Digital Commons Network^™

From Erasure To (Re)Vision: Blackgirls In Education, Nicole E. Mclaren

Graduate Doctoral Dissertations

Blackgirls can grow up, attend school, and never have a teacher who looks like them. Their teachers may never tell them they could become great teachers someday, or school may not be an affirming place they can imagine returning to as educators. Black women make up only 6% of K-12 teachers, and this research shares the life stories of fourteen Blackgirl educators from that notable group, highlighting the challenges they faced on their journey to becoming teachers. This interview-based study uncovers some of the emotional and institutional scars Black women carry. Findings show that the path to and staying in …

Imagination: Bridging The Intended, Delivered, And Received Curricula, Vicki Boley Dr., Paul A. Michalec Dr.

Journal of Contemplative and Holistic Education

This paper explores the transformative potential of imagination in higher education, particularly its capacity to bridge the intended, delivered, and received curricula. Through a qualitative study involving in-depth interviews with graduate students, the research highlights how imagination fosters holistic, socially just, and humanizing educational experiences that transcend traditional instructional boundaries, encouraging student ownership and creative engagement in the higher education classroom and beyond.

Teaching Teachers To Stand Up: Fostering Moral Reasoning And Courage Through Neo-Abolitionist Pedagogies In Multicultural Education, Aaron A. Baker, Liz Potter-Nelson

Journal of Multicultural Affairs

In today’s increasingly polarized educational landscape, debates over diversity, equity, and inclusion (DEI) have reached a critical juncture. Anti-DEI policies and legislation are not only reshaping educational policy but are also producing tangible adverse effects on teacher behavior—often creating chilling effects that undermine authentic multicultural education. In light of these challenges, this article contends that teacher preparation programs must fundamentally reorient their curricula to cultivate robust moral reasoning and moral courage among preservice teachers. By integrating theoretical frameworks such as Kohlberg’s theory of moral development and Rest’s Four-Component Model with the transformative principles of neo-abolitionist teaching, we propose a comprehensive …

From Learners To Co-Creators: Redefining Teaching And Assessment Strategy In Entrepreneurship Eduction, Daria Samatoina, Catherine Farrant

Teaching and Learning Together in Higher Education

No abstract provided.

Benefits Of Informal Practical Experiences As A Central Teaching Method In A Literature Of Adolescents Course, Jillian Harpster

UNL Faculty Course Portfolios

This portfolio includes the course context and organizational format of a junior-level required course for pre-service secondary English teachers. Formatting and context information include teaching methods and course materials. As a central teaching method of the course, students are required to attend a practicum that is additional to their observational practicum (sophomore year) and their clinical practicum (senior year). In this way, the praxis of the coursework and the informal practicum serve as an intentional moment of praxis, while also scaffolding students towards their senior year practicum and beyond (student teaching, early career teaching). Ultimately, the argument of the portfolio …

Post Racial Reckoning: Montessori Instructors' Perspectives On Teaching Through An Antibias Antiracist Lens, Jasmine E. Williams

Dissertations

Prior to the racial reckoning of 2020, Montessori teacher education programs (MTEPs) have only narrowly focused on social justice education (Aronson et al., 2020; Bartolomè, 2004; Cook, 2015; Cross, 2005; D’Cruz, 2022; King, 1991). Although MTEPs began to respond differently post-reckoning, support for implementing practices like antibias antiracist (ABAR) instruction was often absent. This study sought to understand how the racial reckoning and efforts to include an ABAR lens impacted the teaching practices of instructors in MTEPs. While ABAR-related studies exist in general teacher education (Blanchard et al., 2018; Madkins & Nazar, 2022; Martinez-Alba, Herrera, & Hersi, 2022), few focus …

Becoming A Beloved Community: A Restorative Reckoning For A Radical Conversion To Transform Discourse In Higher Education, Latasha Tomay Varlack-Butler

Dissertations

This dissertation critically examines the misappropriation of Restorative Justice Discourse (RJD) within three predominantly white institutions (PWIs), analyzing 59 institutional documents through Critical Discourse Analysis, Relational Critical Discourse Analysis, and Rhetorical Criticism (Fairclough, 1995; Vaandering, 2021; van Dijk, 2008). Tribal Colleges and Universities and South African institutions have emerged as exemplars of authentic RJD, countering co-optation within PWIs. The findings demonstrate that RJD as applied in PWIs is framed in ways that attenuate its transformative potential, perpetuating color-evasiveness (Bonilla-Silva, 2017) and obscuring the intersectional experiences of Black, Indigenous, and disabled communities (Crenshaw, 1991; Million, 2009).

Grounded in decolonial praxis (Smith, …

Quest For Purpose In Education: An Autoethnographic Study Of A Chinese Student’S Cross- Cultural Journey Through Logotherapy And Culturally Relevant Leadership, Bingsheng Chen

Teacher Education, Educational Leadership & Policy ETDs

This autoethnography examines a Chinese student's search for meaning while transitioning between Chinese and U.S. academic systems, shaped by the interplay of cultural values, societal pressures, and personal agency. Guided by Viktor Frankl’s logotherapy and Culturally Relevant Leadership (CRL), the study uses reflexive narrative analysis to explore how this personal quest for purpose intersected with institutional structures and cultural contexts (e.g., St. John's College, University of New Mexico). Illuminating profound challenges—including cultural shock, systemic inequities, and the emotional toll of adaptation—the research reveals a transformative journey of navigating dissonance, reframing adversity, embracing a dual cultural identity, and ultimately finding meaning …

Leading Through Crisis: San Diego County Schools' Response To The Social Emotional Needs Of All Students, Johana Bielma

Dissertations

The COVID-19 pandemic led to unprecedented school closures, forcing administrators to take decisive action to radically change the educational system. The imperative to switch to remote learning transformed the dynamics of teaching and learning, leading to both immediate and long-term academic and social emotional consequences for all stakeholders. When schools reopened, administrators faced the challenge of reintegrating students into in-person learning while addressing the pandemic’s lasting effects on academics, mental health, and school safety. While academic regression was evident, the extent of students’ emotional struggles was less anticipated. Many students exhibited increased irritability and mental health issues such as depression …

Maybe It Really Is Those Damn Phones, Sarah F. Garvin

Honors Projects

Technology is an integral part of modern life and has extended into elementary classrooms where one-to-one device programs have become the norm. While technology can increase accessibility to education, its widespread integration in learning environments raises concerns about its long-term impact on students and teachers. This research critically examines gamified learning applications and technology use in elementary education, questioning whether they enhance learning, curiosity, and problem-solving skills. A qualitative methods approach was employed, using surveys and interviews conducted with educators in Seattle Public Schools to assess the effects of technology-driven instruction. The resulting data were analyzed through thematic analysis to …

Building Early Phonemic Awareness, Tessa K. Sutfin

Journal of Curriculum, Teaching, Learning and Leadership in Education

Alphabet knowledge and phonemic awareness skills are strong predictors of later reading ability (Stanley and Finch, 2018). Therefore, phonemic awareness and letter-sound relationships are skills that Kindergarteners have a limited amount of time to master. As a result, educators must think critically about the strategies and forms of assessment implemented to ensure they are setting young readers up for lifelong success in reading. The purpose of my study was to determine if explicit instruction in phonemic awareness and letter-sound correspondence would increase student ability to isolate, segment, blend, and decode grade-level text. Strategies included kinesthetic movements of the hands and …

Decreasing Time To Antibiotics In Febrile Oncology Patients With Central Line In The Pediatric Emergency Department; A Quality Improvement Initiative, Abbigayle Carlson, Leslie Hueschen, Stephanie Clark, Christopher Kaberline, Joel Thompson

Research Days

Background: Oncology patients are at a high risk for sepsis, due to chemotherapy-induced immunosuppression and neutropenia as well as presence of a central venous catheter. Due to the high risk of sepsis, these patients require antibiotics within 60 minutes of Emergency Department (ED) arrival. During our baseline period, Sept 2022-May 2023, we only achieved this 38% of the time at Children’s Mercy ED.

Aim: By April 30th, 2024, we will increase the percentage of ED febrile oncology patients receiving antibiotics < 60 min of arrival from 36.6% to 80%, stratifying by race and ethnicity, to monitor for inequities.

Methods: Our outcome measures were the percentage of ED febrile oncology patients with antibiotics given < 60 min of arrival and the median time to antibiotic administration. Our process measures were the percentage of standard order-set usage and percentage of patients with critical information notes. Our balance measure was time from arrival to ED triage. We created a process map and fishbone diagram and identified several delays in antibiotics administration. We performed interventions with Plan-Do-Study-Act methodology. First, we implemented standing nursing orders to decrease the time spent waiting for a provider to order antibiotics (June 2024). Next, the outpatient oncology providers created a Critical Information Note, which directed prompt antibiotic administration prior to labs or consultation (August 2024). To engage physicians, we made this a Maintenance of Certification (MOC) project, with monthly review of run charts (Oct 2024). Next, we prioritized timely access of the patients’ central line, with a nursing script to communicate with families the importance of accessing their child’s central line as soon as possible (Oct 2024). We created a Central Line Note, identifying the type of central line and needle size required to access the line (March 2024).

Results: With the implementation of …

But, It's Just A Uti, Gillian Long

Research Days

A case report of a 12 year old female presenting to the emergency room with rash, hematuria and shortness of breath, ultimately found to have a life changing diagnosis.

What Happens After They Leave The Ed? Following Up Acute Asthma Exacerbations After Changes In Clinical Practice Guidelines For Treatment, Phillip S. Wozniak, Jade B. Tam-Williams

Research Days

In 2022, Children’s Mercy Hospital (CMH) implemented a new clinical practice guideline (CPG) recommending single-dose dexamethasone as the first line oral steroid for treatment of mild to moderate acute asthma exacerbations. We assessed the impact of this CPG change on readmission rates after discharge from emergency department/urgent care (ED/UC). We hypothesized that single-dose dexamethasone would be non-inferior to a 5-day course of prednisone/prednisolone with respect to 7-day and 30-day acute care readmission rates and need for additional outpatient steroid courses.

Beyond Lecturing: Christian Higher Education Faculty Perceptions Of Professional Development Expectations And Its Impact On Job Satisfaction, Andrea Lynn Smith, Diane S. Garber, Vhuthuhawe T. Madzinge, Folashade O. Odedina, Joshua E. Wilson, Daniel P. Yerrington

Journal for the Scholarship of Teaching & Learning

This research study was conducted to ascertain possible connections between higher education faculty expectations of professional development and how these relate to their perceived job satisfaction. Several theories were used as the foundational framework, which included Bruner’s (1960) constructivist worldview theory, Herzberg’s (1966) two-factor theory, and Dockery’s (2012) faith learning integration. The research design for this qualitative study was a phenomenological hermeneutical study. The participants answered the two primary research questions: (a) What are the perceptions of Christian higher education faculty regarding professional development expectations? (b) How do Christian higher education faculty’s perceptions of professional development affect their job satisfaction? …

Beyond Lecturing: Revealing Faculty Perceptions Of Technology Expectations And Job Satisfaction In Christian Higher Education, Jerry L. Pitts, Charlene Geisler, Mark D. Granger, Jessica E. Kuehne, Roger W. Mackey, Erica D. Moore

Journal for the Scholarship of Teaching & Learning

The purpose of this phenomenological study aimed to understand higher education faculty perceptions and job satisfaction related to technology integration expectations in a changing academic environment. This study asked two research questions: 1. What are the perceptions of Christian higher education faculty regarding technology expectations? 2. How do Christian higher education faculty’s perceptions of these technology expectations affect their job satisfaction? Six full-time residential faculty members participated in the study. The lived experiences of faculty were studied using individual interviews, focus groups, and journal entries. Data analysis revealed that faculty perceived that institutions have additional technological expectations that go beyond …

Beyond Lecturing: Christian Higher Education Faculty And Faculty Support Staff Perceptions Of Institutional And Committee Service Expectations And How These Affect Job Satisfaction, Andrew F. Milacci, Alisha Castaneda, Janet Brown, Alex Mason, Annik Miller, Christopher Sneeringer

Journal for the Scholarship of Teaching & Learning

Job satisfaction among faculty members and faculty support staff in higher education is a complex phenomenon influenced by various factors, including institutional and committee service expectations. This qualitative study gauged feedback from Christian higher education faculty members and faculty support staff regarding the institutional and committee service expected of them, as well as how their engagement with these expectations affects their job satisfaction. Using a hermeneutic-phenomenological schema, the researchers conducted in-person interviews, administered discussion board focus groups, and gathered reflective journal entries from a sample size of six participants at a large, faith-based university. During the analysis of the resultant …

A Time-Strapped Reality: Christian Faculty Perceptions On Research Expectations And Job Satisfaction, Hailey A. Manicone, Bruce K. Bell, Roger B. Bingham, Jacob T. Byrd, Kimberly S. Cashman, Sherri Ann Walker

Journal for the Scholarship of Teaching & Learning

There are many factors related to faculty perceptions of expectations and demands to conduct research that can significantly impact their job satisfaction. While much research has been done on the relationship between a faculty member’s ability to perform research and their job satisfaction, limited research on this relationship exists in the context of Christian higher education. To address this problem, this study asks the following questions: 1. What are the perceptions of Christian higher education faculty regarding research? 2. How do Christian higher education faculty’s perceptions of these research expectations affect their job satisfaction? Data were collected from six faculty …

Weary Yet Willing: Unveiling Faculty Perceptions Of Christian And Community Service Expectations And Their Impact On Job Satisfaction, Thomas W. Doss, Alexander Lagos Choquecahua, Jason Donahoo, Kjell Fenn, Diana J. Schwerha, Deidra M. Simspon, Amber L. Wilson

Journal for the Scholarship of Teaching & Learning

This research investigates Christian higher education faculty perceptions of Christian and community service expectations and the impacts on job satisfaction. Six participants completed interviews, discussion boards, and a journal entry with specific questions related to Christian and community service expectations and how those expectations affect job satisfaction. A phenomenological methodology using rich textual data generated six themes: benefits, service types, balance, motivations, expectations, and resources related to job satisfaction. Results indicate that faculty believe that involvement in Christian and community service can yield personal benefit, improving job satisfaction. However, the uncertainty related to the expectations of such service may create …

Faith Learning Integration In Christian Higher Education And Faculty Job Satisfaction: A Hermeneutical Phenomenological Study, Brad Burgess, Grace Michele Baker, Jamaica Conner, Jonathan Giles, Rachel Joseph, Kevin Layell

Journal for the Scholarship of Teaching & Learning

Faith learning integration (FLI) in Christian institutions of higher education contributes to job satisfaction (JS) for faculty. This study explores FLI and JS among interdisciplinary faculty in a Christian university in the Southeast US. Researchers used a hermeneutical phenomenological approach to collect data from six faculty from varying disciplines, using interviews, focus group discussions, and journaling. Manual coding was utilized to uncover three primary themes: (a) clear expectations for FLI; (b) challenges to implement FLI; and (c) faculty JS from FLI. Two subthemes emerged from the primary theme of clear expectations for FLI: standards set by the organization and classroom …

Enhancing Digital Accessibility For Deaf Or Hard Of Hearing Learners- Innovative Strategies For Inclusive Education, Felicia Rutledge Ph.D.

Developmental Disabilities Network Journal

This research-to-practice brief explores innovative strategies to enhance digital accessibility for Deaf or Hard of Hearing (D/HH) learners, focusing on practical applications for inclusive K-12 education. Despite advances in digital learning, D/HH learners face unique barriers due to auditory-centered designs. Accessibility legislation such as the ADA, Section 504, and IDEA mandate educational inclusion for these learners. Key strategies include the integration of assistive technologies (e.g., captioning, ASL video interpretation), the application of the Universal Design for Learning (UDL) 3.0 guidelines, and adherence to WCAG 2.1 principles for accessible content design. The research-to-practice brief provides actionable insights for educators, administrators, and …

Enhancing Online And Blended Course Design Through Conversations And Observations: The Role Of Stakeholders, Chris Smith, Darlene Schaefer, Geetanjali Soni, Thomas Cooper, Meghan Mcgrath

Developmental Disabilities Network Journal

Online course enrollment for K-12 students has increased dramatically since the early 2000s. This has resulted in promising opportunities for students with disabilities but also requires careful consideration of accessibility in course design and instructional delivery. This mixed-methods study investigated how stakeholder feedback influences the design of blended courses at North Carolina Virtual Public School (NCVPS), a graduation pathway for students with disabilities requiring significant support. Data was collected through surveys of NCVPS online teachers and co-teachers, analysis of course history documents, and the NCVPS student registration system. Findings revealed that educators often modify course templates to accommodate diverse learning …

Notetaking Reimagined: The Impact Of Combining Text And Visuals For Effective Learning, Sarah J. Mussetter

Art 895 Research Papers

This Mixed-Methods Narrative Case Study examines previous research on the effects of visual/ illustrative notes and their effect on knowledge coding, retention, and retrieval processes. It adds to current research in the form of a case study of a high school advanced photography course in Livingston, MT and the effect that adding visuals to notetaking practices affects student performance and memory throughout the semester. This study also proposes a method of introduction to visual notetaking that can be implemented in classrooms regardless of subject matter.

Partnering For Youth Empowerment: Establishing Boys And Girls Clubs In Tribal Communities, Johnny Abeyta Jr.

Teacher Education, Educational Leadership & Policy ETDs

This study examined why Boys and Girls Clubs are not available in every tribal community and explored how culturally grounded youth programs support leadership, identity, and sovereignty. Using Tribal Critical Race Theory, Narrative Inquiry, and Indigenous Research Methods, the study centered the voices of Pueblo leaders, educators, policymakers, and alumni. Interviews identified barriers related to funding, transportation, facilities, and policy alignment. Participants described culture, mentorship, and safe spaces as essential for youth belonging and empowerment. The study introduced the Relational Sovereignty Model, which explains how cultural teachings, shared learning, resilience, and community care work together to support Indigenous youth. The …

Administrators’ And Teachers’ Perceived Importance Of The Holistic Framework For Professional Development Elements: Survey Research, Adrianna Cate

Dissertations, Theses, and Projects

This study researched the six elements of the Holistic Framework for Professional Development (HFPD) to understand administrators’ and teachers’ perceived importance and how demographic variables impacted those perceptions. This was done to contribute to the current gap in the literature regarding how to design and carry out effective professional development. The quantitative survey research utilized exponential, non-discriminative snowball sampling to recruit participants. Fifteen administrators, 64 teachers, and six participants working in ‘other’ roles in their school participated. These participants were citizens of fifteen different countries and worked across eleven countries worldwide. Even given this diverse sample, the results of this …

First Annual Advances In Business Education Conference 2025 Proceedings, Kelsey Metz, Joshua Ray

Advances in Business Education (ABE) Conference Proceedings

Conference Overview: The First Annual Advances in Business Education (ABE) Conference was held on May 16, 2025, at Lincoln Memorial University in Harrogate, Tennessee. Hosted by the LMU School of Business, the ABE Conference was established to promote teaching excellence through innovation and collaboration in business education. With a focus on fostering meaningful dialogue among educators, researchers, and students, the conference welcomed participants from across disciplines and institutions. The event was structured around three key tracks:

Pedagogy & Teaching Excellence: Showcasing innovative teaching methods and strategies for enhancing student learning and engagement.

Business Research: Presenting research focused on advancing knowledge …

A Qualitative Look At Relationships From A Teacher’S Perspective, Shayna Vastila

Dissertations, Theses, and Projects

ABSTRACT

This qualitative study examines the role of teacher-student relationships grounded in the Social Learning Theory, Social Support Theory, as well as the Attachment Theory. The research explored how teachers perceive, establish, and maintain supportive relationships with their students, and how these relationships contribute to student engagement and academic motivation. Fifteen first-grade teachers from elementary schools participated in semi-structured interviews, sharing personal insights and practices around relationship building. Using key factors that foster positive relationships, including empathy, active listening, individualized support, and culturally responsive communication. Findings also highlight systemic barriers such as large class sizes, behavioral challenges, and the emotional …

A Correlational Study Of The Relationships Between The Big Five Aspects Of Personality And Career Interest: Practical Implications For Teachers In Guidance Counseling Roles, Mary J. Haberman

Dissertations, Theses, and Projects

Classroom teachers are often required to teach advisory courses that include career counseling and social emotional learning components. The author used a combination of personality and career assessments to guide students into careers that were a good fit, not only for their interests but their temperaments as well. This holistic approach to advising allowed the author to address a wide variety of personal issues (e.g., unmet needs) that students were having and help them to discover their own motivations for approaching these issues. While the study is focused on collecting information from working adults, the results of this study could …

From Insights To Action: Implications And A Professional Development Framework For Early College High School Teachers, Angelica Sanchez, Kenyetta Martin, Kelly Brown

School Leadership Review

The purpose of this phenomenological study was to explore the experiences of Early College High School (ECHS) adjunct instructors teaching dual enrollment college courses in a southern region school district. Through interviews with ten ECHS adjunct instructors, the study examined the factors contributing to their success, their professional development needs, and the challenges they faced in teaching dual enrollment courses. Findings of the study were that ECHS adjunct instructors succeed when they provide strong student support, maintain open communication, demonstrate flexibility, and actively engage students. The study highlighted the need for comprehensive training in learning management systems, curriculum design, and …

Duration Of Labor And Umbilical Artery Acidosis In Critical Congenital Heart Disease, Sarah Gwazdacz Md, Teresa Nguyen Bs, Mary Donofrio Md, Faap, Facc, Fase, Timothy Bennett Md, Amanda Mcintosh Md, Faap, Facc.

Research Days

Standard delivery protocols for most prenatally diagnosed CCHD is induction of labor at 39 weeks with aims of a vaginal delivery (VD) near a tertiary care center. There is no benefit to planned Cesarean delivery (CD) over VD for most infants with CCHD. However, longer durations of labor (DOL) in CCHD have been described as a risk factor for umbilical artery (UA) acidosis. We aim to describe the relationship between DOL and UA pH and neonatal outcomes in those with prenatally diagnosed CCHD.

Retrospective chart review of prenatally diagnosed with CCHD born at Children’s Mercy from 2012 – 2023. Inclusion …