The Effects Of Yoga In The Classroom On Social-Emotional Learning And Student Focus, Emily Wall

Capstones, Research Projects, and Curricula

This study investigated how students respond to brief yoga and breathwork practices being introduced in a high school biology classroom, specifically looking at the impacts to students’ social-emotional competencies, engagement, and academic focus. The theory of action guiding this inquiry was that embedding yoga practices into the classroom would decrease physical tension, decrease anxiety, increase self-esteem, and improve concentration, thus supporting their ability to engage and focus during learning tasks. The inquiry examined how students respond to a daily 10-minute yoga sequence implemented over three weeks (six class sessions). Data was collected through multiple tools, including a researcher-designed pre- and …

Summer Melt: The Transition Of Rural Students To Post-Secondary Schools, Niquan Alston

Dissertations

Rural high-achieving students face unique challenges as they prepare to transition to college. While many graduate with aspirations for higher education, a significant number fail to transition to college in the fall due to barriers that arise between high school graduation and college enrollment. Rural schools, particularly those serving low-income populations, frequently lack the resources, counseling, and exposure opportunities that help students navigate the transition from high school to postsecondary education. These circumstances leave students to manage financial barriers, incomplete paperwork, limited support, and the pressures of balancing family and community responsibilities. Their lived experiences shape the way they respond …

Student Engagement In High School Mathematics Blended Learning Classrooms, Therese A. Rinehart

Dissertations

Engagement is a student’s interest, participation, and motivation in the learning process and is a cornerstone of success in the classroom. The COVID-19 Pandemic overturned the traditional classroom, making the task of fostering engagement nearly impossible. Although pandemic-related research has largely focused on mental health and academic achievement, less attention has been given to instructional models promoting engagement in remote learning environments. Self-directed learning (SDL) is one model offering students digital autonomy and access to teachers and peers. This study examined the longitudinal data of student perceptions of their engagement through the COVID-19 Pandemic at an alternative high school and …

How Secondary Online Teachers Perceive And Implement Executive Function Strategies In Online Classrooms: A Qualitative Case Study, Erin M. Hall

Dissertations

This qualitative case study explored how secondary online teachers perceive and implement executive function (EF) strategies in fully asynchronous online learning environment. Grounded in the Community of Inquiry (CoI) framework and the Unity and Diversity Model of Executive Function, the study examined how instructional practices support cognitive flexibility, working memory, and inhibitory control. Data were collected through interviews, a focus group, and artifacts submitted by eleven secondary online teachers. Using iterative thematic analysis, four key findings emerged: (1) teachers used intentional scaffolding strategies- such as modeling, pacing tools, and checklists to support EF development; (2) they emphasized shifting cognitive responsibility …

Using The Time We Have: Exploring Collaborative Instructional Planning For 8th Grade Georgia Studies In A Title I School, Bambara Timmerman

Dissertations

Teacher collaboration in middle schools is often emphasized in educational research and policy, yet content-specific collaboration, specifically for Georgia Studies (GAS), remains underexplored. This participatory qualitative case study explored how middle school GAS teachers perceive the influence of collaborative planning on their self-efficacy, the obstacles they face when attempting to collaborate, and what they perceive would foster a culture that supports ongoing collaborative planning. Grounded in constructivist theory, including social learning theory, situated learning, and social constructivism, this study focused on teachers in a rural Title I middle school. Data collection included demographic questionnaires, interviews, observations, document analysis, and researcher …

A Phenomenological Study Of The Lived Experiences Of Administrators, Teachers, And School Personnel With Justice-Involved Students, Kandra Cosby

Dissertations

This hermeneutic phenomenological research study examined the experiences of six educational professionals, including administrators, teachers, and support staff, as they supported justice-involved students in their reintegration into traditional public schools. The study was based on Bronfenbrenner’s ecological systems theory, Hirschi’s social control theory, and Glasser’s choice theory. Semistructured interviews were used and revealed six themes: (a) fighting systems while trying to serve students, (b) relationships as safety nets, (c) protecting students from the stigma of judgment, (d) fighting bureaucratic silos, (e) philosophy wars in action, and (f) seeing the whole child. The findings indicated successful reintegration was less connected to …

Teacher Leadership And Specially Designed Instruction: A Phenomenological Study Of The Lived Experiences Of Teacher Leaders And Special Education Teachers In Elementary Settings, Tangie M. Rahming

Dissertations

This qualitative phenomenological study examined the lived experiences of teacher leaders and special education teachers as they implemented Specially Designed Instruction (SDI) in elementary school settings. Despite SDI being a federally mandated component of the Individuals with Disabilities Education Act (IDEA), research consistently shows wide variation in how teachers interpret, deliver, and sustain SDI in real classrooms. Limited professional development, inconsistent coaching structures, and varying understandings of SDI across schools contribute to persistent gaps in implementation fidelity. To address these challenges, this study explored how teacher leaders support SDI implementation and how special education teachers make meaning of their instructional …

Culturally Relevant Pedagogy In Teaching And Learning In High School Social Studies Curricula In Georgia: A Case Study, Sharon Ann Mcmeans-Lukiri

Dissertations

Despite increasing diversity within Georgia’s high school student population, it remains unclear to what extent social studies teachers incorporate Culturally Relevant Pedagogy (CRP) in the planning and implementation of their instruction. Recent research indicates that many educators continue to struggle with developing effective instructional practices that meet the learning needs of students from vulnerable communities (Liasidou & Symeou, 2018). Students from these communities often experience lower academic achievement (Ladson-Billings, 2009), and when the curriculum fails to reflect or respond to their cultural backgrounds, they are more likely to disengage from school (Ladson-Billings, 2009). This gap between students’ cultural needs and …

A Phenomenographical Study Of Rural Teacher Retention Before, During, And After The Covid-10 Global Pandemic, Stacey Lb Collins

Dissertations

ABSTRACT

This phenomenographical study investigated rural teachers’ perceptions regarding their decisions to remain teaching in rural areas, with attention to experiences before, during, and after the COVID-19 global pandemic. The research was guided by two questions: (1) What experiences do rural teachers perceive impact their decision to remain teaching in rural school systems before, during, and after the COVID-19 global pandemic? and (2) How do rural teachers perceive the role of school administrators in retaining teachers in rural systems, before, during, and after the COVID-19 global pandemic? Participants were teachers who served in rural districts prior to, during, and after …

Civics Teachers’ Perceptions Of Disciplinary Literacy Strategies That Use Primary Sources: A Case Study, Whitney Williams

Dissertations

This study has been designed as a case study to examine teachers’ perceptions of document-based strategies when combined with primary sources as pedagogical tools. The participants were ninth grade civics teachers. Semi-structured interviews, focused observations, and artifact collection were the sources of collected data. As the researcher, my constructivism guided this study through the lens of Albert Bandura’s social cognitive theory (SCT). Therefore, the participants’ perception will be interpreted through SCT concepts such as personal influences, behavioral influences, and environmental influences. Findings show a handful of disciplinary literacy strategies that occurred most often across all participants. Teachers valued an emphasis …

Sustaining Community Health Through Impactful Snap-Ed Initiatives In Utah, Lacee Jimenez, Kristi Strongo, Lea Palmer, Lendel K. Narine, Heidi Leblanc

Outcomes and Impact Quarterly

Create Better Health (CBH), Utah’s SNAP-Ed program, addresses food insecurity and chronic disease prevention through nutrition education, policy, systems, and environmental (PSE) initiatives, and social media marketing. From 2024 to 2025, CBH reached over 13,500 Utahns through direct education and 81,000 through community interventions. Evaluation results showed significant improvements in nutrition behaviors, including increased fruit and vegetable intake, food resource management, and label use. Follow-up surveys showed sustained behavior change. CBH’s comprehensive approach demonstrates measurable public health impact and points to the importance of continued investment in nutrition education and food access programs to build healthier, food-secure communities.

Empower Yourself Through Self-Defense: Enhancing Personal Safety Through Self-Defense Education, Stephanie Carlson, Naomi Brower, Aaron Hunt

Outcomes and Impact Quarterly

The Empower Yourself Through Self-Defense program, developed by Utah State University faculty in 2024, builds participants’ confidence by equipping them with self-defense knowledge and skills. Participants reported reduced fear, increased preparedness, and strong interest in continued training. The program enhances personal safety by empowering individuals with practical skills for self-protection.

Outcomes And Impact Of An E-Commerce Extension Program In Rural Utah, Amanda D. Ali, Paul Hill

Outcomes and Impact Quarterly

Utah State University Extension’s E-commerce Accelerator (ECA), a mentoring service of the Rural Online Initiative, provides hands-on e-commerce training to small rural businesses in Utah. From January 2024 to July 2025, thirty-five (35) businesses have successfully created online sales websites, with 27 (68%) reporting increased sales revenue.

Community College Faculty Members’ Perspectives On The Use Of State-Mandated Learning Outcomes, Tabetha J. Garman

Electronic Theses and Dissertations

State-mandated learning outcomes (LOs) have become central to curriculum design and instructional policy in higher education, yet little is known about how faculty perceive, implement, and assess them, particularly in community college settings. This qualitative study investigates faculty experiences at a rural Southeastern community college through semi-structured interviews with full-time faculty across STEM, Humanities, and Behavioral and Social Sciences. I explored how instructors interpret outcomes, integrate them into courses, assess student achievement, and evaluate their effectiveness. Findings revealed notable disciplinary differences: Science faculty emphasized alignment and standardized assessment, while Humanities and Social Sciences prioritized flexibility and qualitative evaluation. Across all …

2025 Cardozo Law Library Annual Report, Dr. Lillian & Dr. Rebecca Chutick Law Library

Library Annual Reports

This annual report presents an overview of the Dr. Lillian & Dr. Rebecca Chutick Law Library’s activities and accomplishments during the 2024–2025 fiscal year. It includes highlights on research instruction, faculty and student services, collections management, classroom technology, scholarly communications, and strategic priorities for 2025–2026.

Educational Methods For Fostering Sustainability Competencies: A Toolkit For Integration Of Sustainable Education In Engineering, Clara Hallgarth

Master's Theses

This thesis proposes a framework to assist in developing educational activities targeting the longitudinal growth of sustainability skills, knowledge, and attitudes (cumulatively known as competencies), contextualized in a Toolkit for engineering educators. This framework is applied to three civil engineering classes in a teaching-oriented university to demonstrate potential applications and limitations. Sustainability integration in higher education institutions has been recognized as increasingly important as complex sustainability challenges continue to develop and arise. Sustainable education, a pedagogical framework and collection of educational methods, has been shown to produce students with the key sustainability competencies needed to address sustainability challenges and promote …

From Policy To Practice: How Institutional Interpretations Of Ferpa Shape The Campus Safety Conversation, Britney Deaver

Electronic Theses and Dissertations

The Family Educational Rights and Privacy Act (FERPA) is a foundational federal law designed to protect the privacy of student education records. FERPA includes exceptions—such as for health and safety emergencies—that institutions may interpret and apply in varied ways. This qualitative study explores how higher education professionals across diverse institutional contexts conceptualize and apply the health or safety exception, and how those interpretations influence campus safety practices and policy-making. Through semi-structured interviews with compliance officers and administrators, the research examines the intersection of federal policy, institutional culture, and individual judgment.

Findings reveal a range of interpretations shaped by institutional risk …

Practices To Possibility: A Narrative Inquiry Examining Practices Supporting Post-School Outcomes For Students With Disabilities, Joshua Reese

Electronic Theses and Dissertations

The purpose of this qualitative narrative inquiry was to examine how educators in high-performing districts that met or exceeded state targets for Individuals with Disabilities Education Act (IDEA) post-school outcomes implemented and sustained evidence-based practices to support successful transitions for students with disabilities. Despite decades of legislative mandates and educational reforms, students with disabilities continue to experience disproportionately lower rates of employment, postsecondary education, and independent living compared to their peers. This study sought to identify not only which practices are effective but also how they are operationalized and maintained within school systems.

Two Tennessee districts identified by exemplary performance …

Perceptions Of Mississippi Parents Of Youth And Young Adults With Autism Regarding Relationship Training And Sex Education, Peter Mccormick

Honors Theses

This study used analysis of variance (ANOVA) to determine if there was a significant difference between the age of a parent with a youth or young adult with ASD (autism spectrum disorder) and the age of their child when they plan to discuss the three sex education and relationship training topics of sexual intercourse, sexually transmitted diseases, and contraception. The results of the ANOVA were not significant for the sex education and relationship topics of sexual intercourse F (2, 22) = 1.485, p = 0.248 and contraception F (2,22) = 3.059, p = 0.0667. However, the results of the ANOVA …

The Impact Of Multiple Measure Placement In Determining College Readiness On Student Perceived Readiness, Steven A. Szeszko Ii

Theses & Dissertations

The purpose of this research is to propose a qualitative grounded theory study that explores the impact of multiple measures placement on determining college readiness as perceived by students, specifically within a community college located in South Central Texas. During the COVID-19 pandemic, colleges and universities found themselves needing an alternative method to the traditional college placement testing to determine student readiness for college courses. This change impacted not only the higher education sector but also students. Therefore, this study will collect data from approximately 20 students, through the use of open-ended electronic student questionnaires and interviews, filtered for patterns …

Table Of Contents - Jaepl - Volume 30, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

No abstract provided.

Front Matter - Jaepl - Volume 30, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

No abstract provided.

Full Issue Of The Journal Of The Assembly For Expanded Perspectives On Learning Volume 30, Wendy Ryden, Jonathan M. Marine

The Journal of the Assembly for Expanded Perspectives on Learning

No abstract provided.

Writing Without Peter: Reflections On Peter Elbow And His Legacy: Peter Elbow The Philosopher, Irene Papoulis

The Journal of the Assembly for Expanded Perspectives on Learning

On the occasion of Peter Elbow’s passing, we read many tributes and praises commemorating him and the foundational contributions he made to the multi-faceted field of writing studies. But as we know, even as Peter’s ideas were lauded and embraced, they were also questioned by many, including other renowned members of our profession.

“Narrative Medicine Saved My Life”: Writing Is A Verb As Well As A Noun, Marian M. Maccurdy, Sarah Robinson

The Journal of the Assembly for Expanded Perspectives on Learning

Dedicated to Professor Peter Elbow 4/14/1935 – 2/6/2025

I, Marian, began my career as a graduate student in medieval literature who had a teaching assistantship to fund her degree. As a graduate student I lived in a world that saw writing as a noun, something done and finished, not as a verb, a process that shows us a world that is as ever-changing as we are. But as a writing teacher I found myself sliding into the world that writers inhabit, and

The Giving And The Receiving: Spiritual Traditions And Teaching, Aepl Summer Conference 2025, Estes Park, Co., Bhushan Aryal, Beverly Brannon, Geri Deluca, Nate Mickelson, Laurence Musgrove, Kristin B. Rajan, Adrian Matt Zytkoskee

The Journal of the Assembly for Expanded Perspectives on Learning

Editor’s note: This past year, AEPL held its first full, in-person conference since the pandemic at our beloved Estes Park location in the Rockies. To commemorate the return of this staple event for our organization, here’s a snapshot of one of the workshops, led by immediate past AEPL Chair, Geraldine DeLuca, “Writing Our Spiritual Autobiographies,” in which DeLuca asked attendees to consider, where and how did we begin, spiritually? What sustains us now? Deluca provided three prompts by Wallace Stevens, Karen Armstrong, and Audre Lorde to aid attendees in their reflection and writing processes. These prompts appear at the end …

Review: Williams, Bronwyn T. Literacies In Times Of Disruption: Living And Learning During A Pandemic., Ashna Singh

The Journal of the Assembly for Expanded Perspectives on Learning

This review is structured around three central concepts that Williams develops throughout this book: affect, assemblages, and the connection between memory and identity. In Literacies in Times of Disruption: Living and Learning During a Pandemic, Williams focuses on the narratives of over thirty university students at the University of Louisville to examine how their literacy practices and emerging identities were influenced by physical, emotional, and structural crises.

Bringing Mindfulness Into First-Year Composition, Matt Lemas

The Journal of the Assembly for Expanded Perspectives on Learning

I first stumbled upon the relationship between mindfulness and writing sometime after college. I had been meditating for a few years—not perfectly, but enough to notice the way it softened the inner critic and procrastinator that usually accompanied me to the page.

James Moffett’S Basic Principles, Jonathan M. Marine, Stephen Lafer

The Journal of the Assembly for Expanded Perspectives on Learning

The tricky part about trying to distill James Moffett’s basic principles is that there are so many of them. In literature, the “major” poets are separated form the “minor” for a number of reasons, but one critical criteria is development; major poets have to develop across the span of their careers, either writing in new forms, or about and with new ideas or themes. Suffice to say, Moffett developed a great deal across his career, from a focus on pedagogy to a focus on spirituality and mindfulness along with increasing consideration of educational assessment and policy. Of course, I’m overgeneralizing …

Book Reviews Introduction: Is It Just Me?, Curtis Porter

The Journal of the Assembly for Expanded Perspectives on Learning

Each of the reviews in this issue of JAEPL focus on a book that was published long before this particular crisis. The books span very different academic fields and very different research methodologies. Yet each reviewer gives a glimpse of how the research behind each book emerged from lived challenges and illustrates how that research sheds light on the daily work and daily struggle that we collectively face.