Education Commons^™

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

Doctor of Education Dissertations

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

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

Doctor of Education Dissertations

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

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

Doctor of Education Dissertations

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

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

Doctor of Education Dissertations

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

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

Doctor of Education Dissertations

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

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

Doctor of Education Dissertations

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

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

Doctor of Education Dissertations

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

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

Doctor of Education Dissertations

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

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

Doctor of Education Dissertations

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

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

Doctor of Education Dissertations

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

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

Doctor of Education Dissertations

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

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

Doctor of Education Dissertations

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

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

Doctor of Education Dissertations

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

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

Doctor of Education Dissertations

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

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

Doctor of Education Dissertations

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

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

Doctor of Education Dissertations

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

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

STEMPS Faculty Publications

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

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

STEMPS Faculty Publications

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

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

STEMPS Faculty Publications

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

Why Should I Stay? Canadian Black Youth And Public Libraries, Amber Matthews

STEMPS Faculty Publications

This study used narrative inquiry and critical approaches to race to explore Black youth perceptions of public libraries and community-based programs. The study was conducted in Ontario with youth aged 13 to 24 and parents of youth. Data was drawn from semi-structured interviews with youth and parents and an arts-based qualitative tool. Libraries were identified as safe and welcoming community spaces. However, youth feel poorly represented and seek youth programs with a race-conscious and inclusive approach. Core recommendations include equitable approaches to representation, strengthening relationships with partner organizations, and addressing performative approaches to inclusion.

Designing A Tpack-Based Mobile Learning Model For Biology Education Using Nominal Group Techniques, Cik Jamaliah Abd Manaf, Shakinaz Desa, Muhammad Ikhwan Mat Saad, Helen Crompton

STEMPS Faculty Publications

Mobile learning (m-learning) enhances STEM education, particularly in biology, by supporting visualization and interaction. However, a structured framework integrating technological, pedagogical, and content knowledge (TPACK) is essential. This study designs a TPACK-based mobile learning model for biology using the Nominal Group Technique (NGT). A workshop with 10 experts identified seven key components and 67 elements, with nine elements rejected due to low consensus. The validated framework will guide model development using Interpretive Structural Modelling (ISM) to enhance critical thinking, collaboration, and digital citizenship, ultimately fostering effective mobile learning environments for biology education.

Technology Integration In Online Feminist Pedagogy, Xinyue Ren

STEMPS Faculty Publications

Feminist pedagogy refers to a liberatory way of teaching to develop democratic and transformative learning experiences in which students can be empowered to make a social change (Grissom-Broughton, 2020). Previous research showed that feminist pedagogy was often used to guide course design and development in various disciplines, such as music, art, language, and environmental education (Cannizzo, 2021; Grissom-Broughton, 2020; Jespersen, 2014; Springgay & Zaliwska, 2017). For example, in music education, instructors increased the representations of multicultural voices in course materials and applied in-depth discussions and essays as learning assessments to develop critical and reflective thinking among students. In a feminist-oriented …

The Integration Of Artificial Intelligence And Ontologies: Transformations In Knowledge Representation And Application, Grazia Serratore, Julaine Clunis

STEMPS Faculty Publications

Artificial Intelligence (AI) is reshaping the landscape of knowledge representation. There is an increasingly strong bidirectional relationship, between AI techniques and ontologies. AI techniques revolutionized traditional, manual ontology development and contribute to automated ontology construction, while ontologies enhance the performance of AI systems and their semantic accuracy. Through a comprehensive review of current literature, this paper aims to examine: i) how Machine Learning (ML) techniques contribute to the automated construction, refinement, and validation of ontologies; ii) the most widely used and effective ML approaches for ontology construction; iii) how domain-specific requirements influence the selection and adaptation of AI techniques for …

Exploring The Impact Of Generative Ai Chatgpt On Critical Thinking In Higher Education: Passive Ai-Directed Use Or Human-Ai Supported Collaboration?, Nesma Ragab Nasr, Chih-Hsiung Tu, Jennifer Werner, Tonia Bauer, Cherng-Jyh Yen, Laura Sujo-Montes

STEMPS Faculty Publications

Generative AI is weaving into the fabric of many human aspects through its transformative power to mimic human-generated content. It is not a mere technology; it functions as a generative virtual assistant, raising concerns about its impact on cognition and critical thinking. This mixed-methods study investigates how GenAI ChatGPT affects critical thinking across cognitive presence (CP) phases. Forty students from a four-year university in the southwestern United States completed a survey; six provided their ChatGPT scripts, and two engaged in semi-structured interviews. Students’ self-reported survey responses suggested that GenAI ChatGPT improved triggering events (M = 3.60), exploration (M = 3.70), …

Designing Ai-Powered Learning: Adult Learners' Expectations For Curriculum And Human-Ai Interaction, Jinhee Kim, Seongryeong Yu, Rita Detrick, Xi Lin, Na Li

STEMPS Faculty Publications

Despite the potential benefits offered by GenAI technologies to provide innovative solutions to address distinct challenges faced by working adult learners (ALs) in higher education and beyond, there is limited understanding of how best to structure AI-powered learning for this population while ensuring their distinct needs and perspectives are considered. Hence, this study aimed to determine what curriculum and student-AI interaction would be required by situating ALs’ views. Through analyzing 48 e-portfolios and in-depth interviews with 20 ALs from diverse educational and professional backgrounds, the study found that ALs perceived content mastery and developing a lifelong habit of learning as …

Bridging The Gap: The Role Of Parent-Teacher Perception In Child Developmental Outcomes, Mckayla Jensen, Mikaela J. Dufur, Jonathan A. Jarvis, Shana L. Pribesh

STEMPS Faculty Publications

Background/Objectives: Time spent with parents and educators encompasses a large portion of a child’s waking hours, with the home and early childhood education and care serving as two of the first settings in which children develop social and cognitive abilities. While previous studies have used social and cognitive tests to examine antecedents of child behavior, we extend such studies to take into account the congruence and incongruence of parents’ and teachers’ views on those antecedents. We examine the importance of parent-teacher alignment on the perceptions of a child’s personality and abilities in early development. Methods: Parents and teachers of 2968 …

Exploring Lis Curriculum: Agency, Identity, Practices, Holly Hebert, Amanda Harrison, Rene Burress, Kelly Pryde, Lauren Hays, Fei Yu, Elizabeth Burns, Cari Cusick

STEMPS Faculty Publications

The practices of LIS educators provide agency and identity for developing LIS professionals. It is essential that LIS programs interrogate their curricula to best prepare emerging LIS professionals. The Curriculum SIG will present three projects that explore practices and curriculum for LIS training.

Dr. Amanda Harrison, Dr. Rene Burress, Kelly Pryde, Dr. Cari Cusick, and Dr. Lauren Hays, will present “Teaching Accessibility in a Library and Information Science MLS program.” LIS students must develop knowledge, skills, and awareness to create inclusive, accessible libraries (American Library Association, 2018; IFLA Standing Committee of Libraries Serving Disadvantaged Persons, 2005; Jaeger et …

Addressing Anti-Black Racism In Library And Information Science Curriculum, Amber Matthews

STEMPS Faculty Publications

This paper explores the development of the graduate course Anti-Racism in Library and Information Science that was piloted at Western University in 2022 and 2023. The one-semester (13-week) course was designed with Black-led community organizations and students contributed to anti-racist information and memory work through experiential learning partnerships. The course used critical Library and Information Science (LIS) literature alongside Black Canadian scholarly perspectives that were grounded in anti-oppression and anti-racism frameworks. The course goals were for students to develop an understanding of how race and other structural inequities inform lived experiences and tools to support collaborative community-led projects. The LIS-tailored …

Assessing The Impact Of Substituting Interaction Types: An Empirical Study Of The Interaction Equivalency Theory, Scott Hauert, Tian Luo, Cherng-Jyh Yen

STEMPS Faculty Publications

Studies on learner–learner and learner–instructor interaction provide insight into the preferences and perceived effects of interaction types. However, evidence of the impact on measured performance resulting from substituting learner–content interaction for learner–learner interaction is sparse. Using an experimental design, this study examined the impact of substituting interaction types on perception of workload, perception of learning, and measured performance in an online, asynchronous, undergraduate-level setting of formal distance education. The results of this study showed (a) learner–learner interactions were perceived to be significantly more work than learner–content interactions, (b) learner–content interactions were perceived to be significantly more helpful in learning the …

University Of Texas At Tyler Course Catalog, 2025-2026, University Of Texas At Tyler

Catalogs

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