Tracing The Evolution Of Signature Technologies In Health Professions Education: Developments, Challenges, And Possibilities, Jacob Kelley, Kimberly B. Garza, Kelley Noll, Allison Chung

Health Professions Education

Purpose. This integrative literature review traces the evolution of signature technologies in health professions education and their impact on teaching and learning. By exploring these technologies, it highlights the ways these advancements shape learning experiences and the preparation of future healthcare professionals. While these technologies present opportunities for enhanced learning, they also introduce challenges related to accessibility, cost, and effectiveness.

Method. Using Torraco’s framework for integrative literature reviews, this article synthesizes existing scholarship to trace the historical development of signature technologies in health professions education. The authors conducted searches in PubMed, Scopus, and Google Scholar for literature published primarily between …

Operationalizing Mtss: A Case Study Of Principal Leadership Practices In Guiding School-Based Leadership Teams Through Inquiry And Improvement Science, Heather M. Teto

UNF Graduate Theses and Dissertations

The COVID-19 pandemic widened academic achievement gaps, creating an urgent mandate for school leaders to implement systemic, data-driven frameworks to support student academic recovery. While the Multi-Tiered System of Supports (MTSS) is a widely adopted framework for addressing these disparities, its success is dependent on the strategic involvement and instructional leadership of the school principal. This qualitative case study explores the lived experiences and leadership characteristics of elementary school principals as they lead School-Based Leadership Teams in implementing a district-developed MTSS framework.

Guided by the principles of Improvement Science and the Plan-Do-Study-Act (PDSA) inquiry cycle, this research examines the specific …

What Novice Educators Find Supportive, Robin M. Bossinger

UNF Graduate Theses and Dissertations

Teacher shortages have increased in the past two decades, creating greater emphasis on recruitment, talent development, and retention efforts for educational leaders. Novice educators feature prominently in these considerations. A teacher’s first years can be extremely challenging, and induction, the professional learning experiences specific to early career professionals, is often considered the answer. Despite the seeming ubiquity of induction, there is much variability in interpretation, enactment and outcomes. While it is generally accepted that some induction is better than no induction, new teachers deserve more intentionally designed support.

This study sought to reexamine assumptions about induction, adding to the literature …

Novice Teachers' Perceptions Of Clinical Experience And Their Preparedness To Teach In High-Need Urban Schools, Robin D. Renelus

UNF Graduate Theses and Dissertations

This hermeneutic phenomenological study examined novice teachers’ perceptions of how clinical experiences in a teacher preparation program prepared them to teach in high-need urban schools. The study included 12 novice teachers with three or fewer years of teaching experience who completed their clinical experience at the same university in Northeast Florida. Data were collected using Seidman’s (2019) three-interview approach, which explored participants’ backgrounds, day-to-day teaching experiences, and reflections on their sense of preparedness. Data were analyzed to develop textural descriptions of what participants experienced and structural descriptions of how those experiences were shaped (Moustakas, 1994).

Participants described clinical experiences as …

Exploring The Undergraduate Student Perceptions Of Sense Of Belonging At Their University: A Q-Methodological Approach, Jose Acevedo

UNF Graduate Theses and Dissertations

       The transition to higher education is a significant life event requiring substantial social, academic, and psychological adjustment, during which a powerful sense of belonging is critical for student success and retention. While traditional models of student retention often prioritize support services and academic integration, they frequently overlook the intricate relational dynamics and deeply personal subjective experiences that shape belonging. This research utilized Q methodology to explore the multifaceted ways undergraduate students at the University of North Florida (UNF) understand and prioritize the determinants of institutional belonging. Guided by an integrated conceptual framework of Maslow’s Hierarchy of Needs, Self-Determination Theory, Social …

From Preparation To Practice: A Study Of Assistant Principals After Completion Of An Aspiring Assistant Principal Preparation Program, Mallory L. Mcconnell

UNF Graduate Theses and Dissertations

Leadership programs and readiness in schools, particularly those in Florida, is well studied. However, few studies have investigated how current assistant principals who have completed Clay County District School’s Aspiring Assistant Principal Program describe their experiences, believe the program has prepared them for the realities of school leadership, or identify the most impactful elements that have supported their leadership development. This case study seeks to collect foundational research knowledge by analyzing data from the program, participants, and key facilitators. Using a sampling of current assistant principals who have completed the Aspiring Assistant Principal Program, this research examines the results in …

Finding Community: Addressing Doctoral Student Loneliness And Fostering Belonging In Higher Education, Sydney Hamrick

UNF Graduate Theses and Dissertations

Doctoral students often experience loneliness, isolation, marginalization, and other challenges related to belonging. While prior research has connected belonging to persistence, well-being, and academic success, little is known about doctoral students’ lived experiences of belonging and loneliness. This hermeneutic phenomenological study, grounded in Max van Manen’s Phenomenology of Practice, guided by the Sense of Community Theory and informed by a Transformative Worldview, explored how institutional, structural, relational, and personal factors shaped doctoral students’ experiences. Data were collected through semi-structured interviews and analyzed using an interpretive phenomenological approach informed by van Manen’s lifeworld existentials, including lived relation, lived space, lived …

Suspended Futures: Exploring The Lived Experiences Of Black Adult Males Affected By Exclusionary Discipline, Tamara Jones

UNF Graduate Theses and Dissertations

Black males continue to experience exclusionary discipline at disproportionately high rates in American schools, often resulting in academic disruption and long-term educational and social consequences. While existing research had extensively documented disciplinary disparities, less attention had been given to how Black males interpret and make meaning of these experiences over time. This hermeneutic phenomenological study explored the lived experiences of Black adult males who experienced exclusionary discipline during their secondary school years and examined how they now make sense of those experiences in adulthood. Grounded in Critical Race Theory and Social Cognitive Theory, the study focused on participants’ perceptions of …

Fostering Reading: Review Of A College Bridge Program For Deaf And Hard Of Hearing High School Students, Cara Wilmot

UNF Graduate Theses and Dissertations

This mixed-methods formative program evaluation examined the reading component of a summer College Bridge Program (CBP) designed for high school students who are deaf and hard of hearing (d/Dhh). Persistent disparities in reading outcomes among d/Dhh students have been linked to differences in language access, communication access, and opportunities to receive specialized instruction. Using the Context, Input, Process, Product (CIPP) evaluation model, this study evaluated how the CBP identified and addressed students' reading needs, implemented evidence-based instructional practices, and supported reading development through a three-week summer program.

Participants included 45 d/Dhh high school students from 12 southeastern states, as well …

Teacher Judgment In The Age Of Artificial Intelligence: Collaborative Inquiry Into Generative Ai For Udl-Aligned Instructional Planning In Elementary English Language Arts, Melissa G. Metz

UNF Graduate Theses and Dissertations

This action research study explores how teacher-facing generative artificial intelligence (GAI), specifically Google Gemini, can support educators in UDL-aligned instructional planning within a Title I elementary school. Although AI is often discussed in terms of student-facing applications, less is known about how GAI can assist teachers with lesson planning, differentiation, and the demands of sustaining inclusive Tier I instruction. Guided by a conceptual framework integrating Universal Design for Learning (UDL) and technology integration perspectives, the study engaged four educators in collaborative inquiry through AI Visioning Workshops, reflections, interviews, and planning artifacts.

Data were analyzed through iterative coding, analytic memoing, and …

Implementing Multi-Tiered Systems Of Support For School-Based Mental Health Services: An Explanatory Case Study Of An Elementary School, Laura Acker

UNF Graduate Theses and Dissertations

This qualitative explanatory case study examined how school-based mental health services (SBMHS) are implemented within an elementary school’s Multi-Tiered System of Supports (MTSS). Guided by the Consolidated Framework for Implementation Research (CFIR) and sensemaking theory, the study examined how educators and school-based professionals interpret and enact their roles in supporting student mental health within educational contexts. Data were collected through interviews with five MTSS team members and analyzed using a combination of deductive and inductive coding. Results showed that mental health implementation is not a fully integrated system of supports but rather a process shaped by roles and relationships influenced …

The Un-Bridged Pipeline: Leading And Preparing Women Of Color To Senior-Level Higher Education Administration, Jacqueline D. Slater

UNF Graduate Theses and Dissertations

Despite increased educational attainment among Black women, representation in senior‑level leadership positions within higher education remains limited. This qualitative study examines the experiences of Black women who serve or have served in senior‑level academic administrative roles and explores how those experiences inform guidance, preparation, and decision‑making for future Black women leaders. The study focuses on practical barriers, workplace realities, and strategies that shape leadership entry, advancement, and retention.

Using a descriptive case study design, five Black women with professional experience as presidents, provosts, vice provosts, and academic deans participated in semi‑structured interviews lasting 45 to 75 minutes. Purposeful sampling ensured …

Stakeholder Perceptions Of The Feasibility Of E-Portfolio-Based Assessment Of Physical Literacy In Primary Health And Physical Education, Jaxon Hogan, Dawn Penney, Eibhlish O’Hara, Joseph Scott

Research outputs 2022 to 2026

Background: Physical literacy (PL) is widely acknowledged as an integral component of high-quality physical education programmes. However, what constitutes appropriate assessment of PL remains a contested issue. This study drew on Whitehead’s conceptualisation of PL as a lifelong journey and investigated how primary school teachers can support students’ PL learning through innovative and engaging assessment methods. The study specifically examined the feasibility of using e-portfolios to facilitate quality PL learning and quality assessment in Physical Education (PE), from different stakeholder perspectives. Methods: This interpretive study employed a qualitative design and methods to investigate aspects of feasibility with three purposive participant …

Accessibility Services And Support In Small And Rural Academic Libraries, Robert M. Amerson, Deborah Tritt Harmon

The Southeastern Librarian

This exploratory study examines how small and rural academic libraries support students with disabilities. While grounded in a professional commitment to equitable service, these libraries often face challenges, such as limited staff, aging infrastructure, and stagnant funding. Survey results from 38 librarians reveal a strong dedication to accessibility, despite institutional constraints. Respondents identified barriers, such as insufficient training, inadequate resources, and minimal collaboration with campus disability offices. However, many also reported implementing personalized, student-centered services and cited the advantages of flexibility and close student relationships in small academic settings. The findings underscore the need for tailored support, increased training opportunities, …

A Study Of The Impacts Of Infusing Data Analysis And Research In An Interdisciplinary Environmental Economics Course, Sean P. Macdonald

Publications and Research

This paper explores the impacts of introducing quantitative literacy skills in an interdisciplinary Environmental Economics course typically taught as an issues and policy course without a quantitative component. The study examines the effects of infusing an engaging, student-selected data collection and analysis assignment on students' quantitative reasoning skills, as well as their interest in and attitudes about data analysis and quantitative information. Using data gathered from a set of pre- and post-assessment questions designed to measure changes in quantitative reasoning skills and attitudes, the findings point to significant attitudinal impacts, gains, but smaller, insignificant gains in quantitative reasoning skills.

Reclaiming Agency: Ai Hallucinations And Translingual Interrogations In The City Tech Writing Center,, Joseph Franklin, Anna Laura Falvey

Publications and Research

No abstract provided.

Challenging Stem Learning Spaces: The Paradigm Of Contemplative Traditions As The Bedrock Of Creativity And Healing, Raaghav Pandya, Christopher Emdin

Publications and Research

As the post-pandemic classroom and pedagogy evolve to remedy oppressive norms, young people’s mental health and alienation has taken front stage (Rahmani & Zitouni, 2022). Traditional STEM learning spaces often teach inquiry as a linear, non-deviated approach to problems about self and nature (Hrisa & Psillos, 2022). Furthermore, because our classrooms often strip students and educators of their inherent creative abilities through constant assessments, improvement scales, and market-driven expectations, classrooms cease to become places of healing (Pandya, 2021). Eastern wisdom traditions and their associated philosophies provide a unique pedagogical lens that emphasizes a deep inquiry into self, empathy, and creativity …

Ancient Wisdom & Its Cultural Relevance: Reimagining Deeper Learning In Science Classrooms Through The Lens Of Yoga And Vedānta, Raaghav Pandya

Publications and Research

Contemporary calls to reconceptualize how science is taught and understood have brought deeper learning to the forefront of education at-large for its emphasis on critical perspectives, creativity, and student-centered inquiry. Yet this paper argues that its prevailing framework remains constrained by Cartesian dualism, a materialist foundation that disassociates the individual from self, other, and nature, and falls short of addressing the mental health, environmental, and cultural challenges facing youth today. To address this limitation, this paper proposes a complementary convergence between deeper learning and the contemplative traditions of Yoga and Vedānta, whose ancient paradigms of self-inquiry, interconnectedness, and well-being offer …

Exploring Job Stressors And Burnout Among Core Faculty In Entry-Level Physical Therapist Education Programs: A Convergent Mixed Methods Study, Jj Ferguson, Adam Fritsch, Jodi L. Young

Health Professions Education

Purpose This study explored burnout among core faculty in Doctor of Physical Therapy (DPT) programs, identifying its most prevalent aspects and key organizational correlations. Methods A convergent parallel mixed-methods design integrated quantitative data from the Maslach Burnout Inventory–Educators Survey and the Areas of Worklife Survey with qualitative data from semi-structured interviews. Data were collected concurrently, analyzed independently, and merged during interpretation. Quantitative analyses used multiple linear regression, while qualitative data underwent thematic analysis. Results Eighty-one faculty completed the survey and 20 participated in interviews. Emotional exhaustion emerged as the most prevalent burnout dimension, with 51.9% reporting moderate to high levels. …

Professional Identity Development Among Nursing Students: The Impact Of Structured Reflective Practice, Abdelmonim El Fadely, Kamal Takhdat, Charaf-Eddine Ahraiba, Rahma Bouali, Sabah Selmaoui, Boujemaa Agorram

Health Professions Education

Purpose This study aimed to assess the impact of a structured reflective practice intervention on the development of professional identity among nursing students. Method A mixed-methods design was adopted. The intervention, based on guided reflective practice, was implemented with a voluntary sample of 58 participants. The evaluation relied on a quasi-experimental quantitative approach using the Macleod Clark Professional Identity Scale, with a comparison group and both pre-test and post-test measurements. A qualitative component was also included to explore the dimensions of the studied concept in greater depth. Results Quantitative findings showed a statistically significant difference between the post-test means (p < 0.001), indicating that the reflective practice intervention had a positive effect on the experimental group compared to the control group. The qualitative results further illuminated students’ reflections, which were organized into ten themes corresponding to the study’s conceptual framework: professional knowledge and skills, values and ethics, the nursing role, leadership, professional self-image, social image of the profession, sense of belonging, identification with role models, theory–practice integration, and career choice. These dimensions provided a comprehensive and nuanced understanding of professional identity, capturing the complexity of the concept. Conclusion These results support the integration of reflective practice as a pedagogical approach to fostering the construction and development of a positive professional identity. Professional identity, as a rich and multidimensional concept, goes beyond the process of professionalization—it represents its ultimate achievement.

Parents’ Utilisation Of The Literacy-Based Text Message Program Kindytxt, Amanda Binns

Research outputs 2022 to 2026

Text messaging programs have emerged as effective tools for enhancing parental engagement in children’s home-based literacy development, as substantiated by a growing body of research. This paper presents findings from a doctoral study that examined parental experiences and perceptions of a literacy-based text messaging program, with particular emphasis on how such initiatives inform and shape literacy practices in families with kindergarten-aged children. Rooted in the frameworks of social constructivism and interpretivism, the research privileges participants’ unique perspectives to explore the varied meanings parents construct around their use of the Kindytxt program. The study was theoretically informed by Vygotsky’s sociocultural theory, …

Brilliant Little Things: Drama-Based Mindfulness To Support Pre-Service Teacher Wellbeing, Christina C. Gray, John O’Rourke

Research outputs 2022 to 2026

Wellbeing is increasingly recognised as a critical concern in teacher education, yet pre-service teachers remain vulnerable to stress, burnout, and early attrition. This study examines Brilliant Little Things, an arts-based wellbeing initiative embedded within a drama education program. Using a phenomenological approach, the research draws on interviews, reflective journals, group chat posts, photographs, and artwork to explore how drama-based mindfulness practices can support the wellbeing of drama educators. Findings reveal how the production fostered reflection, connection, and emotional insight, offering a space for mindfulness and community. Narratives highlight the value of creative, relational pedagogies in strengthening resilience. This research contributes …

Gauging Affective Atmospheres In Language Teacher Education Through Dialogic Queering As Transformative Research, Julian Chen, Maggie Mcalinden

Research outputs 2022 to 2026

Inspired by feminist queering and affect theories to disrupt research norms, we drew on our felt experiences to explore the affective atmosphere of language teacher education. In this experimental work, we harnessed affect and queer theories to contest the gendered, classed, and heteronormative atmosphere of language teacher education using a form of post-qualitative inquiry that we named “dialogic queering”. Given our marginalized backgrounds (queer; academic of colour; working-class female academic), dialogic queering creates spaces to explore difficult but genuine thoughts and feelings while challenging norms entrenched in language teacher education. Underpinned by critical empathy, dialogic queering allowed us to decenter …

Feeling Giggity: Ambiguous Emojis In Teaching And Learning Communications, Mary Kynn, Nicole Reinke, Eva Hatje

Research outputs 2022 to 2026

There is an increase in the number of digital platforms used in higher education classrooms that promote using emojis to capture students’ emotions. However, there is little evidence to suggest that interpretation of emojis is reliable in this context. This pilot project explored if emojis can reliably signify the emotions expressed by first-year university students. Students were asked to record their emotions by selecting a representative emoji and using free text to describe its meaning. A total of 72 responses were recorded in an anonymous online survey. Happy face emojis were used more frequently than emojis representing neutral or unpleasant …

Schools, Space And Atmospheres: The Value Of Student Videos In Negotiating Contested Spaces In New Urban Vertical Schools, Prue Miles, Kylie Boltin, Stuart Poyntz, Jill Willis

Research outputs 2022 to 2026

Voices of young people are essential in civic discourse about thriving futures. Yet dialogue can be complicated when the experiences of adults and young people are vastly different, for example in school spaces designed by adults in cities designed for adults. Vertical, highrise inner city schools represent this intersection. A new genre of school in Australia, vertical schools symbolise aspirations for young people and livable cities as designed by adults. This paper draws from data collected in the Thriving in Vertical Schools project to explore the importance of affective learning atmospheres for students, and the value of digital stories to …

Shared Stories, Diverse Settings: A Podcast Analysis Of Stakeholder Experiences In Rural, Remote, And International Professional Experience, Marnie Harris, Narelle Lemon

Research outputs 2022 to 2026

This study explores the experiences and perspectives of individuals involved in rural, remote, and international professional experience, with a particular focus on the support provided to pre-service teachers. Drawing on data generated through a series of in-depth podcast interviews, the research foregrounds the relational and contextual dimensions of teacher preparation across rural, remote, and international settings. Rural and remote communities face ongoing challenges in attracting and retaining teachers; therefore, this study explored the vital role that partnerships and supportive networks play in preparing pre-service teachers to succeed in these and other unfamiliar professional experience contexts. Through thematic analysis, the research …

School Is No Longer A Lone Wolf Effort: Leadership Strategies For Inclusive, Community-Based School Cultures, Stuart Woodcock, Elias Avramidis, Umesh Sharma, Pearl Subban, Caroline Sahli Lozano, Harry Kullman, Tim Lorman, Sergej Wüthrich, Margarita Knickenberg

Research outputs 2022 to 2026

Based on the premise that the successful implementation of inclusion is largely dependent on the educators’ commitment to inclusive ideals, this study sought to examine the ways principals promote an inclusive vision and foster the development of associated practices in their school community. The study employed an exploratory qualitative research design, collecting data through semi-structured interviews and focus groups with 12 principals of highly-ranked inclusive schools from four countries: Australia, Italy, Switzerland, and Spain. In so doing, the emphasis was placed on the principals’ perspectives and practices that contribute to the development of an inclusive school culture. The iterative process …

The Ecology Of Hope: Building Rainbows In Education Systems, Jennifer Achari

Research outputs 2022 to 2026

Hope is frequently invoked in education, yet rarely theorised. Where it has been theorised, it has been understood in two largely separate ways: as an individual psychological capacity, in the positive-psychology tradition and as a critical-emancipatory stance, in the pedagogy of hope. This article proposes a third: a theory, the ecology of hope, that locates hope not in the individual alone but in the relationship between a person and the systems that surround them. Bringing the cognitive psychology of hope into dialogue with ecological systems theory, the social-ecological account of resilience, and utopian methodology, in which a better society is …

A Delicate Balance: Experiences And Wellbeing Of Pre-Service Teachers Navigating Demands And Benefits Of Studying While Working As A Teacher, Caroline F. Mansfield, Jane Kirkham, Narelle Lemon, Lisa Papatraianou

Research outputs 2022 to 2026

In the face of a global teacher shortage various strategies are being used to bolster the teaching workforce. In Australia, one such strategy has been to employ pre-service teachers under alternative permission to teach contracts. Given the recency of this phenomenon, there is little empirical evidence about the impact of this strategy on pre-service teachers, specifically how this experience may influence their wellbeing and retention in the profession. Utilising the Job Demands-Resources (JD-R) framework, this study explores the benefits and demands of alternative permission to teach arrangements on pre-service teachers, and in particular the impact on their wellbeing and career …

Extending The Theory Of Planned Behaviour To Explain Contract Cheating In The Age Of Generative Ai: Evidence From Australian Higher Education, Madugoda Gunaratnege Senali

Research outputs 2022 to 2026

Academic contract cheating (CC) poses a significant challenge for Higher Education (HE), a problem that has become more complex with the increasing use of Generative Artificial Intelligence (Gen AI) tools. While similarity detection software can flag AI-generated text, it remains ineffective in identifying CC, potentially displacing misconduct rather than reducing it. Drawing on and extending the Theory of Planned Behaviour (TPB), this study examines how traditional TPB constructs and technology-mediated perceptual factors jointly influence students’ intentions and behaviours related to CC within the Australian HE context. The findings reveal significant direct and indirect pathways linking perceived instructor involvement, detection awareness, …