Education Commons^™

Truth, Trials, And Triumphs Of The Tenure Journey: Faculty Of Color In Higher Education, Derrick E. Crim

The Journal of Advancing Education Practice

Faculty of Color (FOC) face tough challenges when it comes to earning tenure and promotions. Problems like systemic inequities and biased evaluations make it harder for institutions to uphold trust and fully benefit from the diversity FOC bring. These faculty members often bring fresh perspectives shaped by their unique journeys, enriching academic spaces. Fitting into the exclusive social circles and culture of academia takes a lot of resilience and confidence. Further, issues like isolation, tokenism, and racism make things even tougher. Isolation stems from the lack of representation and supportive communities, while tokenism creates extra service demands without proper recognition. …

Anti-Racist Practices Are Always The Answer: Fixing The Gap In Literacy Instruction For Black And Brown Students, Natalie Sticht

Soaring: A Journal of Undergraduate Research

Disparities among Black and White students in reading proficiency are stark. Specifically, these disparities can be seen by comparing the average test scores of RCSD, a racially segregated public school district, and that of all of New York State. This disparity is hugely important because literacy skills are the cornerstone of education. Along with literacy being necessary in the field of education, it is essential in the fields of communication and neuroscience. A potential solution to this problem is by integrating multiple dialects of English into English classrooms, namely African American Vernacular English [AAVE] and other dialects that students speak …

The Impact Of Structured Debates On Developing Speaking Proficiency In English Language Learners: A Case Study With 2nd Year Students In The Course Of English Language Skills 4, Trendeline Haliti

International Journal of Business and Technology

This paper provides a comprehensive analysis of debates as a pedagogical tool in English language education. This study investigates the impact of structured debates on developing speaking proficiency in English language learners, specifically focusing on second-year students enrolled in the course "English Language Skills 4." Utilizing the Lincoln-Douglas format, the research examines how debates enhance fluency, accuracy, and linguistic complexity in speaking and not only. Data collection methods included direct observation during the debates and analysis of reflection letters written by the students post-debate. These reflection letters provided insights into the students' perceptions of how participating in the debate affected …

2025 Consistent Senate Meeting Time, Student Senate-Winona State University

Student Senate Passed Motions

Winona State University (WSU) Student Senate passed a motion on December 3, 2025 to support a consistent Student Senate Meeting time, to ensure all elected Senators can attend meetings.

Pathways To Possibility: A Multilingual Perspective In Community Colleges, Alex Matson

Master's Projects and Capstones

Community Colleges (CCs) play a vital role within both their local communities and the broader American educational system. This study examines the role of the community college, with particular attention to its English Speakers of Other Languages (ESOL) programs, and the structural dynamics of public funding. Despite the recognized significance of community colleges, the allocation of public funding, distinctly for ESOL programs, continues to reflect structural imbalances. Although research demonstrates the significance of community colleges in widening learning opportunities for marginalized students, critical pedagogy reminds us that educational access remains structurally unequal.

Emerging research indicates that the transformation of placement …

Neuroadaptive Return On Investment In Education: A Critical Review Of Eeg And Eye-Tracking For Decision Optimization, Piper Hutson, James Hutson

Faculty Scholarship

This article advances a critical synthesis of a proposed neuroadaptive return on investment framework that integrates electroencephalography and eye-tracking into educational decision systems. The analysis situates neuroadaptive ROI within scholarship on neurodiversity, engagement, and adaptive learning, arguing that process-level indicators of attention, cognitive load, and persistence merit inclusion alongside conventional outcome metrics in investment models. Methodological scrutiny examines construct validity for neural and gaze indices, requirements for multimodal fusion, calibration across heterogeneous learner profiles, and threats to internal and external validity in classroom contexts. Evidence from pilot implementations suggests feasibility for real-time pacing, friction-point detection, and targeted resource triage, although …

A Curriculum For Teaching English-Speaking Fluency, Jue Xia

Master's Projects and Capstones

This field project intends to apply theories of second language acquisition to practical implementations. The purpose of this project is to design a curriculum that teaches speaking fluency to low level English literacy English as a Second Language (ESL) learners. The theoretical frameworks it uses are Stephen Krashen’s Input Hypothesis Theory (Brown 2014, p.288), Barry McLaughlin’s Attention-Processing Model (Brown 2014, p.292), Lev Vigotsky’s Sociocultural Theory (Brown 2014, p.295). Fink’s (2003) Integrated Course Design model gives important insights when designing the curriculum. In the project, the author developed three themed units to teach speaking skills. In each unit, three modules are …

Social Thinking And Me: Effectiveness For A Middle School Student, Grace Vetter

Dissertations, Theses, and Projects

This project explored the effects of the Social Thinking and Me intervention curriculum with an eighth-grade male student diagnosed with autism spectrum disorder, attention deficit hyperactivity disorder, oppositional defiant disorder, obsessive-compulsive disorder, and anger aggression. The student engaged in disruptive behaviors such as stomping, growling, and refusal, which interfered with student learning. The student was taught using the Social Thinking and Me curriculum, which targets self-regulation, self-awareness, social problem-solving, and empathetic communication. The intervention was delivered in one-on-one sessions for nine weeks, supplemented by classroom support. The student’s goal was to increase his use of social thinking strategies when frustrated. …

Sa Madaling Sabi: Rebyu Ukol Sa Plain Language, Ariel U. Bosque

Dalumat: Multikultural at Multidisiplinaryong E-Journal sa Araling Filipino

Layunin ng rebyu ng literaturang maisakasaysayan ang plain language (PL), matalakay ang mga global na praktika nito, at masarbey ang ambag ng mga Pilipinong iskolar sa larangan. Makikita sa dulo ng rebyu ang sintesis ng mga natuklasan at direksiyon para sa kalagayan ng PL. Mauugat ang kasaysayan ng PL mula sa mga pagsisikap na gawing malinaw ang teknikal na pagsulat noong ika-16 siglo hanggang sa patuloy na pagsigla nito sa iba’t ibang panig ng daigdig. Kabilang naman sa mga prominenteng praktika ng plain language sa ibang bansa ang: Klarspråk (Sweden), Le Langage Clair (France), Lenguaje Claro (Spain), Leichte Sprache at …

Proposing Evidence-Based Stem Curriculum Framework For Latinx Student Success Through Meta-Synthesis Of Effective Interventions, Noushin Nouri, Maryam Saberi

Teaching and Learning Faculty Publications

This meta-synthesis critically examines curriculum elements from 23 peer-reviewed articles focusing on successful STEM interventions for Latinx students. Building on our previous systematic literature review of 196 articles on Latinx engagement in STEM, we concentrated on 23 interventions that demonstrated positive outcomes. Using van den Akker’s curricular framework, we analyzed rationale, objectives, content, learning activities, and other key components across these curricula. Our goal was to identify recurring themes, innovative approaches, and crucial nuances that contribute to these interventions’ effectiveness in supporting Latinx students’ STEM engagement and achievement. Through interpretive synthesis of these findings, we aimed to propose a comprehensive …

A Life Raft In The Storm: An Arts-Based Self-Study Of Teacher Burnout And Renewal In Special Education, Rebecca Snyder

Theses and Dissertations from DePaul University

No abstract provided.

Primary School Teachers’ Perceptions On The Implementation Of Positive Behavioral Interventions And Supports, Heather Page

Walden Dissertations and Doctoral Studies

Student disruptive behaviors are a growing problem affecting schools and teachers. Positive Behavioral Intervention and Support (PBIS) is designed to help educators reduce disruptive students. The problem at a southeastern primary school was, despite implementing PBIS, teachers were concerned the model was ineffective in terms of managing students’ disruptive behaviors. Framed using the PBIS model by Sugai and Horner, the purpose of this qualitative study was to examine teachers’ perceptions regarding implementing the PBIS model for behavior modification and what was needed to improve the program. Data were collected from 11 primary school teachers in grades K-3 using semistructured interviews. …

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), …

Cv: Jennifer Buss (Elementary Education/Special Education), Jennifer Buss

Education Department Faculty Curricula Vitae

No abstract provided.

Elementary Reading Teachers’ Experiences Implementing Individualized Instruction, Laura E. Ellis

Walden Dissertations and Doctoral Studies

Second-grade through fourth-grade teachers face challenges associated with implementing individualized reading instruction to address learning differences. A deeper understanding of teachers’ experiences can help inform future educational policies targeting educators who instruct struggling readers. The purpose of this qualitative study was to explore the experiences of elementary reading teachers who use individualized instruction to support diverse learners. The study was grounded in Tomlinson’s model of differentiated instruction, which served as the guiding conceptual framework. Using a basic qualitative design, this study’s central research question explored elementary teachers’ experiences with individualized instructional practices. Data were collected through open-ended semistructured interviews with …

Teachers' Beliefs Expressed As Personal Practice Theories: A Touchstone And Tool To Navigate First Year Teaching Challenges, Sera Shimakura, Tara Barnhart

Student Scholar Symposium Abstracts and Posters

This study examined how early-career teachers utilize Personal Practical Theories (PPTs)—core beliefs about teaching and learning—to navigate first-year challenges. PPTs represent convictions about pedagogy, engagement, and classroom management that teachers develop throughout their preparation. This two-year longitudinal study followed credential program students through training and into their first year of service, replicating and extending Levin et al. (2013).

During preparation, participants engaged in reflection to develop coherent PPTs guiding future practice. Through self-studies, peer discussions, and faculty mentorship, they assessed congruence between stated beliefs and actual implementation, creating a baseline understanding of pedagogical identity. PPT enactment during the first teaching …

Developing Accessible Narrative-Based Stem Learning Software For K-6 Braille Display Users, Dylan Ravel, Daniel Tsivkovski, Brandon Foley, Maryam Etezad, Franceli Cibrian, Ariel Han, Rajeev Joshi

Student Scholar Symposium Abstracts and Posters

This research develops a free, accessible web application that enables K-6 students who are blind or visually impaired (BVI) to learn STEM concepts using refreshable braille displays. Currently, most online learning tools are not designed for BVI students, creating a significant educational barrier.

The application interfaces with commercial braille displays and uses narrative-based learning to make STEM content approachable and engaging. By presenting material as interactive stories, students can connect with concepts while developing braille reading skills. The curriculum design prioritizes accessibility through the Accessible Rich Internet Applications (ARIA) standards and screen reader support.

The goal is to provide BVI …

Spectrum, Volume 55, Issue 11, Sacred Heart University

Newspapers (Obelisk & Spectrum)

Highlights include: SantaCon Shutdown -- The Senior Experience: President’s 63 -- Courageous Dialogue with the Ramos Institute -- Alumni Rediscover SHU with Monthly Tours -- Back-to-Back Conference Champions

Uab Will Recognize Graduating Students With Ceremonies Dec. 10, Dec. 13, Shannon Thomason

Browse All News

No abstract provided.

In-Between Spaces: First-Generation College Immigrant Experiences, Silvina Alamo Sousa-Ransford

Dissertations and Theses

It is human nature to seek a sense of belonging, acceptance, and community. College students also share this desire for connection in higher education, but some face more barriers and challenges. This study examined the experiences of first-generation college students who are also immigrants. The goal was to understand how to best support students in college, including through academic advising, at a four-year research university in the Pacific Northwest. To gain insight into the students' experiences, I interviewed participants using narrative qualitative methods guided by the framework of sense of belonging and analyzed the data utilizing Bronfenbrenner's Ecological Model. The …

December 2, 2025 Ereporter, University Of Alabama At Birmingham

eReporter (campus newsletter)

No abstract provided.

Ctrl + Alt + Inner Speech: A Verbal–Cognitive Scaffold (Vcs) Model Of Pathways To Computational Thinking, Daisuke Akiba

Publications and Research

This theoretical paper introduces the Verbal–Cognitive Scaffold (VCS) Model, a cognitively inclusive framework which proposes the cognitive architectures underlying computational thinking (CT). Moving beyond monolithic theories of cognition (e.g., executive-function and metacognitive control models), the VCS Model posits inner speech (InSp) as the predominant cognitive pathway supporting CT operations in neurotypical populations. Synthesizing interdisciplinary scholarship across cognitive science, computational theory, neurodiversity research, and others, this framework articulates distinct mechanisms through which InSp supports CT. The model specifies four primary pathways linking InSp to CT components: verbal working memory supporting decomposition, symbolic representation facilitating pattern recognition and abstraction, sequential processing enabling …

2025-12-02 Fep Checklist, Morehead State University. Faculty Senate.

Faculty Senate Records

The next steps for the FEP Checklist presented to the Faculty Senate on December 4, 2025.

Leveraging Student Data To Assess, Inform, And Develop Teachers Capacities, Nathan D. Koerber, Kenneth J. Fasching-Varner

Northwest Journal of Teacher Education

This quantitative study analyzed 47 survey responses to gauge in-service, pre-licensed teacher, and paraprofessional perceptions of cultural competency. Participants responded to the Central Vancouver Island Multicultural Society’s Cultural Competence Self-Assessment Checklist (Alpha = 0.7) to explore their awareness, knowledge, and skills in cultural competency. Moreover, through the application of Culturally Responsive Teaching (CRT) as a theoretical framework, this study highlighted how these perceptions related to culturally responsive teaching and provided several implications for their future preparation to further develop their cultural competency through the tenets of CRT. The analysis identified participant unfamiliarity with privilege and its impact, as well as …

Allan Leslie Combs: Reminiscence And Recommendation, Jonathan B. Bricklin

Journal of Conscious Evolution

The author recalls his first meeting with Allan Leslie Combs, identifying his defining trait of openness through the lens of the Trickster archetype. Drawing on the philosophy of William James, the essay concludes with a recommendation for a future edition of Combs’s book Synchronicity, specifically regarding the inclusion of precognition.

Keywords: trickster, synchronicity, William James, Allan Leslie Combs, precognition, openness

Teacher Candidates’ Attempts To Implement Anti-Ableist Pedagogy And The Constraints Therein, Benjamin Barnett-Perry

Northwest Journal of Teacher Education

In this qualitative study, I interviewed four special education teacher candidates with a stated interest in enacting anti-ableist pedagogy in their student teaching placements. I drew on Holland et al.’s (1998) figured worlds to examine their attempts to enact anti-ableist pedagogy in their classrooms and their navigation of the hierarchy within their placements. Participants entered their student teaching eager to implement anti-ableist pedagogy. However, their attempts at implementation were often met with pushback from a variety of sources and a new understanding of how much they could actually accomplish from their place at the bottom of the school hierarchy. Findings …

Preparing Teachers To Seek Out Student Voice: Grounding The Work In Critical Consciousness, Stephanie Mg Herb

Northwest Journal of Teacher Education

Seeking out student voice is a powerful and beneficial practice that requires teachers to be thoughtful and intentional. While students may feel validated when teachers respond to their input, soliciting student voice can also be harmful if not done carefully. It is necessary to use a critically conscious lens when soliciting student voice and responding to their input and feedback to best support students with historically marginalized identities. Teachers must be prepared to seek out multiple perspectives, deeply listen, and take critical action in response to the information that the students provide. By doing so, teachers can create empowering learning …

Bridging Boundaries: Integration Of Culturally Relevant Resources, James D. Ware, Evan W. Stokes

Northwest Journal of Teacher Education

This qualitative study examines the impact of culturally relevant resources on student engagement, motivation, and academic achievement in a language arts classroom. Since school curricula are increasingly scrutinized for their ability to reflect the historical and cultural diversity of student populations, this study investigates how integrating culturally relevant pedagogy can enhance learning outcomes. The study explores the student impact of blending culturally relevant teaching materials with traditional educational frameworks to foster a more inclusive and equitable classroom environment. By analyzing student feedback from a writing-intensive English course that utilized culturally relevant resources, the study seeks to provide insights into how …

Once Upon An Early Writing Experience: Connecting Memory With Literacy Instruction In Pre-Service Teacher Education, Jue Wang, Jingru Lu

Northwest Journal of Teacher Education

Through a narrative-based case study design, this research connects pre-service teachers’ early writing memories with their studies in writing instruction to explore how multi-layered and multi-faceted writing experiences across time and space influence teaching beliefs and practices. This article invites audiences to vicariously experience these pedagogical encounters, reflect on journeys to becoming writing teachers, and shed light onto the implications of teaching early writing. Comic artifacts and interview data were collected from nine pre-service teachers who learned to teach early writing/language arts in a four-year public university in the Inland Northwest. Based on the participants’ comics and narratives, four themes …

December 2025 Faculty Senate Packet, University Of Nebraska At Kearney Faculty Senate

Faculty Senate Packets

No abstract provided.