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2025

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Articles 11881 - 11910 of 12411

Full-Text Articles in Education

Perception Of Middle School Counselors About How To Increase The Enrollment Of Minority Students, Specifically African American And Hispanic, In The Health Science Curriculum At Empire High School, Charles S. Robertson Jan 2025

Perception Of Middle School Counselors About How To Increase The Enrollment Of Minority Students, Specifically African American And Hispanic, In The Health Science Curriculum At Empire High School, Charles S. Robertson

Doctor of Education Dissertations

This study explored the perceptions of middle school counselors regarding strategies to increase enrollment of minority students, specifically African American and Hispanic, in the health science curriculum at Empire High School. Utilizing a mixed methods convergent parallel design, this research integrated both quantitative and qualitative data to provide a comprehensive understanding of counselor viewpoints, existing barriers, and potential solutions. Lewin’s Change Model, as outlined by Burnes (2019), provided the theoretical framework for the analysis, guiding it through the stages of unfreezing existing mindsets, implementing change, and refreezing new practices. Quantitative data were collected via surveys administered to middle school counselors …

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Exploring Commonalities Of Effective Elementary Teachers, Doneen Johnson Jan 2025

Exploring Commonalities Of Effective Elementary Teachers, Doneen Johnson

Doctor of Education Dissertations

Low performing schools have consistently faced challenges in narrowing the achievement gap and meeting the needs of diverse learners, especially those living in high poverty situations. Effective teaching can significantly influence student outcomes and positively shape students’ academic trajectories through the use of high-impact strategies and relationship-centered instruction. This convergent mixed-methods study aimed to define and understand the characteristics of effective teachers, investigate the perceptions of effective teachers about the reasons for their success, and identify the strategies effective teachers use to support students in low performing elementary schools in a North Carolina school district. Quantitative data sources included a …

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Equity In Gifted Education: Examining District Practices And Strategies To Identify Underrepresented Students Through Renzulli's Three-Ring Conception Of Giftedness, Kenneth M. Jackson Jan 2025

Equity In Gifted Education: Examining District Practices And Strategies To Identify Underrepresented Students Through Renzulli's Three-Ring Conception Of Giftedness, Kenneth M. Jackson

Doctor of Education Dissertations

This mixed methods study explored the effectiveness of a large South Carolina school district’s gifted identification practices, with particular attention to how well these practices support the identification of students from underrepresented populations. Framed by Renzulli’s (1978) Three-Ring Conception of Giftedness, the research investigated the extent to which the district’s procedures identify students using the model’s core indicators: above-average ability, creativity, and task commitment. Seven district practitioners, including teachers and administrators, participated in quantitative surveys, follow-up qualitative interviews, and a focus group. Findings revealed significant concerns about the overreliance on standardized academic measures, the exclusion of creativity and task commitment …

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Through Their Own Eyes: A Mixed Methods Study On Perceptions And Reflections Of Culturally Responsive Teaching Self-Efficacy Of North Carolina Elementary School Teachers, Bria C. Wright Jan 2025

Through Their Own Eyes: A Mixed Methods Study On Perceptions And Reflections Of Culturally Responsive Teaching Self-Efficacy Of North Carolina Elementary School Teachers, Bria C. Wright

Doctor of Education Dissertations

Historical inequities disproportionately impacting historically marginalized communities continue to persist in classrooms today. Culturally responsive teaching plays an important role in addressing these inequities by recognizing and affirming diverse cultural identities. The purpose of this study was to explore elementary school teachers’ culturally responsive teaching self-efficacy (CRTSE) perceptions. This mixed methods convergent parallel study examined CRTSE across five domains: culturally congruent instruction, cross-cultural communication, culturally relevant curricula, cultural diversity knowledge, and cultural caring learning communities. Quantitative data were collected from 147 North Carolina elementary teachers using the CRTSE Scale, and qualitative data were gathered through semi-structured interviews with 16 participants. …

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Pursue And Persist: A Mixed Methods Inquiry Of Female Leaders' Experiences As High School Principals And Superintendents, Katie M. Barbee Jan 2025

Pursue And Persist: A Mixed Methods Inquiry Of Female Leaders' Experiences As High School Principals And Superintendents, Katie M. Barbee

Doctor of Education Dissertations

This mixed methods study explored the experiences of female district superintendents and high school principals working in North Carolina and investigated the internal and external factors that contributed to their resilience and motivation to pursue and persist in top educational leadership positions. Quantitative and qualitative data were collected to explore how these women described their leadership experiences and the key factors that sustained their resilience in these demanding positions. By examining the challenges and motivators that influenced their journeys, the study will add to existing research and literature regarding female leadership. Findings from the study revealed that female leaders described …

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An Examination Of Elementary Teachers’ Perceptions Of Their Literacy Knowledge And Levels Of Use Post-Letrs Professional Learning, Sharonda C. Thompson Jan 2025

An Examination Of Elementary Teachers’ Perceptions Of Their Literacy Knowledge And Levels Of Use Post-Letrs Professional Learning, Sharonda C. Thompson

Doctor of Education Dissertations

The purpose of this mixed methods study was to examine North Carolina teachers’ perceptions of their science of reading (SOR) knowledge gained from Language Essentials for Teachers of Reading and Spelling (LETRS) professional learning as well as their level of use (LoU) of instructional strategies gained from that professional learning experience. I disseminated a survey about the level of knowledge of specific literacy topics taught in the LETRS training. Survey participants were also invited to participate in an interview to determine the extent to which they used the knowledge, skills, and resources gained from LETRS professional learning. This study aimed …

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Executive Function Skills Of First-Year College Students With Disabilities, Carrie Minnich Jan 2025

Executive Function Skills Of First-Year College Students With Disabilities, Carrie Minnich

Doctor of Education Dissertations

First-year college students with disabilities face many challenges as they transition to postsecondary education. Strong executive function skills can help make the transition easier. The purpose of this mixed-methods study was to explore these students’ perceptions of their executive function skills and how they described their challenges and successes. Quantitative data were collected using the Executive Skills Questionnaire-Revised and reviewed to learn about their executive function skills. Qualitative data were collected from interview transcripts and analyzed to learn about their challenges, successes, and perspectives on their skills. Descriptive statistics indicated that students with disabilities rated most areas of executive function …

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A Qualitative Study On First-Year Teacher Readiness, Audrey Mcbride Jan 2025

A Qualitative Study On First-Year Teacher Readiness, Audrey Mcbride

Doctor of Education Dissertations

This qualitative study explored the formative experiences that contribute to beginning teachers’ (BTs) readiness and perceived success during their first year in the classroom. Grounded in Kolb’s (1984) Experiential Learning Theory, I examined how BTs process and apply learning through cycles of experience, reflection, conceptualization, and experimentation. Ten regional finalists in the North Carolina Center for the Advancement of Teachers Beginning Teacher of the Year program were interviewed to uncover the supports that shaped their early success. Readiness emerged not solely from teacher preparation or certification, but from layered experiences—mentorship, job-embedded professional development, and prior life experiences—that built resilience and …

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Teacher Voices: A Qualitative Interview Investigation Of International Teachers Adjusting To Teaching In The United States, Marlene R. Harrison-Reid Jan 2025

Teacher Voices: A Qualitative Interview Investigation Of International Teachers Adjusting To Teaching In The United States, Marlene R. Harrison-Reid

Doctor of Education Dissertations

Teachers emigrate annually from their native countries to seek employment in the United States. Their roles as cultural ambassadors and highly qualified professionals are put to the test in a new environment. International teachers, like their native counterparts, are charged with the task of meeting the needs of each student. Traditionally, teachers were recruited in hard-to-staff areas such as bilingual education, foreign languages, math, and science; however, for the past decade, recruitment has been done across all disciplines. This study examined the adjustment process and its impact on both educators and the education system in the United States. The goal …

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Afrofuturism–It's A Different World: Exploring Tools For Culturally Relevant Black Student Leadership Development, Richard D. Brown Jan 2025

Afrofuturism–It's A Different World: Exploring Tools For Culturally Relevant Black Student Leadership Development, Richard D. Brown

Doctor of Education Dissertations

This dissertation explored culturally relevant strategies for Black student leadership development within university multicultural centers, focusing specifically on student leaders affiliated with Black identity-based organizations. Conducted in partnership with a large public land-grant university in the United States Midwest, this study recognizes that traditional student leadership development programs often fail to address the varied cultural realities of Black students. A mixed methods sequential explanatory design approach was used, combining survey data with qualitative interviews and analyzed using a phenomenological lens. Guided by the McKinsey 7S Framework, this study identified strengths and gaps in organizational strategy, structure, systems, style, staff, skills, …

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Capturing Lived Experiences Of Parents With Chronically Absent Students, Cenitra Williams Jan 2025

Capturing Lived Experiences Of Parents With Chronically Absent Students, Cenitra Williams

Doctor of Education Dissertations

Chronic absenteeism in K-12 public schools represents a significant national crisis, with millions of students missing 15 or more days each year. This transcendental phenomenological study investigated the lived experiences of parents whose children face chronic absenteeism, aiming to uncover the barriers and challenges that hinder consistent school attendance. Through qualitative, semi-structured interviews with parents from a small school district in upstate South Carolina, this research identified key themes related to absenteeism, including health concerns—both physical and mental—challenging morning routines, and life challenges linked to home and school environments. Findings revealed that health issues often impede the ability of students …

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Solutions To Building Consistent And Sustainable Youth Ministry Programming, William C. Kincy Jan 2025

Solutions To Building Consistent And Sustainable Youth Ministry Programming, William C. Kincy

Doctor of Education Dissertations

This mixed methods convergent study explored strategies for building consistency and sustainability in Baptist youth ministry programming, with a particular focus on the AFC Youth Ministry. Guided by Maslow’s Hierarchy of Needs (Hitt et al., 2018) and Senge’s (2006) Systems Thinking approach, the study addressed three key research questions: What needs are youth seeking to meet that lead them to join a Baptist church youth ministry? What programming can AFC Baptist Church’s youth ministry provide to youth that would promote retention of the youth in the youth ministry? What are the best practices in delivering programming to youth in a …

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A Phenomenological Exploration Of Students' Perceptions Of Social-Emotional Factors In Teacher-Student Relationships And Its Impact On Academic Achievement Of Impoverished High School Youth, Jeannine L. Carrington Jan 2025

A Phenomenological Exploration Of Students' Perceptions Of Social-Emotional Factors In Teacher-Student Relationships And Its Impact On Academic Achievement Of Impoverished High School Youth, Jeannine L. Carrington

Doctor of Education Dissertations

This phenomenological study explored the experiences of former students from a Title I high school in a disadvantaged urban community, focusing on how socio-emotional factors in teacher-student relationships influenced academic achievement. Grounded in Bandura’s (1977) social learning theory and the CASEL (2017) social-emotional learning (SEL) framework, the study examined how teacher encouragement, emotional support, and expectations impacted student motivation and persistence. Twenty alumni participated in semi-structured interviews, analyzed using Braun and Clarke’s (2006) thematic analysis. Five themes emerged: teacher encouragement, emotional support, high expectations, cultural awareness, and long-term impact. Findings suggest that emotionally supportive, trusting relationships foster self-efficacy, engagement, and …

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Examining The Influence Of Teacher Perceptions On Implementing Behavior Interventions And Their Impact On Student Achievement, Teresa J. Edwards Jan 2025

Examining The Influence Of Teacher Perceptions On Implementing Behavior Interventions And Their Impact On Student Achievement, Teresa J. Edwards

Doctor of Education Dissertations

This mixed methods sequential explanatory study examined how elementary teachers’ perceptions influenced the fidelity and effectiveness of behavioral interventions in K–5 public schools. Grounded in Bandura’s (1986) Social Cognitive Theory and Fixsen et al.’s (2019) Implementation Science Framework, the study explored the relationship between teacher confidence, professional development, and outcomes related to student achievement. Quantitative data showed reductions in behavior incidents, in-school suspensions (ISS), and out-of-school suspensions (OSS) from fall to spring, while qualitative data from surveys and interviews emphasized the need for sustained support, differentiated intervention plans, and a strong school-wide culture. Teachers noted that one-time trainings were insufficient …

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Exploring Teacher Perceptions And Implementation Factors Influencing Career Development Plan Completion In Middle Grades: A Study Of The Majorclarity Platform, Keri Marie Brewer Jan 2025

Exploring Teacher Perceptions And Implementation Factors Influencing Career Development Plan Completion In Middle Grades: A Study Of The Majorclarity Platform, Keri Marie Brewer

Doctor of Education Dissertations

This qualitative study investigated the implementation fidelity, teacher perceptions, and contextual factors influencing the use of the MajorClarity career readiness platform to support career development plan (CDP) completion among middle grade students in a North Carolina school district. Guided by Bandura’s (1986) Social Cognitive Theory and Darling-Hammond et al.’s (2001) Learning Theory, the study explored how instructional strategies, training quality, leadership support, and systemic barriers shape program outcomes. Data were collected through two rounds of semi-structured interviews with six Career and Technical Education teachers, using inductive thematic analysis to identify patterns across participant responses. Findings revealed that while educators recognized …

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Teacher Perceptions Of Social-Emotional Learning In A Covid-Impacted Environment, Gina Gold Jan 2025

Teacher Perceptions Of Social-Emotional Learning In A Covid-Impacted Environment, Gina Gold

Doctor of Education Dissertations

Social-emotional learning (SEL) builds students’ resilience skills, which impact the biology of the brain connected to emotional regulation, safe behaviors, and positive learning outcomes. Diminished resilience is typically the result of childhood trauma, which affects physical and emotional health into adulthood. Teachers’ capacity, implementation, and data analysis practices for SEL are important to support building resilience skills in our students to help them grow to be emotionally and physically healthy citizens. The purpose of this research study was to investigate the perspectives of elementary school teachers from four elementary schools in the same school district in rural, southwestern North Carolina …

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The Impact Of High-Stakes Summative Reading Outcome Measures On Student Self-Efficacy, Hayley M. Johnson Jan 2025

The Impact Of High-Stakes Summative Reading Outcome Measures On Student Self-Efficacy, Hayley M. Johnson

Doctor of Education Dissertations

The purpose of this mixed methods study was to explore the influence of high-stakes reading tests on student self-efficacy, or confidence, as readers. The study focused on sixth-grade students who had taken the reading end-of-grade (EOG) test in Grades 3, 4, and 5. I analyzed their third-grade reading EOG scores to determine if that score was predictive of the fourth-grade reading EOG score and repeated the same analysis to see if fourth-grade reading EOG scores were predictive of fifth-grade scores. Then, those sixth-grade students' reading self-efficacies, as measured by the Butz and Usher (2015) Self-Efficacy Survey, were compared to their …

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Connecting Principals To The Implementation Of A Multi-Tiered System Of Support, Douglas L. Rose Jan 2025

Connecting Principals To The Implementation Of A Multi-Tiered System Of Support, Douglas L. Rose

Doctor of Education Dissertations

The purpose of this explanatory sequential mixed methods study was to examine the implementation of a multi-tiered system of support (MTSS) through the lens of secondary school administrators following professional development. The professional development was chunked and spread over time following the principles of Cognitive Load Theory (Sweller, 2010) to expand understanding of MTSS implementation. Following the professional development, 25 administrators completed a 42-question survey. Ten secondary administrators completed an 11-question interview to expand on the results of the survey. The culmination of results from the quantitative survey, qualitative interviews, and literature provided insight into the practices that increase administrator …

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A Qualitative Study On The Perspective Of Instructional Coaching Through The Lens Of Teachers, Coaches, And Administrators, Lamonica D. Mcnair Jan 2025

A Qualitative Study On The Perspective Of Instructional Coaching Through The Lens Of Teachers, Coaches, And Administrators, Lamonica D. Mcnair

Doctor of Education Dissertations

Instructional coaching can be a key puzzle piece in teacher improvement and the academic success of students. This qualitative study examined the perspectives of administrators, teachers, and instructional coaches on the role that instructional coaches play in education and how the process of instructional coaching works. Further, the study sought to determine the perceptions of specific supports and barriers to effective coaching, and to examine the effectiveness of coaching through the experiences of both the coach and the teacher. It also examined the role of the school leader in an effective coaching program. Knight’s (2022c) The Definitive Guide to Instructional …

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A Phenomenological Study On How White Public Middle School Teachers Who Self-Identify As Racial Allies Experience And Navigate Their Implicit Biases, Joyce Faye Patton Jan 2025

A Phenomenological Study On How White Public Middle School Teachers Who Self-Identify As Racial Allies Experience And Navigate Their Implicit Biases, Joyce Faye Patton

Doctor of Education Dissertations

The teaching force in the United States is overwhelmingly White, while the student population is increasingly diverse, reaching a minority majority in 2014. The racial mismatch between a predominantly White teaching force and students of color in public schools presents barriers for those students as they navigate an educational system built on historical injustices and racism. The study examines the lived experiences of White middle school teachers who identify as racial allies in schools having a student population that is greater than 50% students of color. The interviews revealed that participants understood bias on a basic level yet continued to …

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The Recruitment, Retention, And Motivation Of Black Male Teachers In K-12 Schools: A Perception Study, Ann M. Brame Jan 2025

The Recruitment, Retention, And Motivation Of Black Male Teachers In K-12 Schools: A Perception Study, Ann M. Brame

Doctor of Education Dissertations

Black male teachers have been underrepresented in K–12 classrooms since integration in the United States. This mixed methods exploratory sequential study investigated the recruitment, retention, and motivation of Black male teachers. The foundation of Maslow’s (1943) Hierarchy of Needs, Herzberg’s (1959) Two-Factor Theory, and Bell’s (1980) Critical Race Theory guided the investigation of the psychological, structural, and social-cultural variables that affect the experiences and retention of Black males in education. The quantitative phase examined survey data to determine patterns aligned with job satisfaction, motivation, and retention. Subsequently, the qualitative phase explored the individuals lived experiences through interviews that offered insights …

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A Mixed Methods Study Of Teacher Perceptions Of Restorative Practice In The Classroom, Crystal Brown Jan 2025

A Mixed Methods Study Of Teacher Perceptions Of Restorative Practice In The Classroom, Crystal Brown

Doctor of Education Dissertations

This mixed methods study explored the perceptions of teachers in North Carolina alternative schools regarding the implementation and impact of restorative practices (RPs) on professional practice, student behavior, academic progress, and reentry outcomes after behavioral incidents. A sequential explanatory mixed methods design was used, beginning with an 18-item Likert scale survey completed by 30 educators and followed by 10 semi-structured interviews. Quantitative findings revealed moderate agreement that RP improved classroom management and conflict resolution, though academic and attendance gains were limited. Qualitative findings offered deeper insight into how restorative circles cultivated trust, accountability, and student voice, enabling more effective student-teacher …

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Investigating Teacher Self-Efficacy And Teacher Attitudes Toward Stem In North Carolina High School Science And Mathematics Classrooms, Kelly J. Ruff Jan 2025

Investigating Teacher Self-Efficacy And Teacher Attitudes Toward Stem In North Carolina High School Science And Mathematics Classrooms, Kelly J. Ruff

Doctor of Education Dissertations

The purpose of this investigation was to determine if North Carolina high school science and mathematics teachers differ in their STEM teacher self-efficacy, outcome expectancy, and attitudes toward STEM instructional practices. The data collection instrument used in this study was the T-STEM survey. Science and math teachers voluntarily participated in the study and answered Likert-type survey items focusing on STEM teacher self-efficacy, STEM instructional practices, and outcome expectancy. Additionally, study participants answered demographic questions on gender, years of teaching experience, and the type of degree earned. Sub-scores for each survey section were calculated and analyzed with descriptive and inferential statistical …

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Stakeholder Perspectives On A Strand Within A Traditional School Chinese Immersion Program: A Case Study, Erica M. Caine Jan 2025

Stakeholder Perspectives On A Strand Within A Traditional School Chinese Immersion Program: A Case Study, Erica M. Caine

Doctor of Education Dissertations

Dual language immersion programs have continued to grow in North Carolina, providing students with learning opportunities focused on bilingualism, biliteracy, and sociocultural competency. This qualitative case study explored the influence of ecological systems on internal stakeholders (teachers, instructional coaches, and administrators) within one dual language strand within a school’s Chinese immersion program in North Carolina. Bronfenbrenner’s (1979) Ecological Systems Theory was utilized as the framework for this study. Data were collected through focus groups, interviews, and document analysis to examine the perceptions and experiences of key stakeholders pertaining to the program’s integration into the larger school setting. The analyzed data …

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Teacher And Parent Perspectives Of Young Children's Development Since The Covid-19 Pandemic In A Rural Public School District, Regina L. Lineback Jan 2025

Teacher And Parent Perspectives Of Young Children's Development Since The Covid-19 Pandemic In A Rural Public School District, Regina L. Lineback

Doctor of Education Dissertations

Face to face education for young children was interrupted in March of 2020 due to mandatory school closures precipitated by the COVID-19 pandemic. Virtual learning was forced upon teachers and students at a time when many families and teachers had limited or no access to internet. When face to face learning resumed, teachers and students were required to wear facial masks and maintain social distancing protocols. This study sought to explore teacher and parent perspectives of young children’s development in a rural public school district since the COVID-19 pandemic. A qualitative study was completed using teacher interviews, a teacher focus …

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The Impact Of Professional Learning Communities On Teacher Efficacy In North Carolina K–12 Public Schools: A Comparison Of Beginning And Experienced Teachers, Geneva Bell Jan 2025

The Impact Of Professional Learning Communities On Teacher Efficacy In North Carolina K–12 Public Schools: A Comparison Of Beginning And Experienced Teachers, Geneva Bell

Doctor of Education Dissertations

Teacher efficacy remains a critical factor in education, particularly within North Carolina K–12 public schools, where beginning and experienced educators encounter distinct professional challenges. Professional learning communities (PLCs) demonstrate potential in enhancing teacher efficacy, yet the differentiated impact across career stages remains understudied. This mixed methods study examined relationships between PLC dimensions and teacher efficacy among beginning and experienced educators. The Teachers' Sense of Efficacy Scale (TSES) and the Professional Learning Communities Assessment-Revised (PLCA-R) were administered to 96 participants to analyze statistical relationships between PLC components and teacher efficacy. Results indicated significant correlations between shared vision, supportive leadership, and collaborative …

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Remote Learning During Covid-19: A Qualitative Exploration Of Parental Experiences In A Time Of Educational Disruption, Kendra N. Alston Jan 2025

Remote Learning During Covid-19: A Qualitative Exploration Of Parental Experiences In A Time Of Educational Disruption, Kendra N. Alston

Doctor of Education Dissertations

This qualitative study investigated how parents experienced remote learning during the COVID-19 pandemic, with particular attention to how they managed educational challenges within the home. Using focus group interviews, the research explored the contextual factors that shaped parental engagement in their children’s virtual learning environments. The study was informed by the interpretive lenses of intersectionality (Crenshaw, 1989), experiential learning (Kolb, 1984), and critical pedagogy (Hooks, 1994), which guided the analysis but were not treated as data sources. The findings reflect firsthand narratives rather than theoretical assumptions, ensuring that conclusions remain grounded in participants’ lived realities. Key themes that emerged from …

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Examining Non-Traditional Online Learners' Ownership Of Learning In The Context Of Chatgpt-Facilitated Design, Mohan Yang, Tian Luo, Kristin Herman, Belle Li, Shanan Chappell Moots, Noah Glaser, Shiyan Jiang Jan 2025

Examining Non-Traditional Online Learners' Ownership Of Learning In The Context Of Chatgpt-Facilitated Design, Mohan Yang, Tian Luo, Kristin Herman, Belle Li, Shanan Chappell Moots, Noah Glaser, Shiyan Jiang

STEMPS Faculty Publications

Generative artificial intelligence (GenAI) offers potential solutions to educational challenges by personalizing learning experiences for diverse learners. However, it also introduces complexities around issues of ownership of learning. As an indicator of empowered learning, ownership is a multifaceted but underexplored concept. In this study, the authors adopted a mixed-methods multiple-case study design to explore non-traditional online students’ perceived ownership of learning when using ChatGPT for instructional design. The authors adopted the psychology ownership construct consisting of self-efficacy, accountability, belongingness, and self-identity as the theoretical framework. Findings revealed students’ prior AI experiences and educational levels played a significant role in their …

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Socially Shared Regulation Of Learning And Artificial Intelligence: Opportunities To Support Socially Shared Regulation, Jinhee Kim, Rita Detrick, Seongryeong Yu, Yukyeong Song, Linda Bol, Na Li Jan 2025

Socially Shared Regulation Of Learning And Artificial Intelligence: Opportunities To Support Socially Shared Regulation, Jinhee Kim, Rita Detrick, Seongryeong Yu, Yukyeong Song, Linda Bol, Na Li

STEMPS Faculty Publications

Supporting learners in achieving high-level socially shared regulation of learning (SSRL) in the online collaborative learning (OCL) context presents challenges that the utilization of artificial intelligence (AI) technologies may help solve. However, the effective uses of AI to support multifaceted areas (cognition, metacognition, and motivation) and phases (forethought, performance, and reflection) of SSRL remain elusive. Furthermore, research on developing an educational AI and what pedagogical attributes and elements are required for AI to support students' SSRL effectively is limited. This study, therefore, aims to investigate students' perceptions of AI applications in enhancing SSRL and to explore the essential pedagogical elements …

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Leveraging Custom Gpts For Formative Assessment And Feedback, Nari Kim, Jason Vickers, Shaimaa Alyehaibi, Chikezie Ozuzu, Xinyue Ren, Suhasini Kotcherlakota Jan 2025

Leveraging Custom Gpts For Formative Assessment And Feedback, Nari Kim, Jason Vickers, Shaimaa Alyehaibi, Chikezie Ozuzu, Xinyue Ren, Suhasini Kotcherlakota

STEMPS Faculty Publications

As artificial intelligence (AI) advances, the use of custom generative pre-trained transformers (Custom GPTs) in formative assessments opens new opportunities for improving student learning and engagement. Custom GPTs increase cognitive and emotional engagement by providing timely, context-sensitive, and tailored responses based on unique learner profiles. This paper aims to investigate how custom GPT-driven formative feedback can enhance individualized learning experiences and improve student performance. This paper will discuss the promise of this AI tool, the challenges associated with its application, and recommendations for educators and academics looking to use these technologies for formative assessments.

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