Education Commons^™

Lanthorn, Vol. 60, No. 12, March 2, 2026, 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.

Author Talks In A Virtual Graduate Literature Course, S. Rebecca Leigh

Michigan Reading Journal

In a graduate, online course, seven invited guests – a combination of authors and illustrators, some of whom are Michiganders – spoke to 18 graduate students and practicing teachers, about books, writing, illustrating for children, and trends in education today. This is a literature course that is guided by the questions, “What are current topics and issues connected to literature today?,” and “How might we rise above these challenges that puts contemporary literature in the hands of students?”

Spelling With Tears: (Re)Thinking The Phonics-Spelling Connection, Meghan K. Block, Kristen L. White

Michigan Reading Journal

Many elementary students perform well on weekly spelling tests but struggle to apply those same words in their everyday reading and writing. This article explores why spelling and phonics instruction often feel disconnected in classrooms and how that disconnect affects children’s literacy development. Using a classroom vignette, teacher perspectives, and research, we argue for integrating spelling into meaningful reading and writing experiences. We share practical, classroom-ready recommendations—including word study, morphology instruction, games, and authentic writing—to help teachers make spelling purposeful, engaging, and transferable.

Letters Across Languages: Building Community, Agency, And Joy Through Multilingual Penpalship Program, Yetunde S. Alabede

Michigan Reading Journal

This reflective article explores the Multilingual Pen-Pal Program, a free, community-based initiative that connects children across Nigeria and the diaspora through letter writing and storytelling. Grounded in ẹ̀bùngogy, an offshoot of ẹ̀bùnlingualism, a framework that views language transmission as a communal gift, the program embodies teaching as gifting. Through translanguaging, storying, and reflexivity, children and families engage in multilingual literacy practices that center care, reciprocity, and joy. This article highlights how the program bridges theory and practice, offering teachers practical ways to cultivate culturally sustaining and multilingual classrooms where literacy becomes a shared, liberatory act of connection.

Building Self-Efficacy In Students With Dyslexia: A Practice-Forward Framework For Classrooms, Families, And Teacher Preparation, Jennifer L. Vanderground

Michigan Reading Journal

Self-efficacy—the belief in one’s capacity to organize and carry out actions to reach goals—predicts persistence, strategic behavior, and academic outcomes (Bandura, 1997). For students with dyslexia, recurring experiences of effortful reading and peer comparison can suppress self-efficacy and elevate anxiety (Humphrey & Mullins, 2002; Nalavany et al., 2017). Research consistently links dyslexia with higher rates of internalizing symptoms such as anxiety and depression, alongside modifiable correlates including self-beliefs, coping, and school connectedness—promising leverage points for educators and families (Livingston et al., 2018).

Prevalence estimates vary widely. Under strict criteria, fewer than 10% of students qualify, but when thresholds include those …

Lanthorn, Vol. 60, No. 11, February 9, 2026, 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. 10, January 26, 2026, 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.

Improving Mathematical Problem-Solving Performance Through The Use Of Reading Comprehension Strategies, Rebecca Yonan

Masters Projects

Research shows that math problem solving relies on more than arithmetic computation. Word problem solving is a combination of text comprehension and word memory. Being able to successfully solve word problems at the elementary level helps prepare students for algebra, and higher academics. Learning to solve word problems teaches students problem solving techniques that can be applied in their adult lives. This project creates an instructional routine where lessons are built around teaching primarily through word problem solving. Students will receive instruction on text comprehension, math vocabulary building, word memory, and arithmetic computation in order to simultaneously increase their math …

Play-Based Curriculum, Marina E. Prawdzik

Masters Projects

This project addresses the drastic decline of play and play-based learning in public education early childhood settings. Kindergarten classrooms have shifted their focus more to academics in the form of lecture based learning and lessons, rather than play based learning techniques. Because of this, children are lacking in cognitive development, physical development and social and emotional development and growth. This project includes research from within the state of Michigan, research within the United States as a whole, and research about play based learning from other countries such as Nigeria, Mexico, South Africa, Kenya, Finland, and Germany.

Lanthorn, Vol. 60, No. 09, January 12, 2026, 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.

Gvsu Undergraduate And Graduate Catalog 2026-2027, Grand Valley State University

Course Catalogs, 1963 - Current

Grand Valley State University 2026-2027 undergraduate and graduate course catalog. Course catalogs are published annually to provide students with information and guidance for enrollment.

Belonging Is A Verb, Becca Lory Hector

Ought: The Journal of Autistic Culture

This essay explores belonging as an active process rather than a fixed state, particularly through the lived experiences of Autistic adults. Drawing from community practices of care, mutuality, and interdependence, it reframes belonging as a collective verb, something created through shared action rather than conformity. By centering Neurodivergent ways of connecting, this piece argues that Autistic models of community offer transformative insights into authenticity, inclusion, and the repair of social harm.

“I Learned How To Be More Autistic”: Experiences Of Autistic-Centered Constellation Mentoring, Helen Rottier, Ben Pfingston, Tamar Heller

Ought: The Journal of Autistic Culture

Peer mentoring is a common support service for autistic students in postsecondary education. This study explores the potential of peer mentoring as a space for autistic-centered connection and proposes a novel mentoring model, constellation mentoring, to enhance peer mentoring for this population. Constellation mentoring is informed by mentoring literature, critical disability praxis, and lived experiences of autistic community members to address limitations in existing mentoring programs. This article presents findings from the inaugural constellation mentoring program. Four autistic young adults who were past or present group members participated in focus group interviews about their experience. Researchers used reflexive thematic analysis …

Neurodivergence-Affirming Practice In The Classroom: Critical Reflections Of An Autistic Artist And Educator, David Prescott-Steed

Ought: The Journal of Autistic Culture

This paper provides insight into the author’s lived experience as an autistic artist and educator within the creative arts. Attention is drawn to how personal, creative, and professional encounters, combined with formal education in the field of autism studies, can inform a neurodiversity affirming learning environment that drives reflective practice.

The author is an educator at the Hester Hornbook Academy (HHA), delivering the Certificate 2 in Visual Arts as part of their Vocational Education in Schools program (VETiS). A human-centred and inclusive school, HHA engages learners from across the neurodiversity paradigm. As such, VETiS Visual Arts is well-positioned to support …

Creating A Neurodivergent Peers Network For Faculty, Staff And Librarians, Nancy C. Johnston

Ought: The Journal of Autistic Culture

This article describes the creation of a peer-led group of neurodivergent faculty, staff and librarians at the University of Toronto, Scarborough. It introduces both the author’s personal motivations for launching a network and seeking partners. It offers suggestions for other neurodivergent educators or organizers to support their peers in higher education workplaces.

Stimming Toward Something: Misreading, Method, And Neuroqueer Becoming, Kara Fahringer-Baer

Ought: The Journal of Autistic Culture

This autotheoretical piece examines the epistemic injustices faced by a neurodivergent individual in higher education, tracing how institutional cultures demand legibility while extracting and erasing the knowledge produced at their margins. Drawing on the personal experience of a queer, cis-passing, neurodivergent scholar-practitioner in the U.S. community college system, the narrative enacts theory through lived friction, institutional residue, and creative refusal. By naming the margins as method, the piece offers both scholars and practitioners a framework for recognizing how neuroqueer ways of knowing unsettle dominant logics while making new forms of understanding possible.

Culturally Responsive Assessment And Mtss Toolkit For Multilingual Learners, Morgan Kaltz

Masters Projects

English Learners (ELs) are often assessed using tools that fail to account for their linguistic and cultural backgrounds, leading to inaccurate conclusions about their academic abilities. This project addresses the problem of non–culturally responsive assessment by developing a framework and resources to help teachers design and implement assessments that more accurately reflect what multilingual learners know and can do. Rooted in the principles of Culturally Responsive Assessment (CRA) and aligned with the WIDA English Language Development Standards, this project supports educators in integrating language development with equitable instructional practices.

The project includes creating teacher-friendly tools, such as culturally responsive assessment …

Welcoming Spaces: Parent Leadership And Early Literacy As Community-Based Co-Regulation Supports, Lauren S. Dake

Masters Projects

Many young children exhibit challenging behavior in early childhood settings, often as a response to high levels of stress in their home and community environments. This applied master’s project presents Welcoming Spaces, a parent-led initiative developed to support children’s emotional development, caregiver well-being, and early literacy through informal, community-based experiences. In response to concerns about rising dysregulation and reduced access to supportive environments, the project offers portable play areas hosted by parents at events such as school functions, library gatherings, and local festivals. These spaces include calming sensory activities and opportunities for shared reading, while also providing caregivers with …

First Scholars: Enhanced Institutional Support For First Generation College Students, Genevieve Reside

Masters Projects

First-generation college students (FGCS) represent a large proportion of incoming freshmen at higher education institutions. Despite the having a high amount of FGCS, institution supports do not meet the high level of need presented by this student population. Lacking cultural capital that would otherwise be passed along by college-graduated parents, FGCS must navigate unfamiliar college territory on their own, requiring a high volume of support. This project explores the importance of institutional support on education outcomes for FGCS, proposing a comprehensive social and financial support program. The scholarship program, First Scholars, awards increasing scholarship amounts for subsequent years that students …

Expressive Language And Behavior, Bethany J. Butler

Masters Projects

Research has revealed the importance of language and its correlation with behavior. Although language and behavior are both forms of communication, this project explores young children and their relationship with society. Honing in on the essential importance of efficient expressive language to be able to participate in society. Looking at common barriers that may hinder the language process. Exploring Maslow and his hierarchy of needs, and understanding that the basic needs have to be met before having the ability to learn. In summary, the project focused on how to support the increase in language in different stages.

The Impact Of Social-Emotional Development In Early Childhood On Academic Success, Chelsea Bassett

Masters Projects

Research consistently shows that social-emotional competencies such as emotional regulation, empathy, interpersonal skills and self-awareness play a foundational role in a student’s ability to engage in learning, collaborate with peers, persist through struggles and achieve academically. Deficits in these skills are associated with decreased motivation, disruptive behavior, poor relationships with peers and teachers and diminished academic performance. Grounded in Vygotsky’s Sociocultural Theory and supported by evidence-based frameworks, this project explores how intentionally targeting social-emotional learning can strengthen both student well-being and academic outcomes. This project examines the relationship between social-emotional development and academic achievement in early childhood and elementary education. …

Many Elementary Students Lack Opportunities To Develop Critical Thinking, Problem-Solving And Other Essential 21st-Century Skills., Raeanne Sika

Masters Projects

Abstract

Many elementary students have limited opportunities to develop critical thinking, problem-solving, and collaboration skills essential for 21st-century learning. Traditional teacher-centered approaches often prioritize memorization over inquiry, leaving young learners underprepared for complex, authentic tasks. Project-based learning (PBL) offers a research-supported alternative, yet teachers often face barriers such as limited preparation, time, and resources.

This project provides a practical solution through a comprehensive professional development (PD) program and PBL implementation toolkit designed for early elementary educators. Grounded in constructivist and social learning theories, the project includes a multi-session PD series, planning templates, instructional supports, and a complete first-grade PBL unit …

Bridging The Gap: Designing A Vertically Aligned 5–12 Instrumental Music Curriculum For Comprehensive Literacy And Musicianship, Philip D. Deyoung

Masters Projects

This project aims to address the widespread issue of vertically misaligned curriculum in secondary instrumental music programs. Students frequently encounter inconsistent expectations, repeated or skipped content, and uneven literacy development when transitioning from one ensemble to another. These gaps can reduce achievement, hinder persistence, and heighten inequities for students with fewer resources. To solve this problem, the project develops a vertically aligned 5–12 instrumental music curriculum grounded in constructivist learning theory and self-regulated learning, emphasizing active knowledge building and student independence. The framework includes ten Priority Standards, grade-band proficiency scales, rehearsal routines aligned with the National Core Arts Standards (NCAS), …

Addressing The Ethnic Achievement Gap Through Culturally Relevant Teaching, Arienne Bowman

Masters Projects

Schools are meant to provide all students with equal opportunities to achieve academic success in the classroom yet as the student bodies of American schools becomes increasingly diverse, students of color are achieving academic success at lower rates than their peers. This in part may be due to the growing cultural disparity between teachers and students as the majority of teachers are white. By implementing culturally relevant teaching (CRT) teachers will be more prepared to address this cultural disparity and better equipped to create classroom spaces and lessons that better meet the needs of a diverse body of learners. CRT …

The Loss Of The Moral Principal: How The Attitude Of School Discipline Changed From The 1950s Through The 1980s, Brendan Webster

Honors Projects

This comparative historical analysis examines the profound ideological transformation of student discipline in American secondary schools between 1950 and 1989. Utilizing a comparative textual analysis of primary source documents published in The High School Journal. This study investigates how administrative philosophy, professional concern, and disciplinary practice responded to the sociological and geopolitical views in the respective decades.

The research identifies a core continuity in the school's role as an agent of social control, but documents a fundamental divergence in the mechanisms used to achieve it. The 1950s view, shaped by mental hygiene and democratic idealism, framed discipline as a developmental …

Lanthorn, Vol. 60, No. 08, December 1, 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.

Influence Of Rec-Connect On Youth Physical Activity: A Multi-Year Look At Behavior Change, Cailyn A. Van Camp, Bree Bode, Jocelyn Hayward, Lauryn Lin, Nicole Jess, Marci Scott

Michigan Journal of Public Health

Background: Physical activity (PA) engagement in youth is associated with numerous health benefits. However, youth PA behaviors are influenced by a complex set of factors including school and community environments and broader societal influences. Rec-Connect^TM is a community-based intervention that aims to impact PA behavior in youth. Purpose: To assess changes in youth PA behavior across multiple years of Rec-Connect^TM implementation. Methods: SNAP-eligible youth [aged 8 to 17 (n=261, matched)] who participated in Rec-Connect^TM completed a pre and post survey to assess PA knowledge and behavior change. Educators completed implementation fidelity logs. Descriptives were conducted to examine …

A Community-Based After-School Wellness Camp’S Effect On Healthy Habit Beliefs, Staci A. O'Brien, Ranelle Brew, Madeline Krawciw, Jodie Seese, Tess Scheidel

Michigan Journal of Public Health

Introduction: Children in the United States face declining physical activity, poor nutrition, and increasing mental health concerns. As school time for wellness declines, out-of-school programs offer an alternative to promote healthy habits to students. A community-driven, multi-component after-school wellness camp was developed in response to a small-town needs assessment and implemented at a local elementary school to determine whether it would change participants’ beliefs held towards healthy habits.

Methods: Third to fifth graders at a local elementary school in Lowell, Michigan, participated in an after-school wellness camp for four weeks through education and hands-on activities focused on physical …

Lanthorn, Vol. 60, No. 07, November 10, 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. 06, October 27, 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.