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An Exploration Of Teacher Exodus In Predominantly African American Secondary Public Schools Amid Covid-19, Keith Demond Ford

Educational Leadership & Policy Studies Dissertations - Archive

For some time, K-12 teachers across America have been resigning from classrooms in large numbers. Like many of the nation’s communities, schools in American neighborhoods of color have seen an overwhelming amount of teacher resignations amid the COVID-19 pandemic. According to existing literature, education’s traditional systemic norms and health protocols which were initiated during COVID-19 motivated classroom teachers to leave their jobs. This qualitative study uses a phenomenological methodology as it discovers that an interrelatedness of factors influences six participants to resign from their classroom teaching roles at predominantly African American middle and high schools during and immediately following …

Newcomers: A Selected Annotated Bibliography For English Learner Research, Policy, And Practice, Center For Equity For English Learners

Annotated Bibliographies

Newcomers: A Selected Annotated Bibliography for English Learner Research, Policy, and Practice is comprised of 32 annotations from recent and seminal literature regarding the education of foreign-born students and families who have recently arrived in the United States, often referred to as Newcomers. These annotations build on the annotations regarding Newcomers in CEEL’s 2022 annotated bibliography, Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice (Center for Equity for English Learners, 2022) to include publications from 2022-2025. This selected annotated bibliography serves as a resource for researchers, policymakers, educators, and advocates who are working …

English Learners With Disabilities: A Selected Annotated Bibliography For English Learner Research, Policy, And Practice, Center For Equity For English Learners

Annotated Bibliographies

English Learners with Disabilities: A Selected Annotated Bibliography for English Learner Research, Policy, and Practice is comprised of 21 annotations from recent and seminal literature regarding English Learners (ELs) who are dually identified as students with disabilities. These annotations build on the annotations regarding ELs with disabilities in CEEL’s 2022 annotated bibliography, Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice (Center for Equity for English Learners, 2022) to include publications from 2022-2025. This selected annotated bibliography serves as a resource for researchers, policymakers, educators, and advocates who are working for equity and excellence …

Designated Eld: A Selected Annotated Bibliography For English Learner Research, Policy, And Practice, Center For Equity For English Learners

Annotated Bibliographies

Designated ELD: A Selected Annotated Bibliography for English Learner Research, Policy, and Practice is comprised of 19 annotations from recent and seminal literature regarding designated English Language Development (d-ELD). These annotations build on the annotations regarding designated ELD in CEEL’s 2022 annotated bibliography, Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice (Center for Equity for English Learners, 2022) to include publications from 2022-2025. This selected annotated bibliography serves as a resource for researchers, policymakers, educators, and advocates who are working for equity and excellence for English Learners.

The contributors provide a comprehensive selection …

Examining The Psychometric Properties Of The Classroom Whiteness Scale (Claws) Through Rasch Partial Credit Analysis, Jaylene T. Patterson

Theses and Dissertations--Educational, School, and Counseling Psychology

This pilot study examines how whiteness manifests in K-12 classrooms by developing and evaluating the Classroom Whiteness Scale (ClaWS), an instrument designed to assess in-service teachers’ salience and engagement with whiteness-informed practices. ClaWS consists of 21 items across two subscales: one measuring the salience of whiteness-related beliefs in teachers’ pedagogical decisions and the other capturing the frequency of these practices in classroom settings. Rooted in critical whiteness studies, the scale operationalizes key dimensions of whiteness, including ethnocentric monoculturalism, white standardization, white silence, right to comfort, white saviorism, and colorblind racial ideology.

Using Rasch Partial Credit Model (RPCM) analysis, this study …

Gatekeeping As An Online Adjunct Clinical Instructor In Counselor Education, Bernadet Dejonge, Deborah J. Rubel, Yun Shi

Counselor Education Faculty Publications and Presentations

This interpretative phenomenological analysis study examined how adjunct instructors teaching online clinical counseling courses experienced gatekeeping in the context of the university system. The research question was: How do online, adjunct instructors teaching master’s level clinical counseling courses experience their university interactions as a part of gatekeeping? The participants described five experiential themes. These were: a) Balancing marginalization in the system with advocacy for the profession; b) Maneuvering through dependency on the system in gatekeeping; c) Finding consultation while navigating gatekeeping interactions; d) Managing the intensity of clinical courses; and e) Navigating the steep learning curve of learning how to …

Academic Preparedness And Institutional Support For Low-Income Students: A Scoping Review Of College Success And Retention, Davina Wilson

Social Work Theses - Archive

Students from lower-funded high schools often enter college with lower levels of academic preparedness and limited access to advanced coursework, individualized advising, and extracurricular opportunities, all of which contribute to disparities in retention and academic success. These inequities, rooted in longstanding school funding gaps and systemic barriers, disproportionately affect first-generation and racially minoritized students, who may also experience cultural mismatch or isolation within college environments. This scoping review synthesizes existing research conducted by other scholars to examine how academic preparedness and institutional support services such as tutoring, mentoring, bridge programs, and college transition initiatives influence college readiness for students from …

Enhancing Culturally Responsive Pedagogy In Teaching And Learning For White Faculty: Can Professional Development Help?, Isabelle Jenkins

Scholarship and Professional Writing from the J.D. Power Center and Donelan Office

Pedagogies traditionally used by faculty in U.S. higher education tend to center white students and their success, simultaneously disregarding the learning strengths of BIPOC (Black, Indigenous, and People of Color) students. Culturally Responsive Pedagogy (CRP) may align better with BIPOC students; however, white faculty use of Keywords: culturally responsive pedagogy, professional development, teaching and learning, white racial consciousness CRP is limited and/or superficial. Therefore, professional development for CRP is needed to enhance and deepen the teaching and learning practices of white faculty. Using a multiple case study method, this study examines how white faculty from a diverse range of disciplines …

From Theory To Practice: A Mixed Methods Study On K-8 Teachers’ Experiences Transitioning To Urban Education, Brittini S. Piercy

West Chester University Doctoral Projects

This convergent mixed methods study focused on K-8 teachers’ experiences transitioning into urban education classrooms in Philadelphia, PA and Camden, NJ. The aim was to better understand teachers’ reflections of their experiences and the impact made by their teacher preparation programs. Connecting with Kramer’s Reality Shock Theory (1974) and Hochschild’s Emotional Labor Theory (1983), I examined how teacher preparation programs are disconnected from the reality of urban classroom experiences. This included an analysis on teachers’ expectations versus their reality and how they are managing their emotions during these transitions. In the quantitative phase, teachers (n=48) reflected on their preparation program, …

Literacy Teachers’ Self-Efficacy And Instructional Choice Within A Structured Literacy Approach, Brianna Horst

West Chester University Doctoral Projects

In the United States over the past two centuries, differing views on reading instruction have fueled public and scientific debate. In the mid-2020s, Structured Literacy has become a central focus in education policy, pre-service teacher preparation, professional development, and curricular design. While Structured Literacy offers a strong foundation for early literacy, it does not fully capture a holistic view of literacy.

This mixed-method explanatory sequential design examined teachers’ stance on Structured Literacy, their instructional practices, and self-efficacy in literacy instruction. Participants included 30 survey respondents and 5 interviewees. Albert Bandura’s Self-Efficacy Theory (1978, 1997) informed the analysis. Phase I involved …

Curriculum Vitae Of Philip C. Guin (1931-2007), Philip C. Guin

Collected Papers of Philip C. Guin

No abstract provided.

Implementing Visual Supports Through Vocational Training Modules For Students Preparing To Exit School-Based Services, Kaitlynn Karthan

Occupational Therapy Doctorate Capstone Projects

Unemployment and underemployment remain persistent barriers for autistic and developmentally disabled individuals, with up to 75% of autistic adults in the United States experiencing difficulty obtaining or maintaining meaningful work. To address this disparity within school-based transition services, this capstone project evaluated the effectiveness of video modeling as an instructional method for vocational skill acquisition among seven young adults with autism spectrum disorder (ASD) and other developmental disabilities (DD). Grounded in the Occupational Justice framework, this study utilized a quantitative pretest–posttest–follow-up quasi-experimental design to measure accuracy and task completion time on two vocational tasks: rolling silverware and filling condiment cups. …

Edc 3200 Infant Toddler Development, Patrice Morgan

Open Educational Resources

No abstract provided.

Long-Term English Learners: A Selected Annotated Bibliography For English Learner Research, Policy, And Practice, Center For Equity For English Learners

Annotated Bibliographies

Long-term English Learners: A Selected Annotated Bibliography for English Learner Research, Policy, and Practice is comprised of 25 annotations from recent and seminal literature regarding the education of students considered Long-term English Learners (LTELs), a subgroup of English Learners (ELs) who have not attained English language proficiency after six or more years. These annotations build on the annotations regarding LTELs in CEEL’s 2022 annotated bibliography, Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice (Center for Equity for English Learners, 2022) to include publications from 2022-2025. This selected annotated bibliography serves as a resource …

It Was Either Food Or Petrol: Financial Hardship During Professional Experience For Pre-Service Teachers, Tammy Green, Christina Gray, Kirsten Lambert

Research outputs 2022 to 2026

Many pre-service teachers prolong studies or fail to complete teaching degrees due to financial hardship. This attrition exacerbates the teacher shortage in Australian schools. Our research uses critical theory to explore the challenges for pre-service teachers as they complete the compulsory professional experience component of initial teacher education. This phenomenological study, based on interviews with eight pre-service teachers at a university in Western Australia, gives voice to pre-service teachers experiencing placement poverty, revealing the difficulties faced in their quest to become teachers. The findings highlight the importance of addressing the financial barriers that hamper students’ abilities to become quality teachers.

Teaching Local Difficult History Through Primary Sources: Exploring Tensions In Teachers’ Pedagogical Reasoning, Alex Honold, Logan Eiland

Education Faculty Articles

Teaching about local, difficult pasts can center students, their communities, and civic action. However, doing so poses personal and professional challenges. Drawing from Critical Historical Inquiry and Activity Theory, this study explored how six experienced secondary social studies teachers reasoned about selecting primary sources to teach the history of policing and activism in Detroit. As teachers developed their text-sets, they navigated a variety of tensions related to their instructional goals, beliefs, and knowledge of students’ identities and communities. We focus on two common areas of tension: how to teach the racialized history of Detroit policing while positioning students as sense-makers …

Layers Of Influence: Examining Teacher Experiences In The Selection And Implementation Of Multicultural Texts In Secondary English, Marine Feron Leabeater

Curriculum and Instruction (Ed.D.) Dissertations

This qualitative collective case study explored high school English teachers’ experiences selecting, planning with, and teaching using multicultural texts. Existing research highlights the benefits of culturally centered theories and models of teaching, and high school English teachers’ first-hand experiences in navigating the systems within which they work while implementing these practices provide valuable first-hand accounts to contribute to research. This study focused on the experiences of high school English teachers as they selected, planned with, and taught using multicultural texts within their complex layers of influence, framed by Bronfenbrenner’s ecological systems theory. In semi-structured interviews, teacher participants shared their lived …

Teaching Social Marketing Concepts Through Prosocial Behavior Lenses, Bela Florenthal

Atlantic Marketing Journal

This study investigates the educational value of a prosocial project embedded in a college-level marketing course. Framed through a humanistic and holistic lens, the initiative integrated acts of kindness (AOKs) to engage students in real-world application of social marketing concepts. Using a mixed-methods approach, data were collected through student reflections and surveys, revealing high levels of cognitive, emotional, and behavioral engagement. Students developed empathy, compassion, and self-awareness, reinforcing the importance of integrating experiential learning into business education. The project also addressed AACSB’s emphasis on societal impact and aligned with the UN’s Sustainable Development Goals by promoting emotional well-being and civic …

Teacher Integrators: Exploring How And Why K-12 Teachers Integrate Boundaries And The Effects Of Boundary Integration On Feelings Of Self-Determination, Stephen Tarsitano

Theses, Dissertations and Culminating Projects

Using portraiture, I explored how and why four K-12 public school teachers integrated boundaries between home and work and how this integration supported and was supported by self-determination. After recruiting four teachers who engaged in high levels of integration, I created portraits of each participant. Next, I analyzed across portraits using SDT as a lens to understand the commonalities of teacher boundary integration and identified five cross-portrait themes: Doing What Works for You: Autonomy and Integration; Connection is Everything; Boundary-less Vision: Seeing in a Different Way; Teaching as Therapy and Service: Role Identity Salience with a Twist; and A Balancing …

Full Issue

Growth: The Journal of the Association for Christians in Student Development

No abstract provided.

A Retention Model You Will Actually Use: The Development Of A Retention Model Grounded In Research And Designed For Practice, Steve Conn

Growth: The Journal of the Association for Christians in Student Development

No abstract provided.

Inclusive Teaching: Strategies For Promoting Equity In The College Classroom, Kara E. Martin

Growth: The Journal of the Association for Christians in Student Development

No abstract provided.

How To Know A Person: The Art Of Seeing Others Deeply And Being Deeply Seen, David A. Winkler

Growth: The Journal of the Association for Christians in Student Development

No abstract provided.

First Gen: A Memoir, Hannah Brenton

Growth: The Journal of the Association for Christians in Student Development

No abstract provided.

Teaching Students To Be Resilient: A Campus-Wide Approach, Connie Horton, La Shonda Coleman, Brad Dudley, Stacey Lee Gobir, Sergio Gallardo Palma

Growth: The Journal of the Association for Christians in Student Development

In response to escalating mental health concerns among college students, Pepperdine University developed the Resilience- Informed Skills Education (RISE) program to equip students with resilience skills. The biblically sound and research-based curriculum focuses on six dimensions: physical, social, cognitive, spiritual, service, and life skills. All first-year students learn resilience skills through the RISE small-group program. Numerous additional opportunities are made available, including resilience coaching, a resilience interest living community, lunch and learns, a yearly summit, a podcast, a newsletter, and a variety of engaging campus programs. Student leaders have been key to the positive response to RISE, as have partnerships …

Effects Of A Pornography Use Reduction Program, Justin Heth, John Foubert, Andrew Courtner

Growth: The Journal of the Association for Christians in Student Development

Pornography use has been shown to be highly common among young men, with numerous documented deleterious effects. Though the dangers of pornography use are well documented, few studies have attempted to determine what methods can be used to decrease use, including use among men attending Christian colleges. The present study began to address this gap by studying different groups of men who sought to decrease their use. Implications of these results are discussed.

The Impact Of Using Practicum Portfolio On Early Childhood Student Teachers' Reflective Practice, Buad Khales, Afif Zaidan, Fathi Ihmeideh

Australian Journal of Teacher Education

: This study aimed to investigate how the use of practicum portfolios impacts early childhood student teachers' reflective practice in Palestine. The study utilized qualitative and quantitative methods to gather and analyze student teachers' perspectives on using practicum portfolios for their professional development. The main focus was to understand the student teachers' stance on reflective teaching and their engagement in different stages of the reflective practice cycle. The study involved 16 student teachers at Al-Quds University in Palestine. Data were collected through a questionnaire and semi-structured interviews. Results indicated that the portfolio helped student teachers assess their work and improved …

Mentoring Experiences Of Student Teachers During Teaching Practice In Nigeria, Osita Victor Ossai, Sarita Ramsaroop

Australian Journal of Teacher Education

A growing number of stakeholders in teacher education in Nigeria have raised concerns about the quality of mentoring in schools. In this study, we aim to explore the mentoring experiences of student teachers during their field experiences. Using a mixed-methods study, data were collected from student teachers in the education faculty at a University in Nigeria. Quantitative data on student-teacher mentoring experiences were collected using the Student-Teacher Mentoring Experience Questionnaire. Qualitative data comprised individual interviews and was analysed thematically. Findings indicated that student teachers lacked adequate mentoring and support and without timely evaluations and quality feedback, their ability to reflect …

Basic Skills Of 21st Century Teachers, Ömer Cem Karacaoğlu

Australian Journal of Teacher Education

This study aims to determine the basic skills that 21st century teachers should have. The study is based on the opinions of 79 teachers working in different disciplines on four different campuses in Izmir. The qualitative study used storage technique and content analysis. The opinions of the participants were evaluated to clarify the skill expressions, create themes and determine data categories. The study found that teachers prioritized several core competencies, including creativity, empathy and communication, critical thinking, problem solving and crisis management, and collaboration, curiosity and digital literacy. Other skills were determined as reading comprehension, learning to learn, patience, emotional …

Assessment Of Initial Teacher Education From The Evaluated’ Perspective: A Literature Review, Carla E. Förster, Andrea Ruffinelli, Tatiana Cisternas, Francisca Donoso

Australian Journal of Teacher Education

Many quality assurance policies for teacher education are linked to the assessment of their training and although this is widely studied, the subjects’ perspectives have not been taken into consideration. This study sought to answer: how do the subjects perceive these education assessments and how do those assessments influence their training? A Systematic Literature Review (SLR) search was conducted, rendering the selection of 12 articles. The results indicate that the studies incorporating the subjects' opinions were limited to two instruments: the edTPA from the United States and LANTITE from Australia. Both the performance-based format (edTPA) and the measurement of literacy …