Education Commons^™

High School Career And Technical Education (Cte) Programming And Post-Secondary Career Pathways: A Correlational Study, Richard P. Jorgenson

Dissertations, Theses, and Projects

The purpose of this quantitative correlational research project was to examine the association between the 6 CTE components (i.e., curriculum, work-based learning, mentorship/industry connections, student organizations/competitions, non-degree credentials, and experiential learning) and a students’ choice of a career pathway. The current literature stated the benefits of CTE but left a void as to which CTE component had the most impact on a student’s choice of a career pathway. With a theoretical framework based on the Career Self-Management Model, the author analyzed data from a sample consisting of current high school students, former high school students, and current CTE teachers to …

Advancing Digital Technology Teacher Education Through The 3c Model, Peter Curtis, Michael D. Carey, Natalie Mcmaster, David A. Martin

Research outputs 2022 to 2026

The integration of digital technologies into teacher education is a significant development to prepare educators for the demands of contemporary classrooms. However, current teacher education programs often fall short in supporting pre-service teachers to understand the pedagogical shift toward embedding coding and computational thinking (CT) skills. In response, this paper presents the 3C Model (Context, Capabilities and Computational focus), a research-informed pedagogical framework designed to support pre-service and in-service teachers in delivering structured, curriculum-aligned instruction in coding and CT. Drawing on recent research, its findings, and its implementation in teacher education contexts, the 3C Model is presented as an innovative …

Creativity Development In Art Education: A Proposed Framework, Enock Swanzy-Impraim

Research outputs 2022 to 2026

Creativity and its development have been regarded as integral to 21st-century education. Although researchers have made several contributions to the development of creativity in schools, there remains a paucity of educational inventories on conceptual frameworks that tackle creativity development in its entirety, highlighting the essential constructs and elements required for the creativity-fostering process in the educational ecosystem. Therefore, this study proposes a framework that holistically provides a view of 11 elements necessary for successful facilitation of creativity in educational environments and the transition of creativity from policy to the local school system. These elements are: teachers’ training concerning creativity, teachers’ …

Enhancing Teachers’ Intercultural Literacy: Examining The Impact Of A Fulbright-Hays Group Projects Abroad Program To Indonesia, Paul R. Wallace

Journal of Global Education and Research

The Fulbright-Hays Group Projects Abroad (GPA) Program offers institutional grants to support overseas experiences and curriculum development for educators. The study reported here focused on changes in the intercultural literacy of participants involved in a 4-week Fulbright-Hays GPA Program to Indonesia. Participants in this study included K-12 teachers from public schools and teacher education majors. Before and after traveling to Indonesia, eight participants completed a self-assessment of intercultural literacy, which measured competencies, understandings, attitudes, language proficiencies, participation, and identities deemed necessary for successful living and working in a cross-cultural environment. This article presents the results of the assessment survey, along …

Creating Collaborative Strategies: The Influence Of Principal Leadership In Teacher Retention In Rural Secondary Schools In Dhalai District, Tripura, Northeast India., Valerian Castelino

Educational Studies Dissertations

Teacher retention has become a growing concern across India and the world. In rural, tribal, and multilingual contexts, the challenge is even greater. This research, Creating Collaborative Strategies: The Influence of Principal Leadership in Teacher Retention in Rural Secondary Schools in Dhalai District, Tripura, Northeast India, explores how school leadership influences teachers’ decisions to remain in rural schools. The research focuses on Tripura, a small state in Northeast India known for its tribal diversity, geographic isolation, multilingual classrooms, and limited educational resources. The research is informed by a multi-theoretical framework: Herzberg’s Two-Factor Theory, Non-Economic Capital Theory, and Transformational Leadership …

Analysis Of Needs For Web-Based Mobile Learning Development Based On Universal Design For Learning For Students With Special Needs, Murni Winarsih, Mayasari Manar, Rohmah Ageng Mursita, Mita Septiani

Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan

Higher education institutions still have substantial challenges when it comes to accommodating students with special needs, especially those who are visually or aurally impaired. Access to learning resources is still an issue, as are the limitations of adaptive learning media and the dominance of more conventional verbal and visual methods of information transmission. Hence, not all pupils are given the same chances throughout the learning process. With its emphasis on providing a variety of representational, interactive, and expressive tools, Universal Design for Learning (UDL) aims to meet the requirements of students with a wide range of learning styles. In order …

Project-Based Conversion Versus Prototype-Based Instruction In Automotive Teacher Education, Ramdhani Ramdhani, Sriyono Sriyono, Wahid Munawar, Raafi Rizki Maulana, Apriyansah Bahrudin

Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan

The transition to electric and hydrogen mobility is reshaping the competencies that automotive vocational teaching requires, yet institutions with limited equipment must choose between authentic learning designs without evidence of what each produces. Indonesian research to date has built substitute learning media and reported feasibility ratings rather than measured learning. This study asks what cognitive and psychomotor gains two contrasting designs produce and how those gains compare. Two pre-experimental studies were conducted in one automotive teacher education programme in Indonesia. Study A used a time-series design across three project cycles of 200 minutes in which 15 undergraduates converted a combustion …

People Orientation And Thing Orientation In Business Majors: Implications For Assessing The Impacts Of Cross-Functional Business Program Curricula, Todd J. Hostager, David A. Christopher, Kristy J. Lauver, Christopher Knowles

International Journal for Business Education

Background/Introduction/Purpose:  Prior research documented significant differences in people orientation and thing orientation (PTO) based on type of major and sex.  This study examines a set of measures for helping business programs to assess whether they are producing graduates equipped to consider both people and things when making decisions, regardless of their major or sex.

Methods/Design:  Students in a strategic management capstone course spent a single 75-minute session responding to a brief new venture pitch by identifying what types of additional information they would need to decide whether to invest in the business.  Three Likert-scaled options gauged the extent to participant …

The Role Of Generative Ai In Secondary School Business Education: Insights From Teachers’ Perceptions, Leonard Busuttil, Emanuel Mizzi

International Journal for Business Education

Background/Introduction/Purpose: Generative artificial intelligence (GenAI) has entered classrooms more quickly than the evidence base needed to guide its use, and that evidence base remains concentrated in higher education. Comparatively little is known about secondary school business education, a curricular area that brings together accounting, business studies, economics, financial literacy, marketing, and retail, and in which teachers move between subjects whose epistemological and procedural demands differ considerably. Existing studies also tend to treat business education as a single homogeneous domain, or to examine one of its subjects in isolation. This study addresses that gap by examining how secondary school business education …

Becoming: Adult Learners In Graduate Education And The Pursuit Of A Meaningful Life, Tara Shollenberger

Journal of Organizational & Educational Leadership

Adult learners in graduate education represent a population defined by deliberate, purposeful choice. Unlike traditional-age students, these individuals advance within higher education while managing careers, families, and complex life responsibilities. This conceptual paper explores the espoused and enacted vision for a meaningful life held by adult learners in graduate education, with particular attention to doctoral students in professional education programs. Evidence is drawn from national enrollment and attrition data, relevant scholarship, and nearly two decades of direct practitioner observation. The paper argues that adult graduate learners are animated by a vision of becoming: a generational, relational, and deeply purposeful understanding …

Seeing The Line Move Up: Educator Perceptions Of Mastery Experiences As Drivers Of Student Engagement And Persistence In Rural Intervention Programs, Carter J. Baran

Journal of Organizational & Educational Leadership

This study examined how educators in a rural secondary school district describe the influence of mastery experiences on student engagement and persistence within academic intervention programs. Drawing on semi-structured interviews with 18 certified educators (six core content teachers, six elective teachers, and six administrators) and a subsequent focus group conducted in a single rural South Carolina school district, this qualitative analysis extends a larger dissertation study on teacher perceptions of dropout-prevention interventions. Using Bandura's (1986, 1997) social cognitive theory and Astin's (1984, 1999) theory of student involvement as a dual conceptual lens, findings indicate that educators consistently identified visible, incremental …

More Than Just Blocks: Supporting Development Through Block Play In Early Childhood, Stephanie Szanter, Carrie L. Ota

Spark! Innovations in Early Childhood Education: A Research-to-Practice Journal for Educators

Block play is much more than a classroom center; it is a place where children explore ideas, solve problems, communicate, and work together in meaningful ways. This article examines how block play supports children’s social-emotional, cognitive, physical, and language development through hands-on experiences that feel natural and engaging. Using classroom examples and current research, the article highlights how block play changes over time, how teachers can thoughtfully support and extend children’s thinking, and how simple adjustments to materials and setup can deepen learning. Rather than requiring elaborate activities, strong block play environments grow from careful observation, responsiveness, and an understanding …

When Children Cook: Food Experiences As Inquiry, Identity, And Learning, Marian S. Castillo, Carrie L. Ota

Spark! Innovations in Early Childhood Education: A Research-to-Practice Journal for Educators

This article explores the transformative potential of integrating cooking experiences into early childhood classrooms, arguing that food preparation offers much more than a simple activity. By drawing on classroom narratives such as shared meal preparation and spontaneous scientific inquiry this piece illustrates how cooking serves as a catalyst for wonder, problem-solving, and collaboration. It highlights how food-based activities naturally bridge home and school environments, fostering a sense of belonging and cultural identity among young learners. Grounded in developmentally appropriate practice, this article examines the teacher’s role in facilitating these experiences, emphasizing the importance of responsive planning, observation, and valuing the …

Diving Deeper Into Serve-And-Return Interactions: Joint Attention & Cognitive And Social Development In Infancy, Derrick Toups

Spark! Innovations in Early Childhood Education: A Research-to-Practice Journal for Educators

This article provides practical ways to support responsive and initiating joint attention in infancy which are fundamental to cognitive and social development.

Petualangan Ragam Hias Nusantara: Pengembangan Game Digital Berbasis Gimkit Dengan Pendekatan Digital Game-Based Learning, Venina Nabilla Nazwa, Iriaji Iriaji

Journal of Language, Literature, and Arts

Visual arts learning in Grade VIII at MTsN 1 Kota Malang has limited use of interactive digital media, indicating the need for a more interactive and exploratory learning medium. This study aimed to analyze learning needs, develop and evaluate the feasibility of a learning medium, and examine changes in students’ motivation and learning interest after its use. The study employed a Research and Development (R&D) approach using the 4D model: Define, Design, Develop, and Disseminate. The developed product, “Petualangan Ragam Hias Nusantara,” was created using Gimkit Creative Mode with a Digital Game-Based Learning (DGBL) approach and map-based exploration. Expert …

Infographic: Teacher Pedagogical Knowledge, Dominique Russell

Teacher infographics

Part of the OECD’s Teaching and Learning International Survey (TALIS) 2024, the Teacher Knowledge Survey is the first large-scale study providing internationally comparable measures of general pedagogical knowledge (GPK). Findings suggest it may contribute to improving students’ and teachers’ outcomes.

School Principals’ Perspectives Regarding Successful Professional Development, Kathryn L. Bauserman, Diana Quatroche, Linda E. Martin

Journal of Educational Research and Practice

This descriptive study examined K–12 principals’ perspectives on providing and supporting school‑based professional development in one Midwestern state. Survey responses from 300 principals explored how they defined successful professional development, how they determined teacher learning needs, and the challenges they encountered. Findings revealed that principals valued professional development aligned with instructional improvement, yet many relied on their control of decision‑making processes. Professional development was commonly delivered by school or district personnel, funded through limited local and state resources, and typically offered in short sessions. Principals identified success through surveys, observations, and student achievement data while noting challenges related to funding, …

Teaching Third Graders To Read Multisyllable Words: Segmentation Versus Whole Word Reading, Jolie D. Heath

Dissertations, Theses, and Capstone Projects

In the early years of elementary school when children are still learning to read, they are presented with words of increased syllable length, and orthographic and morphological complexity in the texts they read.  Although multisyllabic words comprise 90% of words in the English lexicon and carry important linguistic information for expanding vocabularies and comprehension of content, few studies have focused on teaching middle elementary children to read multisyllabic words.  Many children lack strategies to identify these longer more complex words accurately and easily, leading to reading difficulties that place weaker readers at higher risk for school related problems and limit …

Exploring The Backgrounds, Experiences, Motivations, And Development Of School-Based Wheelchair Sport Coaches, Deborah Shapiro, Scott Douglas, Jp Barfield, Laurie A. Malone

Journal of Coach Development

Coaching in adapted sport is a complex and demanding practice that requires both specialized technical expertise and a deep understanding of disability. This study explored the motivations, backgrounds, and developmental pathways of interscholastic school-based wheelchair sport coaches. We examined how coaches are introduced to wheelchair sport coaching, their initial and ongoing development, and their perspectives on effective coaching and training practices. A total of 17 coaches (10 men, 7 women) with 1 to 17 years of experience in wheelchair sports coaching from 7 interscholastic wheelchair sports teams participated in one 60-minute mini focus group discussion and responded to a set …

The Role Of Male Early Childhood Teachers In Responding To Fatherless Parenting Issues Through Inclusive Education, Dyah Ageng Pramesty Koenarso

Journal of Innovation and Teacher Professionalism

Growing attention to father absence and limited paternal involvement in Indonesia highlights the importance of professional and supportive practices in early childhood education (ECE). This study examines how male ECE teachers respond professionally to children whom they understand to experience father absence or limited paternal involvement. Using a qualitative case study design, the study involved 13 male ECE teachers from 13 institutions in South Kalimantan. Data were collected from May to August 2025 through 26 semi-structured interviews and 39 classroom observations and were analyzed using an interactive qualitative analysis approach. The findings show that participants provided pedagogical guidance, relational and …

The Role Of Critical Professional Development In Transforming The Teaching And Learning Practices Of White Faculty: Elevating Racial Consciousness To Center Equity, Kaitlyn E. Siner-Cappas

Graduate Doctoral Dissertations

The purpose of this study was to explore the experiences of white faculty participants in a critical professional development (CPD) program that seeks to enhance racial consciousness at a public research university. The goal of the study was to understand any perceived changes in faculty positionality and teaching and learning practices following their participation in the program, as well as identify the extent to which the program supported participants in a journey towards enhanced racial consciousness.

Four themes characterized the experiences of faculty participants in this CPD program: 1) experiencing the benefits of a learning community, 2) gaining confidence in …

Solving For X: Centering Black Girls’ Experiences In Mathematics Education, Natasha A. Fortes

Graduate Doctoral Dissertations

Black girls can grow up, attend school, and move through their math classes without ever feeling seen as capable mathematical thinkers. Their teachers may not affirm their brilliance. Their voices may even go unheard. Math classes may not be a space where they can imagine themselves belonging. These experiences do not reflect ability. Instead, they reflect on the conditions in which they are expected to learn. This study centers the voices of Black girls and asks what they deserve from their mathematics education and instructors to develop a mathematics identity. The study is grounded in Black feminist traditions and draws …

Traversing The Broken Staircase: The Experiences Of Academic Neglect For Black & Brown First-Generation College Students, Kashmeel D. Mckoena

Graduate Doctoral Dissertations

Although Black and Brown students are diversifying college campuses and opening doors for their families as new cohorts of first-generation collegians, they often find themselves silently dealing with the aftermath of academic neglect from U.S. secondary education. This phenomenon can be understood from extant literature as absence of reliable guidance, mentorship, resources, and support that help students persist and succeed in their academic goals. Existing explanations of grit and resilience (Duckworth et al., 2007) not only erase the existence and impact of academic neglect, but also mask the creative solutions and compensatory strategies that Black and Brown first-generation college students …

Geopoetics: Expanding The Philosophy Of Teacher Education, Linda M. Craig Dr

Journal of Contemplative and Holistic Education

Amidst our accelerating ecological crisis, this essay argues for a fundamental reimagining of teacher education through Kenneth White's theory of geopoetics. Drawing on complexity science and Whitehead's process philosophy, I trace a paradigm shift from mechanistic models of education - characterised by fixed knowledge transmission and neoliberal performativity - toward a relational, orientation grounded in emergence and becoming. Geopoetics offers a transdisciplinary framework that dissolves boundaries between science, poetry, philosophy, and spirituality, positioning education not as content delivery but as participation in the creative unfolding of life. Through an exploration of Nan Shepherd's The Living Mountain as geopoetic spiritual practice. …

Perubahan Kompleksitas Pertanyaan Siswa Melalui Inkuiri Terbimbing Dalam Lesson Study, Utari Ramadhanti, Dyne Rizki Puspitasari, Imraatul Mufidah, Siti Zubaidah, Bayu Koen Anggoro

Journal of Innovation and Teacher Professionalism

The ability to formulate questions at higher levels of cognitive complexity is an important part of the learning process, as it can reflect how students connect, analyze, and develop concepts. This study aims to describe changes in the complexity of students’ questions through the implementation of guided inquiry within a lesson study framework on vibration and wave concepts. The study involved 32 eighth-grade students from the Laboratory Junior High School of Universitas Negeri Malang. The lesson study was conducted through the plan, do, and see stages, involving a model teacher, pre-service teacher education students, a mentor teacher, and a supervising …

Academic Development As Mentoring In Online Education: Perspectives From Australia., Bopelo Boitshwarelo Dr, Claire Aitchison Dr

International Journal of Teaching and Learning in Higher Education

In recent years, Australian universities have intensified efforts to respond to the growing demand for remote and online study. This shift has underscored the need for academics who are appropriately prepared to design, develop, deliver, and evaluate high-quality online courses. Mentoring represents a key practice that can support the development of such expertise. However, formalized and well-established mentoring practices are not consistently present across Australian higher education institutions. In contrast, most universities maintain academic development units tasked with enhancing teaching capacity, particularly in relation to online learning. This paper conceptualizes aspects of academic development practice as a form of mentoring. …

How Planning For Engineering Instruction Supported Culturally Responsive-Sustaining Pedagogy For Prek–12 Teachers, Kristen V. Napolitano, Amanda M. Gunning, Meghan E. Marrero

Journal of Pre-College Engineering Education Research (J-PEER)

With the wide adoption of the Next Generation Science Standards across the United States and an increased focus on growing a diverse engineering workforce, learning to teach precollege engineering has become more important than ever. Yet limited precollege engineering certification pathway exists, leaving preK–12 teachers to integrate engineering with few resources or professional learning support. In high-need districts, where teachers are already underresourced and stretched thin, engineering may not make its way into the classroom at all. As a result, access to engineering and other STEM opportunities is disproportionately low among Black and Brown and/or low-income students in these communities, …

Between Care And Competence: Rethinking Alternative Provision., Helen V. Mulligan

Plymouth Interdisciplinary Education Open Journal

This opinion piece argues that Alternative Provision (AP) in England is failing to meet the needs of vulnerable young people due to inconsistent staffing, inadequate specialist training, and the normalisation of low educational expectations. Although some AP settings demonstrate high aspirations and committed practice, the sector as a whole remains marked by variability and a lack of coherent pedagogical structure. Drawing on research into educational inequality, emotional labour, ethics of care, and professional identity, the paper contends that systemic reform is urgently required. Recommended actions include mandatory specialist training for AP staff, national standards for curriculum and pedagogy, stronger accountability …

Restorative Practices And Resilience Among Trauma-Impacted Elementary Students, Rose E. Ostenson

Graduate Teacher Education

This paper examined how restorative practices may promote resilience among trauma-impacted elementary school students. Fifteen peer-reviewed studies were analyzed to address the following research question: How do restorative practices promote resilience among trauma-impacted students in elementary schools? Three consistent themes emerged from the literature: relationship building and relational safety, school connectedness and belonging, and emotional regulation and co-regulation. These themes represent crucial protective factors associated with resilience among children who have experienced trauma. Although resilience was not directly measured in most of the studies reviewed, the findings consistently suggested that restorative practices may strengthen the relational, social, and emotional conditions …

Understanding Primary Level Learner Progression In Scotland: Insights From Scottish Online Formative Assessments (Sofa) Data From The Highland Local Authority, Alexander Towne, Sladana Krstic

Assessment and Reporting

This report presents findings from more than 30,000 Scottish Online Formative Assessment (SOFA) assessments completed across one Scottish local authority during the 2024-2025 academic year. It demonstrates how SOFA can be used to monitor learning progression across numeracy, reading and writing, identify attainment gaps between learner groups, and provide detailed diagnostic evidence to support classroom practice, school improvement and local authority panning. Although based on a single local authority, the study illustrates how curriculum-aligned formative assessment can complement national assessment evidence by providing richer insight into learner development.