Digital Commons Network^™

Self-Esteem, Social Support, Personality And Psychological Well Being Of Junior High School Student, Mufied Fauziah, Dany Moenindyah Handarini, Muslihati Muslihati

Jurnal Pendidikan Humaniora

The aims of this study was to understand how the relationship between self-esteem, social support, extraversion personality, agreeableness personality, conscientiousness personality, neuroticism personality, openness personality, and psychological well-being of the public junior high school stu- dents in Malang city. This study was a non-experimental study with correlational design. Results of this research showed a variable that has a relationship with the psychological well-being is self-esteem, social support, personality agreeableness, neuroticism personality and conscientiousness personality. Accumulated seventh influence of independent variables equal to 61% of the variance of psychological well-being can be explained by three independent variables, and the rest as …

Demotivation: The Unseen Side Of Vocational High School Students’ Motivation In Learning English, Anis Soviana

Jurnal Pendidikan Humaniora

This descriptive qualitative study aimed to investigate the demotivating factors experienced by vocational high school students in learning English. Nineteen students of Department of Graphic Production students of SMKN 4 Malang were involved as research participants. The findings revealed that the students experienced both internal and external demotivation. External demotivation was more dominant compared to internal demotivation. External demotivation fell into four themes—i.e., teacher’s behaviour and competence, teacher’s teaching method, learning environment, and the materials of English lesson; while internal demotivation fell into three themes—i.e., students’ attitude toward English, students’ experience of failure, and students’ self-esteem. It is suggested that …

Pre-Service Teachers’ Concept Of Sustainable Development And Its Integration In Science Lessons, Darryl Roy Montebon T.

Jurnal Pendidikan Humaniora

Sustainable development is a “durable development” that is systematic and long-term devel- opment of countries ensuring strong relationship between societal and environmental security with economic progress. The concept of sustainable development is essential for pre-service teachers to realize because the country is on its way to progress and industrialization and their role as future teach- ers is important. Hence, this paper investigates aims to determine pre-service teachers’ concept of sus- tainable development. It is important that the concept of sustainable development should be clear to teachers because it determines how effective they can teach the concept to their students. A …

The Need For Tribal Enrollment Verification Programs At Urban Indian Organizations, William O. Carson, Felina M. Cordova-Marks, Byron E. Upshaw, Caleigh Curley, John W. Molina

Journal of Indigenous Research

Urban Indian Organizations (UIOs) serve as community centers, providing culturally responsive services to urban American Indian/Alaska Native (AI/AN) populations. The majority offer patient navigation, which helps clients with scheduling and understanding treatment plans. They also provide insurance navigation, assisting clients with accessing eligible health insurance plans. Given their unique standing in a competitive marketplace, and since most UIOs require their clients to be enrolled tribal members, providing enrollment verification services is needed. Currently, prospective clients are responsible for verification, with no support provided. This can be a significant issue as UIOs serve a large number of AI/ANs, with tribal affiliations …

Unlocking The Organizational Roles For Effective Teacher Leadership, Diane E. Johnson, Shelly Allen, Frances Perez

School Leadership Review

Teacher leader (TL) retention has emerged as a critical concern as educators increasingly exit leadership roles due to policy pressures, inadequate compensation, limited administrative support, and diminished professional recognition. Although schools rely on teacher leaders to support instructional improvement and professional collaboration, many leadership structures fail to provide sustainable pathways for teacher leadership development. Guided by a Distributed Transformational Leadership Framework, which integrates transformational and distributed leadership theories, this qualitative study examined how teacher leaders perceive leadership opportunities, organizational barriers, and potential leadership structures within K–12 school systems. Data were drawn from archived capstone reflections of 39 teacher leadership master’s …

Drainage Proximity And Sinkhole Occurrence In Sivrihisar (Central Turkey): A Comparative Analysis Of Linear, Poisson, And Negative Binomial Regression Models, Bilge Bingül, Emrah Pekkan, Resul Çömert

International Journal of Speleology

This study investigates the relationship between sinkhole occurrence and distance to drainage in the Sivrihisar region (Central Turkey) and evaluates the suitability of different regression approaches for modeling clustered count data in karst terrains. A comprehensive inventory of 104 sinkholes developed within the Neogene lacustrine limestones of the Akpınar Formation was compiled using official records, remote sensing analyses, and detailed field surveys. Sinkhole occurrences were analyzed relative to a drainage network derived from a high-resolution Digital Surface Model and grouped by proximity to drainage lines. Linear Regression (LM), Poisson Regression (PR), and Negative Binomial Regression (NBR) models were comparatively applied …

The Role Of Google Translate In Supporting Writing Accuracy And Classroom Expectations Among Esl Students: A Qualitative Case Study, Thi Thu Ngan Ho

INSPIRE Student Research and Engagement Conference

Google Translate Use in Intensive English Programs

• Widespread but Informal Use
  • Google Translate is widely used by English as Second Language learners, but often privately and without explicit classroom discussion.
• Benefits and Challenges
  • Students rely on Google Translate in different ways during writing, yet little is known about how they use it in real time.
• Critical Research Gap
  • Most studies examine Google Translate's outcomes, but very few explore how students actually use it during real-time writing.

Protecting Free Speech And Promoting Civility: The Dueling Responsibilities Of American Colleges And Universities, Tara N. Parsons

International Journal on Responsibility

Freedom House estimates that 75% of the world’s population lives in countries that experienced a democratic decline in 2020. Even in long established democracies, liberal democratic values have been shaken. As democracy requires an enlightened citizenry cultivated by a college education, many American universities and colleges adopt civic instruction and engagement as a core responsibility and mission. However, growing anti-intellectualism has drawn increased scrutiny and suspicion towards the programming, curriculum, and core values of universities. Powerful political figures regularly accuse universities of stifling conservative voices and discouraging free speech. The tension between free speech and civic dialogue requires a reframing …

The Impact Of Teacher Burnout On Learning Ability In Elementary Children With Aces, Kassidy Lake Patterson

INSPIRE Student Research and Engagement Conference

Adverse Childhood Experiences (ACEs) impact individuals both psychologically and physically into adulthood. Children with ACEs often face challenges in learning, emotional regulation, and behavioral outbursts. Consequently, teachers supporting these students may experience Secondary Traumatic Stress and burnout. This examines the relationship between teacher burnout and students' ACEs. Using a mixed-methods approach guided by the Transactional model, the research discusses Allostatic Load and Toxic Stress theories. Teachers in the Waterloo area (n=10) completed the Professional Quality of Life Survey and the Trauma Informed Education Knowledge Survey. Findings indicate that teachers exhibit moderate burnout levels and possess high trauma knowledge, particularly those …

We Don't Get Our Voices Heard, We Work: Power, Perception, And The Working-Class, Jadin Grieser

INSPIRE Student Research and Engagement Conference

What dynamics influence the working-class to vote against their economic interests?

By performing thirteen interviews with working-class Iowans about their perceptions of politics and feeling of power over politics, this project found a pattern of powerlessness caused by a disconnect with government officials. Through examining how the dimensions of power with people’s internal feelings of powerlessness, this project offers a look into how the working-class has become powerless and how this powerlessness interacts with their perceptions of politics.

My main finding was that people perceive business interests have power over politics, with this being the same for conservatives, moderates, and …

Interest In Training Certifications Within The Horticulture Industry, Bradley S. Peiffer

Scholars Week

When it comes to post-secondary education, less than half of Americans hold a college degree. While certain industries don’t necessarily need college-level education, they can still have a lot to learn beyond hands-on education and training. Horticulture, for example, can have a large knowledge gap from people with a secondary education only. Oftentimes, a certificate in a field of work can significantly improve knowledge in the workforce without such an extreme time or cost expense. This study investigates whether there is a potential interest in training certifications within the Horticulture Industry. Specifically, this research was conducted to determine if Horticulture …

An Examination Of Hiring Practices And Employee Retention Today Compared With Pre-Pandemic Characteristics In Orthodontics, Logan Passey Dds, Msd, Bhavna Shroff Dds, M.D.Sc., Mpa, Christina B. Philips Dds, Msd, Caroline K. Carrico Ph.D., Steven J. Lindauer Dmd, M.D.Sc, Daniel R. Hawkins Dmd, Siddharth Chiang Dds

Virginia Dental Journal

The COVID-19 pandemic resulted in a fundamental shift in the labor market, leading to unprecedented job losses. Between February and April 2020, approximately 22.2 million jobs were lost nationwide. Notably, dentistry was among the top ten industries impacted, accounting for 555,000 of those job losses. When positions were reopened, only 76% of all employees across all industries returned to work by August 2020.

As the COVID-19 pandemic dramatically disrupted workforce stability, particularly within dental practices, effective talent management emerged as a critical strategy for rebuilding and sustaining the dental workforce. Talent management is of increasing importance in today’s labor market, …

The Fulcrum Podcast, Shannon Jacobs

Virginia Dental Journal

No abstract provided.

Va Dent J April, May And June 2026

Virginia Dental Journal

This issue of the Virginia Dental Journal highlights the key forces shaping dentistry in 2026, including workforce shortages, legislative advocacy, and emerging technologies. It examines the impact of artificial intelligence on clinical care and regulation, alongside ongoing efforts to expand access to care and strengthen the dental workforce in Virginia. The issue also addresses changes in professional engagement, practice management trends, and the importance of organized dentistry in navigating policy and industry challenges. Overall, it underscores a profession adapting to rapid change while prioritizing patient care and collaboration.

Attention To Their Uniqueness: Differentiation In A University Classroom, Robin Gingerich

MITESOL Journal: An Online Publication of MITESOL

University students come to campus with unique gifts and individual challenges. To meet the needs of diverse learners, one solution is differentiation. Differentiation involves deliberately planning lessons that address the unique learning styles of diverse learners by offering pedagogy informed not only by content, but also by the students themselves. While differentiation in elementary and secondary classrooms is considered best practice, professors in higher education face unique challenges when it comes to implementing differentiation. This paper examines definitions of differentiation, research on differentiation in universities, and, from the author’s personal experience, offers suggestions for university writing instructors.

Moving Forward And Looking Back, Cinde Wollenberg

Virginia English Journal

No abstract provided.

Teachers Writing Together To Restore Hope And Resist Burnout, Beth M. Lehman

Virginia English Journal

This article invites teachers to consider how the practice of writing, especially in facilitated writing groups designed for teachers, can be an effective activity for processing stress and restoring hope. Attention on teacher writing often focuses on how writing helps teachers to improve their teaching. Here the attention is on the value of writing for teachers themselves. Practices of Amherst Writers and Artists (AWA) strengths-based writing groups are described with a focus on Teachers Flourishing through Writing, an online workshop series that the author helped to create. Through analyzing workshop methods and self-reflecting on workshop experiences, the author asserts that …

Using Perspective Taking To Reimagine Jim In Adventures Of Huckleberry Finn, Jean S. Filetti

Virginia English Journal

Critics and classroom teachers frequently read Jim in Adventures of Huckleberry Finn as a stock character, the comic stereotype of the superstitious and loyal slave. However, using perspective-taking strategies, such as asking open-ended questions and using paired texts to invite students to interrogate Jim's ruses and his assumption of a mask of servility, can be used to challenge reductive readings of Jim that have led to censorship of the novel.

Beyond Trends: The Potential Influence Of The Ela Teachers Of Tiktok, Heather Lynn Wright, Lauren May

Virginia English Journal

This paper describes a study on content from secondary English Language Arts (ELA) teachers of TikTok and their potential influence on future teachers. There were two research questions: (1) What information is being dispersed through TikTok specifically for secondary ELA teachers?; (2) What connotations about secondary ELA teaching are implied implicitly or explicitly through the tone of the TikTok creator? TikToks were examined through a three-part framework, considering the constructs of performances (Goffman, 1956), stickiness (Zott et al., 2000), and affinity spaces (Gee, 2004). Using a systematic approach, 50 secondary ELA TikTok accounts were identified and the top 20 …

Apprenticing Towards Deeper Learning In The Ela Classroom: Using Young Adult Literature To Support Students’ Mastery, Identity, And Creativity, Julianna Kershen, Kacy M. Price, Nynke Wimp, Evie Jackson, Kaitlin Rogers

Virginia English Journal

This practitioner focused article highlights the perspectives of pre-service teachers and undergraduate researchers investigating the kinds of learning interactions and instructional decisions that result in deeper learning outcomes for high school students. Deeper learning outcomes are often described as 21^st century skills, including mastery learning, support of holistic and scholarly student identities, and the ability to engage collaboratively with critical and creative problem-solving skills. The authors suggest a series of young adult literature texts that can serve as springboards into project-based learning opportunities that provide authentic and real world-connected activities, iterative cycles of learning, peer-peer collaboration, and in-depth disciplinary …

Bank Street School For Children’S Story Of Integrating Structured Phonics Into A Progressive Literacy Approach, Melanie Bryon, Douglas R. Knecht, Emily Linsay, Emily Schottland

Occasional Paper Series

This article explores how the Bank Street School for Children (SFC), a historically progressive institution rooted in child-centered, experiential learning, has successfully integrated structured phonics into its literacy program. Traditionally focused on whole language practices, SFC recognized inconsistencies in student reading outcomes and, beginning in 2017 undertook a multi-year evaluation of its literacy approach. Guided by the core values of child development and equity, and research in cognitive science, the school adopted a research-based phonics program, implementing it across Kindergarten through fourth grade over multiple years. This shift aimed to ensure all students—not just those with strong language backgrounds—gain the …

Lessons From The Field On The Science Of Reading: School And Classroom Stories Across Contexts

Occasional Paper Series

No abstract provided.

“It Was Hard, But It Worked:” Children’S Theories Of Learning To Read, Cristina Valencia Mazzanti, Laura Tiktin-Sharick, Madeleine Zuck, Tiphareth Ananda

Occasional Paper Series

In this paper we come together as teachers, a school leader and a professor to examine children’s theories of learning to read captured in written and illustrated texts created by 143 children currently enrolled in kindergarten to sixth grade. This collection of children’s theories of reading was created in the context of a progressive elementary school located at Smith College, a women's liberal arts college in Massachusetts. Our hope in examining children’s theories is to humanize and historicize current debates about how reading is taught. We also hope to offer a counter narrative to the dichotomies currently shaping reading education, …

“This Curriculum Has No Real Reading:” A Case Study Of Student Activism In Response To A Centralized Curriculum Mandate, Alina Lewis

Occasional Paper Series

The widespread implementation of “science of reading” policies across national and local contexts in the past few years is yet another chapter in the reading wars (Preston, 2022; Thomas, 2024; Goldberg & Goldenberg, 2022). This is not the first time that a national panic about literacy has incited fierce debates over how best to teach reading. Since the publication of “Why Johnny Can’t Read” in 1955, the question of “how, when and how much phonics instruction” has been hotly contested among scholars and practitioners (Thomas, 2024; Flesch & Sloan, 1955). However, the current literacy policy landscape--in the wake of the …

Thinking Narratively About Science Of Reading Forces, Moral Injury, And Teacherhood, Kyle C. Arlington

Occasional Paper Series

Stories of teachers’ classroom lives shape the public imagination of what it means to be a “good teacher,” yet these narratives are always partial, contextual, and entangled with broader cultural and institutional forces. This research essay narratively explores the experiences of Lisa, a veteran literacy teacher navigating Science of Reading (SoR) mandates in her elementary classroom. It examines how her identities, values, and visions for literacy teaching intersect with the discursive, material, and affective dynamics that shape how SoR unfolds in the context of Lisa’s classroom life. (Re)storying her experiences draws attention to the emotional toll and moral dissonance teachers …

When Science Of Reading Policy Meets Classroom Reality: The Nonsense Word Problem, Lisa Dewing-Birno, Luis Lopez

Occasional Paper Series

A central feature of many Science of Reading (SoR)-aligned curricula is the use of nonsense words in early literacy assessment to measure a student's ability to decode unfamiliar words using knowledge of letter-sound correspondences. However, the research base for using nonsense words as an instructional tool is much weaker and more contested. Through two narratives, we illustrate how the implementation of SoR instruction with nonsense words can be particularly problematic. We argue that effective literacy instruction demands what we call pedagogical clarity, the ability to integrate pedagogical practices with deep understanding of individual learners, their cultural and linguistic resources, and …

La Gran Historia De Dilly Meets The Science Of Reading: A Cuento Of Scripts, Skills, And Silenced Selves, Elenita Irizarry Ramos, Ysaaca D. Axelrod

Occasional Paper Series

This article offers a deep dive into two lessons of a structured literacy curriculum to interrogate how current SoR–aligned mandates materialize in a Spanish dual-language first-grade classroom. Using Critical Discourse Analysis and Curriculum as a Discourse as both our conceptual frame and analytical method, we examine (a) La gran historia de Dilly—a retelling of The Ugly Duckling translated into Spanish—and (b) the teacher-facing lesson plan supplied by a major commercial publisher. Four patterns emerged: (1) reading is reduced to quantifiable skills (Lexile badges, sight-word drills) while the tale naturalizes biologically ‘correct’ identities, erasing hybrid selves; (2) scripted directives recast teachers …

Uplifting The Legacy Of Black Teachers: Loving And Liberatory Pedagogies In A Science Of Reading Context, Natasha A. Thornton, Amanda L. Armstrong, Brooke Blacknall, Jordan Freeman, Elaine Nevers-Williams, Mukkaramah Smith

Occasional Paper Series

This article explores Black liberatory pedagogy (BLP) as a critical approach to navigating current Science of Reading (SoR) mandates, which are often restrictive and fail to honor the literacies and linguistic practices of Black children. Through the narratives of six educators—classroom teachers, teacher candidates, and teacher educators—the article examines how they have experienced and responded to the implementation of SoR standards and curriculum shifts. These stories also illuminate what becomes possible when teachers are in spaces that allow for autonomy, imagination, and culturally responsive pedagogy. The educators’ experiences, expertise, and cultural wisdom are centered, demonstrating how they enact BLP through …

Lessons From The Field On The Science Of Reading: An Introduction, Gail Boldt, Patricia Enciso

Occasional Paper Series

No abstract provided.

Letter From The Editor's Desk, Cinde Wollenberg

Virginia English Journal

No abstract provided.