Education Commons^™

Theories Of Child Development & Theories Of Religious And Spiritual Development (Rsd) In Children, Marjorie Lindner Gunnoe

University Faculty Publications and Creative Works

This essay introduces readers to the foundational theories of child development and the ways in which these theories have been applied or extended to children’s religious and spiritual development (RSD). By “foundational theories,” I mean the theories introduced in the opening chapters of developmental textbooks. This essay is not a theological critique of psychological theories (for this, see Gunnoe, 2022), nor a “state of the field” review of RSD (for this, see Boyatzis, 2023). Rather, it is a primer on the broad theoretical approaches that scaffold contemporary research on RSD.

Guide To The Department Of Religious Studies Records, University Of San Diego Department Of Religious Studies

University Records

These records contain correspondence, reports, and meeting minutes pertaining to the Department of Religious Studies in the early 1970s. The majority of these records pertain to discussions about the Catholicity of the merging USD College for Men and College for Women and general education requirements in religion.

Finding Aids are tools used to aid research by describing the materials in a collection. University Records Finding Aids include historical and/or biographical information along with a description of the collection and a folder listing of the content.

To view this collection please email University Archives and Special Collections staff at [email protected].

Guide To The University Ministry Records, University Of San Diego University Ministry

University Records

The records of University Ministry (formerly Campus Ministry) document the foundation of Ministry as a campus department. Records also include planning materials for the variety of activities and programs offered by University Ministry as well as photographs and video highlighting outreach programs and retreats.

Finding Aids are tools used to aid research by describing the materials in a collection. University Records Finding Aids include historical and/or biographical information along with a description of the collection and a folder listing of the content.

To view this collection please email University Archives and Special Collections staff at [email protected].

Guide To The Student Affairs Records, Thomas Burke, University Of San Diego. Student Affairs

University Records

The division of Student Affairs at the University of San Diego consists of a wide range of services and resources focused on student wellness and support. Student Affairs is broken down into five main categories: academic support, health and wellness, campus resources, get involved, and finding community. The materials in this collection include photographs from events, information guides, meeting and committee records, as well as student surveys conducted by the Higher Education Research Institute.

Finding Aids are tools used to aid research by describing the materials in a collection. University Records Finding Aids include historical and/or biographical information along with …

Guide To The Honors Convocation Records, University Of San Diego

University Records

The University of San Diego Honors Convocation records consists of Honors Convocation invitations, programs, planning materials, and correspondence for the Honors Convocation from 1961 to 2024.

Finding Aids are tools used to aid research by describing the materials in a collection. University Records Finding Aids include historical and/or biographical information along with a description of the collection and a folder listing of the content.

To view this collection please email University Archives and Special Collections staff at [email protected].

Guide To The Commencement Program Records (University Of San Diego), University Of San Diego

University Records

These records include the planning materials, speech transcripts, programs and invitations for University of San Diego commencements.

Finding Aids are tools used to aid research by describing the materials in a collection. University Records Finding Aids include historical and/or biographical information along with a description of the collection and a folder listing of the content.

To view this collection please email University Archives and Special Collections staff at [email protected].

Guide To The Educational Opportunity Program Records, University Of San Diego

University Records

These records document the functions of the Educational Opportunity Program at the University of San Diego. Among these materials are publication materials about the EOP, orientation information, correspondence from University administrators about the program, and newspaper clippings regarding minority students at USD.

Finding Aids are tools used to aid research by describing the materials in a collection. University Records Finding Aids include historical and/or biographical information along with a description of the collection and a folder listing of the content.

To view this collection please email University Archives and Special Collections staff at [email protected].

2024-2025 Annual Security And Fire Report – Weatherford Campus, Southwestern Oklahoma State University

ANNUAL SECURITY & FIRE REPORTS

This is the 2024-2025 Annual Security and Fire Report of the Weatherford Campus by Southwestern Oklahoma State University.

2024-2025 Annual Security And Fire Report – Sayre Campus, Southwestern Oklahoma State University

ANNUAL SECURITY & FIRE REPORTS

This is the 2024-2025 Annual Security and Fire Report of the Sayre Campus by Southwestern Oklahoma State University.

Frances E. W. Harper, “We Are All Bound Up Together” (10 May 1866), Garth Pauley

University Faculty Publications and Creative Works

Frances Harper’s address at the 1866 National Woman’s Rights Convention was a visionary speech on civil rights, citizenship, and civic identity. In it, Harper skillfully negotiated the context of nineteenth-century reform politics while remaining true to her vision. The message of her speech was grounded in both her experience as a Black woman and her theological convictions. A close reading of the speech shows that key elements—including its signature line—have been misunderstood and unappreciated.

Liberatory Motherhood: A Framework & Praxis For Caring And Scholaring Otherwise In The Neoliberal Academy, Bhavika Sicka

Educational Leadership & Workforce Development Faculty Publications

This article contributes to the emergent literature on motherhood in neoliberal higher education by proposing liberatory motherhood as a theoretical framework and praxis to deconstruct and reconstruct motherhood in the neoliberal academy. The author, an early-career immigrant woman scholar of color, uses feminist autoethnography to critically examine the disempowering, disembodying, and departicularizing effects of neoliberal subjectivation on motheracademics, foregrounding her lived experiences of caregiving in her analysis. She approaches academic motherhood through a prismatic lens of a pluralistic feminist rhetorical analysis that emphasizes interrelationality, tracing her experiences of caring and producing otherwise as a way to signal opportunities to reembody …

The Launch Of An Undergraduate Accelerated Program: Initial Quantitative Data, C. Tomovic, M. Bartlett, M. Tomovic, V. Jovanovic, S. Bawab

Educational Leadership & Workforce Development Faculty Publications

The launch of an accelerated Training Specialist undergraduate program at a U.S. public university began with a pilot course in Fall 2024. This paper presents initial quantitative findings from pre- and post-course surveys designed to assess students' perceptions of the benefits of accelerated courses, as defined in the literature, as well as their self-perception as self-directed learners. The survey results revealed significant changes in students' views on the advantages of accelerated courses, particularly in terms of completing their degree more quickly and better managing family obligations. Additionally, the surveys showed a notable shift in students' perceptions of themselves as self-directed …

Debt Decisions: The Effects Of Paying For College In The United States With Student Loans, Kim E. Bullington, David J. Thomas, Minghui Hou, William L. Nuckols, Dennis E. Gregory, Joshua L. Howell, Kaycee L. Bills, Amy-Leah Joaquim

Educational Leadership & Workforce Development Faculty Publications

Student loans have increasingly become a burden on individuals. This qualitative analysis explores how structural inequities and financial literacy gaps influence U.S. student loan borrowers’ decisions to finance postsecondary education. The study highlights racial and economic disparities examining participants’ reflections on debt aversion and systemic barriers to equitable access. We asked why participants took out Federal student loans, asked about their decision processes when taking on debt, whether participants took any action to reduce accumulated debt, and if they’d made any discoveries about their decisions to take on student loan debt. After coding and a thematic analysis, five themes and …

Self-Efficacy And Stem Education: A Study Of Family And Consumer Science Teachers In Pennsylvania, Charlene Smith, Philip A. Reed

Educational Leadership & Workforce Development Faculty Publications

Science, technology, engineering, and mathematics (STEM) education has become widely promoted. Family and Consumer Sciences (FCS) uses science to improve home life while reinforcing technology, engineering, and mathematics principles. However, FCS is not usually recognized as a STEM subject. The purpose of this study was to determine what factors may affect FCS teachers’ level of self-efficacy in teaching STEM to provide supports that improve teaching practices. This quantitative study surveyed secondary FCS teachers in Pennsylvania using the T‐STEM Survey for Elementary Teachers. Results were analyzed using descriptive statistics and simple linear regression analysis was performed to determine the predictive …

Employers' Perceived Value Of High School Industry Recognized Credentials, Teri Harris, Mickey Kosloski, Philip A. Reed

Educational Leadership & Workforce Development Faculty Publications

The purpose of this study was to determine whether industry-recognized credentials (IRCs) earned in secondary school led to quality employment and which IRCs should be integrated into career and technical education (CTE) high school courses. Using survey data from business leaders across the 14 nationally recognized Career Clusters (Advance CTE, 2024a), credentials were ranked by importance within five program areas (n = 257). Pareto analysis revealed 80% of respondents rated health sciences, family and consumer sciences, and agricultural sciences credentials highest, while business/marketing and skilled/technical sciences/STEM credentials did not rank in the top 20%. This research provides empirical evidence for …

Teaching, Engagement, And Support: A Ccfsse Analysis Of Full- And Part-Time Cte Faculty In Community Colleges, Michelle E. Bartlett, James E. Bartlett

Educational Leadership & Workforce Development Faculty Publications

This study examines the characteristics, perceptions, and experiences of full-time and part-time career and technical education (CTE) faculty in community colleges using data from the Community College Faculty Survey of Student Engagement (CCFSSE) from 2017 to 2023. Descriptive and inferential analyses in SPSS were used to address four key areas: faculty demographics, perceptions of student engagement and teaching impact, views on student support services, and experiences with professional development opportunities. The findings revealed distinct differences in demographics and faculty perceptions, highlighting areas where part-time instructors often face challenges compared to their full-time counterparts. Insights into the availability, value, and integration …

Examining Geographic Access To Specialty Education In Richmond, Virginia, Nonso Akunwafor

UROP Posters

This study examines how the geographic distribution of selective admissions schools (SAS) in Richmond, Virginia, affects student enrollment patterns and access to specialized education. It aims to (1) identify whether spatial distribution and transportation availability create barriers to accessing SAS and (2) evaluate possible solutions for improving access to specialty education. SAS in Richmond are secondary schools with specialized and rigorous academic programs, requiring a selective process for admissions. Existing research has explored the equity implications of the admissions processes of these types of schools, but limited research addresses access from a geographic perspective, particularly for Richmond Public Schools (RPS), …

Teacher Practice Improvement Tool. Preliminary Version, Australian Council For Educational Research (Acer)

School and system improvement

Research shows the profound impact teachers can have on student outcomes. The Teacher Practice Improvement Tool (TPIT) describes the practices of highly effective teachers, based on an extensive review of international research. Five domains—or aspects of practice—have been identified from this evidence. These areas of teachers’ work are strongly interrelated. The TPIT provides a point of reference for teachers to reflect on their current practices and identify areas for professional growth. This tool can be used for teacher self-reflection and to identify specific areas for further professional growth. The TPIT can also be used by aspiring teachers and other education …

A Place To Talk About Family Change: A Guide To Creating An Affinity Space For Children Of Divorce, Eliza Kissick

Graduate Student Independent Studies

This independent study includes a rationale, a review of relevant related research, and a nine-session affinity space curriculum designed for children ages 6–8 who are navigating family changes such as divorce, separation, and blending.

International Students’ Perceptions And Experiences Of Institutional Diversity Initiatives And Self-Authorship Attainment: A Mixed Methods Study, Sandra Ayivor

Graduate Theses, Dissertations, and Problem Reports (ETD)

Higher education institutions in the United States have responded to years of discrimination through several diversity initiatives. Although research has indicated the merits of such initiatives on student development, the outcomes are not uniform across all student populations. Moreover, student development discourses have often excluded the experiences of international students. Employing a convergent mixed methods approach, this study investigated the perceptions and experiences of international students at a flagship land-grant higher education institution in the Appalachian region of the United States regarding institutional diversity initiatives and their self-authorship based on some demographic characteristics (i.e., gender, age, marital status, religion, continent, …

A Critical Narrative Inquiry Into The Experiences Of Latino Male Graduate International Students Attending A Pwi, Cesar Miguel Castellon Gort

Graduate Theses, Dissertations, and Problem Reports (ETD)

This qualitative study examines how Latino male international graduate students navigate identity, belonging, and exclusion within U.S. higher education. Although international enrollment has increased, the experiences of this student population remain largely invisible in research and institutional practice. Guided by Intersectionality and Latino Critical Race Theory (LatCrit), this study investigates how intersecting dimensions of race, language, age, gender, and immigration status shape these students’ academic and social experiences. Using a critical narrative methodology, data were gathered through semi-structured interviews and identity web exercises with four participants. Employing story chaining to link individual narratives, four central themes emerged: 1) Racialized and …

Educational Behavioral Strategies For Students Who Have Encountered Adverse Childhood Experiences, Andrea J. Sullivan

Theses, Dissertations and Capstones

Adverse childhood experiences (ACEs) affect approximately 1 in 4 children in the United States, often resulting in behavioral and developmental challenges within school settings. This qualitative case study applied Thomas et al.’s (2019) trauma-informed framework to examine the extent to which 15 Title I elementary teachers in a rural West Virginia district implemented evidence-based practices to address trauma-related behaviors. Using semi-structured virtual interviews and a peer-reviewed protocol, data were thematically analyzed across key domains including trauma screening, interdisciplinary collaboration, positive behavior intervention systems (PBIS), cognitive-behavioral strategies, restorative practices, multitiered systems of support (MTSS), social emotional learning (SEL), and family engagement. …

Community-School Partnerships In Action: Exploring Student Needs, Outcomes, And Perceptions In A Communities-In-Schools Program In North Texas, Teresa Vega Uriostegui

Educational Leadership & Policy Studies Dissertations - Archive

The purpose of this study was to examine the extent to which elementary students’ characteristics and educational backgrounds were associated with their identified need of academic, behavioral, and social service supports, and how these factors were associated to students’ end-of-year outcomes, as in improvement related to the support services they received. In addition, the study aimed to explore students’ perceptions of their satisfaction with and experiences of the integrated support services provided through the CIS program. This study, conducted in three Title 1 public elementary schools in suburban North Texas, included 306 students in grades PreK through 5^th. …

Understanding Food Insecurity Among International Students At Ohio University, Kyle Butler, Joshua Osondu

Sustainable Living Hub Reports and Publications

Recently, food insecurity has emerged as a concern among the student body of Ohio University (OHIO), particularly among its international graduate students. This survey study was undertaken to provide data to inform OHIO’s response to food insecurity among its international graduate students.

Reframing Leadership: The Role Of Gender, Race, And Identity In Shaping Women’S Leadership Journeys In Higher Education, Tania Carlson Reis, Kaitlyn A. Kaesebier

Teacher Education Faculty Publications

This chapter outlines the history of women in higher education. It begins with a description of the disproportional entrance of female students in higher education and how delayed access led to gender imbalance in current college and university leadership. It outlines the intersection of social role theory and barriers that impede the progress of female leaders, and the challenges of women's choice as an explanation for the low number of women university presidents. Barriers experienced by women leaders is also discussed. The chapter closes with solutions to current higher education practices that could improve gender balance in leadership.

An Exploration Of Inquiry-Based Learning: Effects On Critical Thinking, Engagement, And Achievement, Madelyn J. Mehr

All Electronic Theses and Dissertations

This thesis explores the effects of inquiry-based learning on three key student outcomes: critical thinking, engagement, and academic achievement. Drawing on studies from which the methodology was applied across K-12 and higher education settings, this review summarizes empirical findings to identify strengths and limitations. Inquiry-based learning is frequently associated with improvements in student participation and reasoning skills due to its emphasis on providing opportunities for hands-on investigative processes and collaborative work; however, the magnitude of these effects varies based on the type of inquiry-based learning used and the level of instructional support. In this paper, literature was reviewed on different …

Balancing Innovation And Attention: A Review Of Digital Distraction, Self-Regulation, And Technology Policy In Modern Classrooms, Kayla R. Schlichting

All Electronic Theses and Dissertations

This literature review examines how digital technology influences student attention, engagement, and self-regulated learning in 1:1 classrooms. Across 30 studies, technology is deemed neither inherently harmful nor helpful; rather, its impact depends on how technology is used and the instructional design the educator employs. Digital distractions, such as smartphones, multitasking, and peer interruptions decrease focus and negatively impact academic performance. However, strategies such as goal setting, structured note-taking, reflection, and feedback loops help students develop greater self-regulation and manage their engagement. Overall, this review emphasizes the need for clear and consistent expectations, well-designed technological lessons, and intentional instruction, especially as …

Recovering Motor Skills, Grit, And Social-Emotional Learning Through Art Education: The Lasting Impact Of Covid-19 On Middle School Students Who Were In Kindergarten–Third Grade During The Pandemic, Melissa A. Mckinnon

All Electronic Theses and Dissertations

The COVID-19 pandemic disrupted education, and students in early grades missed critical motor and social-emotional skill development. These students are now in middle school, where delays are evident in motor skills and decreased perseverance. This review examines how arts education can help rebuild these losses. The literature reviewed focused on studies published between 2020 and 2024 across the fields of education, psychology, neuroscience, and art therapy. Themes include motor skill development through art, cognitive growth and executive functioning, social-emotional learning, and grit and perseverance through art projects. Art education offers a unique setting for holistic recovery, but this requires educators …

Nature-Based Learning In Visual Arts Education, Ava D. Raisanen

All Electronic Theses and Dissertations

This literature review and application thesis examines the concerns related to nature-deficit, specifically screen usage, student disengagement, and mental health issues. This review examines how nature-based educational approaches can enhance mental health, improve academic performance, and connect to various topics, including Indigenous culture and interdisciplinary art approaches that integrate multiple subjects. The lesson plans provided in the application are rooted in culturally relevant, nature-based approaches for students in grades K-12, including an Indigenous-inspired lesson for elementary, middle, and high school art.

Co-Teaching Models To Meet Academic And Behavioral Needs Of Elementary School Students, Shannon L. Roy

All Electronic Theses and Dissertations

Co-teaching is a collaborative instructional model in which general and special education teachers work together to plan, deliver, and assess supporting students with and without disabilities. Research indicates that successful co-teaching requires strong collaboration and communication skills between educators. Co-teaching positively impacts student engagement, academic performance, and social-emotional development, particularly those students with Emotional Behavioral Disorder (EBD). Co-teaching ensures that students have their right to education in the general education setting, creating an inclusive classroom environment.