiness for Change Theory, and the Job Demands–Resources framework, the study employed a quantitative cross-sectional survey design. Data were collected from 121 educators at private higher education institutions in North Sumatra, Indonesia, using purposive sampling of active educators. The data were analyzed using Partial Least Squares Structural Equation Modeling. …

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 …

Enhancing International School Implementation Capacity: Supporting Contextualized Learning At An International Baccalaureate School In China, Christopher J. Hayden Iv

Theses and Dissertations--Educational Leadership Studies

International schools allocate substantial resources to implement progressive curricular innovations; however, the advantages offered by these developments are contingent on their effective execution within classroom settings. This mixed methods action research (MMAR) study examined the implementation of the International Baccalaureate (IB) Global Context (GC) Strategy in the Middle Years Programme (MYP) at an international school in China and asked how the school might strengthen its capacity to enact this and similar innovations. Following a sequential MMAR design, a reconnaissance phase combined a whole-staff survey (n=87) with qualitative interviews to diagnose the individual, organizational, and contextual factors shaping implementation. Analyses identified …

A Mixed Methods Study Of Teacher Job Satisfaction And Principal Support In Private Jewish Day Schools Through The Lens Of Self-Determination Theory, Abigail E. Moyal

UNLV Theses, Dissertations, Professional Papers, and Capstones

This mixed methods study investigated how principal support influences teacher job satisfaction in private Jewish day schools through the lens of Self-Determination Theory (SDT). SDT asserts that motivation and well-being depend on the fulfillment of three basic psychological needs: autonomy, competence, and relatedness. Using an explanatory sequential design, quantitative data were first collected from 68 teachers across five Jewish day schools in the Southwestern United States using the Teaching and Learning Survey (TALIS) Teacher Job Satisfaction Scale (TJSS) and the Principal Support Scale (PSS). Results showed moderate to high satisfaction levels and a strong positive correlation between principal support and …

A Competency Based Pressure Injury Management Program, Madina Qadir

UNLV Theses, Dissertations, Professional Papers, and Capstones

This project aims to implement a simulation-based wound management program to address critical gaps in nurses’ competencies for managing pressure injuries (PIs). The initiative seeks to enhance nurses’ knowledge, clinical skills, and confidence in wound assessment and advanced therapies, fostering evidence-based practice and consistent care delivery. Effective PI management is vital for improving patient outcomes, reducing healing times, and minimizing complications. Yet, nursing education and competency gaps often lead to inconsistent care and increased healthcare costs. A structured competency-based pressure injury management (CB PIM) program integrates evidence-based didactic lectures and interactive simulation-based skills stations to cover essential topics, including wound …