Education Commons^™

Lanthorn, Vol. 60, No. 05, October 6, 2025, Grand Valley State University

Volume 60, August 4, 2025 – April 20, 2026

Lanthorn is Grand Valley State's student newspaper, published from 1968 to the present.

Creating The Polaris Initiative For First-Generation Undeclared Students, Jack Michaels

Masters Projects

First-generation undeclared students face compounded challenges in higher education, including lower sense of belonging, increased stress and anxiety, and higher attrition compared to their peers. While research has examined first-generation and undeclared students separately, little attention has been given to their intersecting identities. This paper provides a literature review of these students’ unique struggles and explores ways they may succeed throughout college. Living learning communities, first-year seminars, and interaction with faculty and academic advisors all have a positive impact on this student group. In response to the literature, The Polaris Initiative was created — a retention strategy for Grand Valley …

Grand Valley Magazine, Vol. 25, No. 1, Fall 2025, Grand Valley State University

Grand Valley Magazine

Grand Valley Magazine is a quarterly publication about Grand Valley State University produced by University Communications since 2001.

Constructing Identities Through Literacy: Channeling The Power Of Interactive Read-Alouds In The Elementary Classroom, Katie Lewis

Michigan Reading Journal

This article explores the often-overlooked potential of interactive read-alouds as a conduit for identity exploration in the elementary classroom. While read-alouds are commonly used to support comprehension and vocabulary acquisition, they can also serve as powerful tools for helping students construct and explore their identities—when implemented with intentionality. Drawing on practical classroom strategies—including rehearsing academic conversations, intentionally introducing unfamiliar vocabulary, and creating a safe, non-judgmental space—this article illustrates how read-alouds can foster both language growth and self-understanding. Designed for elementary educators, the piece encourages teachers to view read-alouds not just as literacy instruction, but as opportunities to empower young learners …

10 Things We Love/Hate About Ai For Writing Instruction, Jenelle Williams, Katherine Cottone, Brian Dalton

Michigan Reading Journal

As artificial intelligence continues to reshape the educational landscape, its role in writing instruction elicits both enthusiasm and apprehension among educators. This article, “10 Things We Love/Hate About AI for Writing Instruction,” explores the complex dynamics of integrating AI tools into the teaching of writing. Drawing from classroom experiences, educator reflections, and student interactions, it highlights the benefits of AI—including personalized feedback, increased writing fluency, and support for diverse learners—while also acknowledging concerns such as diminished student agency, ethical implications of authorship, and overreliance on automated systems. By presenting a balanced perspective, the article invites educators to critically examine how …

From Belief To Practice: Building A Culture Of Disciplinary Literacy, Bradley Stabler, Ruth Poulos

Michigan Reading Journal

This article tells the story of how Pontiac High School began building a stronger focus on reading, writing, and thinking in every subject. The work started with a few shared questions, not a detailed plan. A small group of teachers and coaches came together to figure out how to help students think more deeply and express their ideas more clearly. Over time, they led staff-wide efforts that included planning lessons together, visiting each other’s classrooms, and trying out new teaching moves. Feedback from students and staff helped guide the work. Along the way, teachers began to shift their instruction, and …

Do Our “Window And Mirror” Books Leave Shards Of Broken Glass?, Brianne R. Pitts, Jill Hermann-Wilmarth

Michigan Reading Journal

In this article the authors apply Bishop’s (1990) windows, mirrors, and sliding glass doors as an analytical framework that, along with critical literacy practices, can be used to enhance the social studies and literacy instruction. The stories we share in elementary classrooms teach students about their future possibilities. As teacher educators, we wondered about our students and our complacency with powerful ideas from foundational scholars in literacy and education. Using Bishop’s (1990) metaphor as an analytic tool, students’ critical disciplinary literacy projects are assessed for future instructional goals, leaving readers with eight practical tools for classroom instruction and critical assessment …

Lanthorn, Vol. 60, No. 04, September 22, 2025, Grand Valley State University

Volume 60, August 4, 2025 – April 20, 2026

Lanthorn is Grand Valley State's student newspaper, published from 1968 to the present.

Lanthorn, Vol. 60, No. 03, September 8, 2025, Grand Valley State University

Volume 60, August 4, 2025 – April 20, 2026

Lanthorn is Grand Valley State's student newspaper, published from 1968 to the present.

Trauma-Informed Teaching Guidebook A Resource For Supporting Students, Autumn Shipley-Mellon

Masters Projects

Many students in the K–12 education system have experienced trauma, yet schools often lack the tools and structures to adequately support them. This project addresses that gap by creating a trauma-informed teaching guidebook for educators. Grounded in current research on Adverse Childhood Experiences (ACEs) and trauma’s effects on child development, the guidebook provides practical, easy-to-implement strategies. It focuses on building supportive relationships, creating safe and predictable environments, managing behavior with empathy, and designing classrooms that foster emotional regulation and connection. The goal is to support both student well-being and teacher effectiveness. The guidebook is intended to be shared with educators …

Preparing Educators To Meet The Unique Needs Of Multilingual Learners, Anna Adamo

Masters Projects

Effectively educating multilingual learners requires knowledge of culturally and linguistically responsive teaching, as well as an understanding of translanguaging techniques. Research shows that the population of multilingual learners continues to grow in the United States, however, qualified educators with knowledge of the specific needs of this population are lacking. This project explores the need for ongoing support for secondary novice and non-ESL certified educators who teach multilingual students. Included in this project is a complete full year of professional development sessions ranging from culturally and linguistically responsive teaching practices, guidelines for accommodations and modifications, opportunities for classroom observations, and technology …

What Perceptions Do Esl- Endorsed Teachers In A Midwest-Urban School District Hold Regarding The Achievement Gap Between Their Ells And Non-Ell Students?, Hannah Jeanne Walling

Masters Projects

In today's diverse and interconnected society, the educational landscape is marked by a significant influx of students who are English language learners (ELLs). These students, while enriching the cultural tapestry of classrooms, face unique challenges in acquiring academic skills and achieving success in their educational journey. This thesis aims to delve into the achievement gap that exists between English language learners and their non-English language learner counterparts and what perceptions their teachers have on them, with a particular focus on the United States educational system. By examining the factors contributing to this disparity, exploring effective instructional strategies, and proposing targeted …

Lanthorn, Vol. 60, No. 02, August 25, 2025, Grand Valley State University

Volume 60, August 4, 2025 – April 20, 2026

Lanthorn is Grand Valley State's student newspaper, published from 1968 to the present.

An Assessment Of Basic Needs Insecurities In Grand Valley State University Residence Halls, Matthew Bristol

Masters Theses

Basic needs insecurity scholarship in higher education consistently highlights the need to provide more and better support to students. Little research has been done to address basic needs insecurity in residence halls, and this study is the first to use the #RealCollege survey to evaluate basic needs insecurity among residential students. I use the results of the survey tell the story of what it is like for Grand Valley State University students to face basic needs insecurity while living on campus, to assess what resources participants use to secure their basic needs and offer recommendations for improved support offerings to …

Learning Labs As A Professional Development Model To Strengthen Special Education Literacy Instruction, Claire Krajkowski

Masters Projects

Special education teachers face unique challenges in delivering effective literacy instruction to students with disabilities, yet traditional professional development often remains disconnected from the realities of special education classrooms. These conventional models frequently lack opportunities for sustained collaboration, reflective practice, and the application of evidence-based strategies tailored to diverse learner needs. This project presents a comprehensive plan for designing and facilitating Learning Labs, a form of embedded professional development grounded in constructivist and sociocultural theories. The Learning Lab model emphasizes collaborative inquiry, pedagogically productive talk, and the analysis of authentic instructional artifacts to deepen teachers’ understanding of effective literacy instruction. …

Fostering Students' Metacognitive Awareness Through Student Led Learning Logs, Jessica M. Carter

Masters Projects

A key component for middle school students' success is structured opportunities to develop metacognitive awareness and autonomous skills. This project addressed the gap between students' metacognitive capabilities and available classroom tools by developing a comprehensive student-led learning log system for middle school contexts.

Grounded in Flavell's metacognitive theory and culturally responsive pedagogical principles, this project created four primary components: (1) a flexible learning log framework with templates adaptable across subject areas, (2) a reflection prompt bank containing over 100 metacognitive questions organized by planning, monitoring, and evaluating stages, (3) a practical implementation guide requiring minimal professional development, and (4) a …

Promoting Inclusion Through Evidence-Based Behavior Management: Effective Interventions For Students With Asd In General Education, Emma Kaiser

Masters Projects

As diagnoses of autism spectrum disorder (ASD) continue to rise, general education classrooms are increasingly responsible for meeting the needs of students with ASD. However, many teachers lack the training and resources necessary to manage challenging behaviors effectively. This knowledge gap often results in exclusionary practices such as restraint, seclusion, and suspension, which act as barriers to inclusion. The purpose of this project is to equip educators with evidence-based behavior management strategies that support inclusive practices. Drawing from current research, the project organizes effective interventions into three key categories: preventing challenging behaviors, teaching alternative skills, and reinforcing positive behaviors. Each …

Empowering General Educators: Supporting Students With Learning Disabilities Through Inclusive Tier Two Practices, Megan Sparling

Masters Projects

Many general education teachers enter the profession with minimal training in how to effectively support students with learning disabilities, particularly those who require Tier Two interventions but do not qualify for special education services. This lack of preparation contributes to reduced instructional confidence, inconsistent intervention practices, and missed opportunities to support struggling learners. Grounded in Vygotsky’s Zone of Proximal Development, Universal Design for Learning (UDL), and Bandura’s theory of self-efficacy, this capstone project addresses the urgent need for ongoing, practical professional development tailored to the realities of inclusive classrooms. The literature highlights the importance of sustained, collaborative, and contextually embedded …

From Assessment To Action: The Role Of Data In Shaping Tiered Literacy Instruction, Trisha J. Uebele

Masters Projects

Abstract

This project supports educators in identifying students’ literacy needs and implementing targeted, evidence-based interventions through a user-friendly, data-driven approach grounded in the Response to Intervention (RTI) framework and the Science of Reading. By enabling educators to input and analyze commonly available assessment data, the project aims to make data-informed instruction accessible even to those with limited training in data literacy. A digital tracking tool will monitor individual student progress across key reading domains (phonemic awareness, phonics, fluency, and comprehension), allowing for the creation of flexible, skill-based instructional groups. The project includes an intervention guide with links to research-based activities …

Performance-Based Assessment In Refugee Esol Programs: Fostering Real-World Readiness Through Discussions And Presentations, Abdul Mutashobya, Elise Holcomb

MITESOL Journal: An Online Publication of MITESOL

A Performance-Based Assessment (PBA) framework designed to enhance the communicative competence and real-world readiness of adult refugee learners in an English for Speakers of Other Languages (ESOL) program is described. Grounded in sociocultural and communicative language teaching theories, this approach intentionally blurs the lines between instruction and assessment, using authentic tasks like collaborative discussions and presentations to foster practical skills. The theoretical rationale for PBA is followed by a description of the instructional context and the specific techniques used, including scaffolding strategies, self-assessment and rubric development. Reflecting on the implementation, we share the successes, such as increased learner confidence and …

Helping Families Learn About Social Emotional Learning, Madalyn Ross

Masters Projects

Having developmentally appropriate social-emotional skills is an essential component of a growing child, yet many children lack the social-emotional skills necessary to be successful in the classroom. Families play an important role in the development of a child, but research shows that there are significant gaps in the knowledge and use of social-emotional learning (SEL) that families have. This project explores the importance of family involvement and knowledge surrounding SEL by looking at certain aspects that hinder SEL growth, such as trauma and excessive screen time, and aspects that help children excel in SEL development, such as teacher education and …

Supporting Young Learners With Disabilities In Inclusive Classrooms: A Toolkit For General Education Teachers, Emily M. Raleigh

Masters Projects

Many young elementary students with disabilities often experience difficulty maintaining engagement in their learning and managing their emotions in general education classrooms. These challenges can have a negative influence on their ability to interact with their peers, develop foundational academic skills, and feel a sense of belonging. At the same time, many general educators report a lack of effective training, strategies, and confidence in implementing supports to students with disabilities, particularly in the areas of self-regulation and engagement. This project responds to this issue through the creation of a visual support toolkit developed for use in inclusive early elementary classrooms. …

Students Lack Effective Collaboration Skills, Robin E. Vanderwel

Masters Projects

It has been seen through field experience and through research that students lack the ability to effectively learn through collaboration. The research has shown that there tends to be a lack of authentic learning when using collaboration projects/activities because students do not possess the skills that are needed to collaborate effectively. The ability to collaborate needs to be explicitly taught through modeling and scaffolding. This project examines research on the importance of collaborative learning and the required skills that students need to be successful. The project used research to develop a professional development session that allows teachers to see the …

The Impact Of Cell Phones And Social Media On Social And Emotional Development Of High School Students, Laura Nash

Masters Projects

Studies suggest that social media can have a negative impact on the social and emotional development of adolescents when overused or abused. This paper examines the benefits of social media and several of the adverse effects of problematic social media use. A few of the adverse effects can carry over into the school setting, resulting in students missing valuable instruction time and not being fully engaged in the learning environment. This project proposal is intended to educate parents and school employees about hazards of problematic social media use and the tools that are readily available to monitor the content that …

Reimagining Read-Alouds: Fostering Critical Consciousness And Social Justice Through Children's Literature, Kylie Brigham

Masters Projects

During this era of heightened political and social divides, it is more important than ever to provide elementary students with inclusive and socially conscious literacy instruction. While classroom read-alouds have been long valued for their impact on literacy development, they are often underutilized as tools for fostering student identity, empathy, and social justice. This project, grounded in the frameworks of critical literacy, culturally responsive pedagogy, and Frierian theory, positions the read-aloud as a powerful entry point for critical and age-appropriate conversations about social issues, representation, and power.

Research has shown that many educators lack the training, tools, and confidence to …

Lanthorn, Vol. 60, No. 01, August 4, 2025, Grand Valley State University

Volume 60, August 4, 2025 – April 20, 2026

Lanthorn is Grand Valley State's student newspaper, published from 1968 to the present.

Rethinking Empowerment: Financial Self-Efficacy In First-Generation College Students, David Steadman

Masters Projects

Financial wellness difficulties have increasingly been found as a trend found amongst college students in research, as loans increase and student aid decreases, research is needed to understand new approaches to financial wellness and improving this problem within higher education. This project explores financial wellness and the need for wellness support amongst first-generation college students, as they continue to face unique wellness challenges in education at disparate rates. Specifically, it focuses on Financial Self-Efficacy (FSE) as a mediating factor of financial wellness, instead of a traditional focus on purely financial literacy. Grounded in Albert Bandura’s self-efficacy theory, the First-Generation Financial …

Explicit Instruction’S Role In Phonemic Awareness And Phonics In Early Childhood Education, Sydney J. Fisher

Masters Projects

Research consistently demonstrated the impact that explicit instruction has on young children’s acquisition of phonemic awareness and phonics skills, critical foundations for later reading success. These skills are linked to achievement in reading in the upper elementary grades and beyond. Children reading below often face challenges across subject areas, and low literacy levels can limit meaningful participation in the community. This project examines research on developing phonemic awareness and phonics skills. With proper training and knowledge, teachers can improve student outcomes in these areas. However, teacher preparation programs and professional development does not adequately address these skills and how to …

Like A Scientist: A Method For Introducing Disciplinary Literacy In The Science Classroom, Elizabeth L. Kuperus

Masters Projects

To be literate within a particular area of study requires an understanding of the literary disciplinary norms practiced in that field. Within the science classroom, students are often expected to engage with scientific literature, yet are unable to fully grasp the material since they have not been taught the disciplinary literacies associated with science. This project evaluates research surrounding the area of scientific disciplinary literacy and suggests how it could be used to inform classroom instruction. Disciplinary literacy skills need to be explicitly taught and modeled to demonstrate how students can approach texts and other literacy practices as a scientist. …

Curriculum Accommodations, Modifications, And Differentiation Strategies: Equipping Teachers In Adapting Curriculum To Meet The Diverse Needs Of All Learners, Rachael Van Huis

Masters Projects

The Individuals with Disabilities Education Act (IDEA) supports a free and appropriate public education for all students, yet many students with disabilities are not properly served in the K-12 public school setting. Teachers remain largely unequipped in providing appropriate educational experiences for students with complex learning needs, including the provision of academic accommodations and modifications. As a result, students with disabilities continue to be placed in segregated, alternative learning settings that hinder their academic progress, social connectedness, and ability to learn within their least restrictive environment alongside typically developing peers. This project aims to support both general and special education …