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Articles 1 - 30 of 3383
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Urban Secondary Teachers’ Perspectives On Their Experiences With Ai-Generated Lesson Plans To Support Instructional Practices, Jennifer Amend
Urban Secondary Teachers’ Perspectives On Their Experiences With Ai-Generated Lesson Plans To Support Instructional Practices, Jennifer Amend
Walden Dissertations and Doctoral Studies
Urban secondary schools are increasingly encouraged to integrate AI tools into instructional planning. The problem many teachers remain uncertain about the effectiveness of AI-generated lesson plans. Grounded in Hall and Hord’s concerns-based adoption model, the purpose of this project study was to explore urban secondary teachers’ perspectives of their successes, challenges, and resource needs related to the use of AI-generated lesson plans to support instructional practices at PUHS. For this basic qualitative design, data were collected through semistructured interviews with 11 secondary teachers and analyzed using first-cycle coding and second-cycle pattern coding. Six themes emerged: AI as an Efficiency and …
Educators’ Perceptions Of The Challenges Of Reintegrating High School Students Returning From Suspension In A Western Suburban School District In Chicago, Rebecca Moss
Walden Dissertations and Doctoral Studies
The problem that was addressed through this study was that Grade 9–12 educators face challenges in implementing effective behavioral support systems for students returning to school after a suspension. Grounded in Bandura’s social cognitive theory, the purpose of this basic qualitative study was to investigate Grade 9–12 educators’ perceptions of the challenges they face and their recommendations when supporting students who return to school after a suspension in a western suburban Chicago district. Semistructured interviews were conducted with 11 purposely sampled Grade 9–12 educators including administrators, teachers, social workers, school counselors, and school psychologists. Through thematic analysis, four themes emerged. …
Sustaining Small Tutorial, Coaching, And Shadow Education Operations In Nigeria, Adeyinka Adebose Dawodu
Sustaining Small Tutorial, Coaching, And Shadow Education Operations In Nigeria, Adeyinka Adebose Dawodu
Walden Dissertations and Doctoral Studies
Some tutorial and training center managers lack effective strategies effective business sustainability strategies, resulting in poor performance and reduced profitability. Tutorial business stakeholders realize that failure of these centers creates a loss of opportunities for Nigerian youth who depend on their training and preparatory services. Grounded in the performance prism framework, the purpose of this qualitative multiple case study was to identify and explore effective strategies that Nigerian Tutorial/training center managers use to sustain their centers beyond 5 years. The participants were six managers of tutorial/training business centers who have sustained their centers in nonaffluent areas of Lagos and Ogun …
Teachers’ Perceptions Of The Challenges Related To Science Vocabulary Instruction In Wyoming Elementary Schools, Alexis Barney
Teachers’ Perceptions Of The Challenges Related To Science Vocabulary Instruction In Wyoming Elementary Schools, Alexis Barney
Walden Dissertations and Doctoral Studies
Science vocabulary supports conceptual understanding, engagement in scientific discourse, and achievement across content areas. The problem addressed in this study was Wyoming’s low literacy and science performance, as indicated by standardized and national test scores, highlighting the critical need for improved vocabulary instruction to close gaps in content-specific terminology that hindered elementary students’ understanding and achievement. The purpose of this basic qualitative study was to explore Wyoming elementary science teachers’ perceptions of challenges, instructional strategies, and recommendations for improving science vocabulary instruction. Guided by Vygotsky’s (1978) constructivist theory and the concept of the zone of proximal development, the study included …
Impact Of Physical Disabilities On Daily Life, Mobility, And Public Health Outcomes Among Internally Displaced Children In Nigeria, Winnifred Obeya-Ekoja
Impact Of Physical Disabilities On Daily Life, Mobility, And Public Health Outcomes Among Internally Displaced Children In Nigeria, Winnifred Obeya-Ekoja
Walden Dissertations and Doctoral Studies
The growing population of internally displaced persons (IDPs) in Nigeria presents significant public health challenges for children with physical disabilities. This study investigated how physical disabilities affect daily life, mobility, access to resources, and health outcomes among internally displaced children in IDP camps in Benue State, Nigeria. Guided by the ecological model of health behavior, the study examined caregivers’ experiences of children’s self-care, daily activities, environmental and interpersonal conditions, sanitation, and access to healthcare. A basic qualitative design used semi-structured interviews with parents and caregivers selected through purposive and snowball sampling. Data were analyzed using Braun and Clarke’s six-phase thematic …
Early Elementary Teachers' Experiences Implementing Concrete Representational Abstract Strategies In A Low-Performing District, Grace Sheree Bruce-Spence
Early Elementary Teachers' Experiences Implementing Concrete Representational Abstract Strategies In A Low-Performing District, Grace Sheree Bruce-Spence
Walden Dissertations and Doctoral Studies
The problem addressed in this study was that early elementary students in an achievement zone continued to demonstrate low mathematics achievement, despite the district-wide implementation of the concrete representational abstract (CRA) instructional strategy, designed to promote conceptual understanding through scaffolded stages at a school district in the southeastern United States. In this district, an achievement zone refers to a cluster of schools serving historically underperforming students in high-poverty communities who receive targeted academic support. Grounded in Bruner’s constructivist learning theory, the purpose of this basic qualitative study was to explore kindergarten through third-grade teachers’ experiences implementing the CRA strategy in …
Comparative Evaluation Of Practical Functional Assessment And Traditional Functional Behavior Assessment: Practitioner Perspectives On Efficiency, Resource Utilization, And Social Validity Across Practice Settings, Mathew Dinga Gwangwaa
Walden Dissertations and Doctoral Studies
As the field of applied behavior analysis (ABA) expands across diverse settings, there is an increasing need for assessment models that balance empirical rigor with practical feasibility. This quantitative, non-experimental study was an examination of the perceptions and experiences of board certified behavior analysts (BCBAs) and board certified behavior analysts doctorate (BCBA-Ds) regarding the comparative utility of traditional functional behavior assessment (FBA) and practical functional assessment (PFA). Data were collected from Board Certified Behavior Analysts (BCBAs) and BCBA-Ds using a structured, cross-sectional online survey assessing three primary domains: efficiency, resource utilization, and social validity. Descriptive findings indicated that practitioners perceived …
Relationship Between Aleks Use, Implementation Models, And Grade 9 Students’ Achievement On Algebra 1 Summative Assessments, Deneen Alfordburke
Relationship Between Aleks Use, Implementation Models, And Grade 9 Students’ Achievement On Algebra 1 Summative Assessments, Deneen Alfordburke
Walden Dissertations and Doctoral Studies
The problem that was addressed through this study was Grade 9 students’ achievement on the Algebra 1 New Jersey Student Learning Assessment (NJSLA) continued to be below the proficiency level that is defined by the state, despite implementation of Assessment and Learning in Knowledge Spaces (ALEKS) Algebra 1 software. The study was grounded in Doignon and Falmagne’s knowledge space theory (KST) which evaluates students’ current knowledge levels and guides them along individualized learning paths based on what they are ready to learn next. The purpose of this nonexperimental quantitative study was to determine whether the predictor variables Grade 9 students’ …
Visual Arts Teachers’ Perception Of Integrating Visual Arts To Help With Student Core Content Achievement, Amanda Munoz
Visual Arts Teachers’ Perception Of Integrating Visual Arts To Help With Student Core Content Achievement, Amanda Munoz
Walden Dissertations and Doctoral Studies
The problem addressed in this study was that local school districts in Texas do not offer a visual arts-integrated curriculum despite the known academic and social-emotional benefits for K–12 students. The purpose of this basic qualitative study was to explore the perceptions of Texas K–12 visual arts teachers regarding arts integration to enhance core content learning. Grounded in Gardner’s multiple intelligences theory, the research questions focused on teachers' perceptions of arts integration and their recommendations for implementation. Data were collected through semistructured interviews with 10 K–12 visual arts teachers in Texas who had at least 1 year of teaching experience. …
Mentor Evaluation Of A Black Male Youth Mentoring Program, Kenneth Brown
Mentor Evaluation Of A Black Male Youth Mentoring Program, Kenneth Brown
Walden Dissertations and Doctoral Studies
This study was an exploration of how Black male mentors perceived organizational practices, culturally responsive mentoring, relational safety, and systems level barriers shaping their effectiveness and continued participation. The purpose was to examine early mentor-mentee match dissolution and low mentor retention in a nonprofit youth mentoring through the lens of the ecological systems theory and program evaluation framework. The practice-focused research questions were: How do volunteer mentors and program staff perceive the organizational practices and culturally responsive strategies that influence mentor effectiveness and retention in youth mentoring programs, and what organizational and systemic challenges do Black male mentors encounter in …
Staff Members And Students’ Perceptions On Retention In A Trio Student Support Services Program, Gregoire N. Lee
Staff Members And Students’ Perceptions On Retention In A Trio Student Support Services Program, Gregoire N. Lee
Walden Dissertations and Doctoral Studies
The problem that was addressed in this study was the low retention rates and consequent low completion rates of students who are low-income, first-generation, and/or disabled who did not participate in a TRIO Student Support Services (SSS) program at Urban University. Grounded in Tinto’s student integration theory, Dweck’s mindset theory, and Duckworth’s grit theory, the purpose of this study was to determine staff members and students’ perceptions on the helpfulness of the TRIO SSS program in improving retention from Year 1 to Year 2 at Urban University. For this basic qualitative design, semistructured interviews with nine students and four staff …
Title I Middle School Mathematics Teachers’ Perspectives On Student Digital Distractions Related To Technological-Pedagogical Knowledge Interactions In Knowledge Spaces, Spencer Rebecca Ward Fraley
Title I Middle School Mathematics Teachers’ Perspectives On Student Digital Distractions Related To Technological-Pedagogical Knowledge Interactions In Knowledge Spaces, Spencer Rebecca Ward Fraley
Walden Dissertations and Doctoral Studies
The problem that was addressed through this study is the gap in literature on Title I middle school mathematics classroom teachers’ perspectives on student digital distractions related to teacher technological-pedagogical knowledge (TPK) interactions in knowledge spaces. Grounded in the technology pedagogical content knowledge framework, the purpose of this basic qualitative study was to explore Title I middle school mathematics teachers’ perspectives on student digital distractions related to teacher TPK interactions in the Southeastern Coastal United States. Data were collected through semistructured interviews with six teachers and analyzed through two coding cycles and three analytical stages. Even though the results must …
Texas Teachers’ Perspectives On Work Experiences That Influenced Their Decision To Leave Their District Or Profession Following The Onset Of The Pandemic, Rose Pham Tran
Walden Dissertations and Doctoral Studies
The problem that was addressed through this study is the over 10% departure of K-12 teachers following the onset of the pandemic, contributing to widespread teacher shortages in the classrooms in Texas. Guided by Bakker and Demerouti’s job demands and resources framework, the purpose of this study was to explore K-12 teachers’ perspectives on the demands and responsibilities as well as their reasons to leave the district or profession following the onset of the pandemic. For this case study, semistructured interviews were conducted with 10 teachers from the same district who voluntarily left between 2020 and 2025. Additional data on …
Challenges Early Childhood Educators Encounter When Balancing Play-Based Learning With Preparation For Standardized Testing, Shanette Damar Mcbride
Challenges Early Childhood Educators Encounter When Balancing Play-Based Learning With Preparation For Standardized Testing, Shanette Damar Mcbride
Walden Dissertations and Doctoral Studies
The problem addressed through this study was that emphasis is being placed on standardized testing, which is causing early childhood educators to feel pressured to eliminate or reduce playtime in their classrooms. Framed by Vygotsky’s theory of social development and Lave and Wenger’s situated learning framework, the purpose of this basic qualitative study was to explore the experiences of early childhood educators in a southcentral U.S. state regarding the challenges they face in balancing a play-based learning curriculum and the support they need, while emphasizing information about standardized testing. The data were collected from semistructured interviews with 12 certified kindergarten …
Teachers’ Perspectives About Early-Career Implementation Of Culturally Responsive Teaching Practices In Secondary Science Classrooms, Nicole D. Wilson-Pringle
Teachers’ Perspectives About Early-Career Implementation Of Culturally Responsive Teaching Practices In Secondary Science Classrooms, Nicole D. Wilson-Pringle
Walden Dissertations and Doctoral Studies
The problem that was addressed through this study was that little was known about how secondary science teachers use their training to implement culturally responsive teaching practices (CRTPs) during their early careers in classrooms with diverse student populations. Grounded in the culturally relevant pedagogy and the teacher identity development frameworks, the purpose of this basic qualitative study was to explore secondary science teachers’ perspectives on the use of their training to implement CRTPs during their early careers in classrooms with diverse student populations. Data were collected through semistructured interviews with 10 middle and high school science teachers who received certification …
Operating Room Scheduling And Workflow Optimization In Acute Care Hospitals, Waleed Tawfik
Operating Room Scheduling And Workflow Optimization In Acute Care Hospitals, Waleed Tawfik
Walden Dissertations and Doctoral Studies
Operating room scheduling inefficiencies in acute care hospitals contribute to delays, prolonged turnover times, cancellations, underused capacity, overtime, higher costs, and reduced timely access to surgery. This integrative review examined evidence-based, systems-oriented scheduling and workflow strategies to improve operating room utilization, reduce delays, and enhance operational efficiency. Guided by general systems theory, a structured search identified 196 database-level records; 28 articles underwent full-text review, and 20 sources were retained for thematic synthesis after critical appraisal using the Johns Hopkins Evidence-Based Practice criteria. The thematic analysis revealed four main themes: standardized workflow coordination, data-driven scheduling and decision support, integrated resource and …
K–3 Teachers’ Perspectives Regarding Learnable Intelligence As A Developmental Target And Their Advocacy For Students’ Cognitive Capabilities, Eleanor Nkechi Maduako
K–3 Teachers’ Perspectives Regarding Learnable Intelligence As A Developmental Target And Their Advocacy For Students’ Cognitive Capabilities, Eleanor Nkechi Maduako
Walden Dissertations and Doctoral Studies
Extensive research shows the brain is malleable and, with experience and knowledge, intelligence can grow. The research problem addressed through this study was that the extent of early childhood educators' knowledge of learnable intelligence and their advocacy for advancement of children’s cognitive capabilities as a developmental goal were unknown. Guided by Perkins’s theory of learnable intelligence, the purpose of this basic qualitative study was to explore K–3 teachers’ perspectives on learnable intelligence as a developmental target and how they advocate for children’s cognitive capabilities in their classrooms. In vivo and axial coding of data from semistructured interviews with 12 participants …
Kindergarten Teachers’ Challenges Embedding Play-Based Learning In A Standards-Based Curriculum, Anna Catalan
Kindergarten Teachers’ Challenges Embedding Play-Based Learning In A Standards-Based Curriculum, Anna Catalan
Walden Dissertations and Doctoral Studies
The problem addressed in this study was that kindergarten teachers in a Western United States elementary school were challenged by standards that have become heavily focused on teaching academic skills at a younger age, instead of teaching with developmentally appropriate practices that allow for play-based learning (PBL). Framed by Vygotsky’s theory of PBL, the purpose of this basic qualitative study was to explore what challenges local kindergarten teachers had when embedding PBL in a standards-based curriculum. Data were collected through 15 semistructured interviews with Kindergarten teachers who had at least 2 years' experience embedding PBL in instruction. Using thematic analysis …
English Language Arts Remedial Teachers’ Perspectives On Strategies To Close The Academic Achievement Gap Of Minority High School Students, Barbara Williams
English Language Arts Remedial Teachers’ Perspectives On Strategies To Close The Academic Achievement Gap Of Minority High School Students, Barbara Williams
Walden Dissertations and Doctoral Studies
The problem that was addressed throughout this study is that 53% of minority students do not reach proficiency on the English Language Arts (ELA) portion of the Florida Assessment of Student Thinking test compared to the 42% of other student populations at Grover High School (GHS, a pseudonym), a large and diverse high school, despite targeted school improvement interventions each school year. Grounded in Ladson-Billings’s culturally relevant pedagogy, the purpose of this basic qualitative study was to investigate ELA remedial teachers’ perspectives on reading strategies and instructional planning tools that might help minority students close the academic achievement gap. Semistructured …
Placement Scores As A Predictor Of Math Success For Students With Learning Disabilities, Latosha Knighton Williams
Placement Scores As A Predictor Of Math Success For Students With Learning Disabilities, Latosha Knighton Williams
Walden Dissertations and Doctoral Studies
The problem that was addressed through this study was that students with learning disabilities (SWLDs) are not appropriately placed in college math courses at Southern State Community College (SSCC, a pseudonym). Guided by Piaget’s constructivist learning theory, the purpose of this quantitative study was to examine the predictive relationships between American College Testing (ACT), Postsecondary Education Readiness Test (PERT), and Scholastic Assessment Test (SAT) standardized placement exams math scores and Intermediate and College Algebra course success. The sample in this study consisted of 946 SWLDs who completed at least one standardized placement math exam and enrolled in either an Intermediate …
Effective Leadership Strategies For Sustaining Radiology Departments During And After The Covid-19 Pandemic, Tameron Shanay Reed
Effective Leadership Strategies For Sustaining Radiology Departments During And After The Covid-19 Pandemic, Tameron Shanay Reed
Walden Dissertations and Doctoral Studies
Pandemic-driven workforce challenges highlighted the urgent need for radiology leaders to retain skilled staff and sustain service delivery. The COVID-19 pandemic raised considerable concerns for radiology leaders regarding future preparedness for patient safety, care outcomes, hospital expenses, and hospital profitability. Grounded in the Vroom expectancy theory, the purpose of this qualitative pragmatic inquiry was to explore successful strategies radiology department leaders used to retain employees, improve supply inventory management, and develop ambulatory and virtual services during and after the COVID-19 pandemic. Data were gathered through semistructured interviews with six successful radiology leaders and publicly accessible documents in northern Louisiana. The …
Higher Education Instructors’ Perspectives On The Challenges Of Implementing Competency-Based Learning In Coursework, Sammie Leo Davis Jr
Higher Education Instructors’ Perspectives On The Challenges Of Implementing Competency-Based Learning In Coursework, Sammie Leo Davis Jr
Walden Dissertations and Doctoral Studies
Higher education instructors face challenges in implementing competency-based learning (CBL) in their coursework. Grounded in Vygotsky’s social constructivist theory, the purpose of this basic qualitative study was to explore the perspectives of higher education instructors on the challenges and their needs to implement CBL in coursework. For this basic qualitative design, semistructured interviews were conducted with 12 higher education instructors who had at least 2 years of experience teaching CBL courses. Data were analyzed using qualitative content analysis and inductive coding to identify codes and categories, with the following five themes emerging: CBL implementation depends on (a) aligned assessment, curriculum …
Hiring Out-Of-Field Teachers In Urban Title I Schools In Georgia, Lakeshia Pruitt Dixon
Hiring Out-Of-Field Teachers In Urban Title I Schools In Georgia, Lakeshia Pruitt Dixon
Walden Dissertations and Doctoral Studies
Urban Title I schools commonly experience teacher shortages, prompting principals to hire teachers to teach content areas for which they are not certified. The problem addressed in this study was that 8% of the teachers within a large urban school district in Georgia were teaching out-of-field. Guided by Elmore’s conceptual framework of knowledge, skills, and dispositions, the purpose of this basic qualitative study was to explore the factors contributing to principals’ decisions to recommend hiring out-of-field teachers in urban Title I schools in Georgia and to examine the support available for those teachers to meet certification requirements. Semistructured interviews were …
Secondary Special Education Teachers’ Perspectives On Professional Socialization In A Maryland School District, Darice Mattie Holmes
Secondary Special Education Teachers’ Perspectives On Professional Socialization In A Maryland School District, Darice Mattie Holmes
Walden Dissertations and Doctoral Studies
The problem addressed in this study was the insufficient professional socialization of novice secondary special education teachers (SSETs), undermining their ability to adapt to school culture in a Maryland school district (MSD, a pseudonym). Grounded in Mayo's theory of human relations, the purpose of this study was to explore novice SSETs' perceptions of professional socialization through peers, professional development, or mentoring to adapt to the school culture at MSD. For this basic qualitative design, semistructured interviews were conducted with seven novice SSETs. The data were analyzed using Braun and Clarke's thematic analysis with Saldaña's coding strategies, yielding four themes: (a) …
K-12 Teachers’ Perspectives On The Adoption Of Virtual Reality And Augmented Reality Technology In Classroom Instruction, Breanna Mckenley
K-12 Teachers’ Perspectives On The Adoption Of Virtual Reality And Augmented Reality Technology In Classroom Instruction, Breanna Mckenley
Walden Dissertations and Doctoral Studies
The problem addressed in this basic qualitative study was that although some K–12 teachers have access to virtual reality (VR) and augmented reality (AR) technologies, these tools are not widely accepted or adopted for classroom instruction. Guided by the technology acceptance model, the purpose of the study was to explore K–12 teachers’ perspectives on their willingness to incorporate VR/AR, the perceived usefulness and ease of use of these technologies, and the challenges they encounter or anticipate during the adoption process. Semistructured interviews were conducted with 10 K-12 teachers from public, charter, and private schools in the United States who had …
Ai Vs. Licensed Psychologists: A Comparative Analysis Of Treatment Plan Quality For Treating Psychological Distress, Michael Edward Maloney
Ai Vs. Licensed Psychologists: A Comparative Analysis Of Treatment Plan Quality For Treating Psychological Distress, Michael Edward Maloney
Walden Dissertations and Doctoral Studies
The study was conducted to investigate whether statistically significant differences exist in the quality of treatment plans developed by artificial intelligence (AI) platforms versus treatment plans generated by licensed psychologists, with a focus on intervention specificity and clinical appropriateness. Given the rapid proliferation of digital mental health technologies and the persistent shortage of licensed mental health professionals, empirical evaluation of AI-driven clinical tools has become a critical area of inquiry. Grounded in dual process theory (DPT), which conceptualizes decision making as the product of both intuitive and analytical cognitive systems, the study employed a quantitative, between-groups design. Sixty-six licensed psychologists …
Metropolitan Public School Counselors’ Perceptions On Implementing The Ohio K–3 Social And Emotional Learning Standards, Sharon Johnson
Metropolitan Public School Counselors’ Perceptions On Implementing The Ohio K–3 Social And Emotional Learning Standards, Sharon Johnson
Walden Dissertations and Doctoral Studies
In 2019, the Ohio Department of Education adopted K–12 Social and Emotional Learning (SEL) standards to support students’ emotional, behavioral, and academic development; however, the problem is that implementation remains optional across districts, resulting in variability in school counselors’ access and consistency. Although SEL implementation has been examined in educational settings, there is a gap due to a lack of available research that have explored metropolitan K-3 public school counselors’ lived experiences implementing the Ohio K-3 SEL standards. The purpose of this transcendental phenomenological study was to explore metropolitan K-3 public school counselors lived experiences implementing the Ohio K-3 SEL …
High School Educational Leaders’ Perceptions On College And Career Readiness Programs, Sabrina Cosey-Davis
High School Educational Leaders’ Perceptions On College And Career Readiness Programs, Sabrina Cosey-Davis
Walden Dissertations and Doctoral Studies
The problem that was addressed through this study is that despite the widespread availability of college and career readiness (CCR) programs in high schools, these programs are inconsistently designed, implemented, and aligned at the school level. Grounded in Conley’s CCR framework, the purpose of this study was to explore high school educational leaders’ perceptions on the design, implementation, and alignment of CCR programs within their schools. For this basic qualitative design, data were collected through semistructured interviews with 15 educational leaders including administrators, counselors, and department heads. Data were analyzed using Braun and Clarke’s six-phase thematic analysis with the following …
Gender Disparities In The United States Federal Government Stem Leadership, Naomi Hirose-Gormally
Gender Disparities In The United States Federal Government Stem Leadership, Naomi Hirose-Gormally
Walden Dissertations and Doctoral Studies
Persistent gender disparities continue to limit women’s representation in senior science technology, engineering, and mathematics (STEM) leadership roles within the United States federal government, particularly at the GS‑13, GS‑14, GS‑15, and subject matter expert/senior executive service (SME/SES) levels. The purpose of this qualitative descriptive phenomenological study was to explore how women in senior STEM leadership experience and interpret gender disparities as they pursue and attain leadership positions. Data were collected through individual semi‑structured interviews with women serving in senior STEM leadership and analyzed inductively using phenomenological coding procedures to identify categories and themes that were grounded in participants’ lived experiences. …
Perceptions Of Civilian Faculty In Professional Military Education Regarding Graduate Students’ Development Of Writing Skills, Katherine Zimmerle
Perceptions Of Civilian Faculty In Professional Military Education Regarding Graduate Students’ Development Of Writing Skills, Katherine Zimmerle
Walden Dissertations and Doctoral Studies
The problem that was investigated through this study was the gap in literature about civilian faculty’s perceptions of the writing skills needed and how best to support student success in graduate-level professional military education (PME) university programs. Grounded in schema theory and transfer theory, the purpose of this basic qualitative study was to investigate the perceptions of PME civilian faculty regarding the writing skills needed and recommendations thereof to strengthen the writing skill support in PME university programs. Data were collected through semistructured interviews with eight PME civilian faculty members with at least 3 years of experience. Qualitative content analysis …