Education Commons^™

Beyond The Book: Charting New Progressions Through Improvisational Experience In Higher Education Jazz Performance Programs, Jacob L. Manny

West Chester University Graduate Theses, Dissertations, and Final Projects

Jazz improvisation is a historically rich and culturally relevant art form that is also an underutilized pedagogy in higher education music performance programs (HEMPPs). Previous research has extensively unmasked the relationship of creative, social, and cognitive benefits of improvisational learning. Yet, postsecondary institutions continually rely upon Western European colonialist practices through the isolation of music history, music theory, piano, and compositioncourses. This disconnect results in curricular designs that fail to recognize the importance of experiential learning. In this qualitative inquiry semi-structured interviews were conducted with ten participants who perform and educate globally. Participant stories unearthed not …

Framing The Gray: A Photovoice Study Of Parents’ Experiences Supporting Elementary Mathematics Learning At Home, Rebekah Ulmer

West Chester University Graduate Theses, Dissertations, and Final Projects

This narrative photovoice study explored how elementary parents understand their role in supporting mathematics at home. The research asked three foundational questions: How do parents of elementary students describe their personal experiences with learning mathematics? How do parents of elementary students describe their experiences with supporting mathematics at home with their children? What factors influence parents' experiences with mathematics? Fourteen parents, eight with experience as educators and six without, participated by sharing photographs in response to five prompts and discussing what those images meant to them. Their stories revealed that, for these families, mathematics isn't neatly divided into “school math” …

Educators’ Perceptions Of Artificial Intelligence Enabled Wearable Technology To Support The Social, Emotional, And Behavioral Functioning Of Neurodiverse Students, Jessica Taraborrelli

West Chester University Graduate Theses, Dissertations, and Final Projects

The integration of technology in education has largely focused on academic outcomes, with limited attention to students’ social, emotional, and behavioral needs, particularly for neurodiverse students. Artificial Intelligence enabled wearable technologies present promising opportunities to address this gap by providing real time data and interventions. The purpose of this quantitative study was to examine educators’ perceptions of AI-enabled wearable technology and its potential to support the social, emotional, and behavioral functioning of neurodiverse students. Grounded in the Technology Acceptance Model (TAM3) and the Collaborative for Academic, Social, and Emotional Learning (CASEL) frameworks, this study explored how perceived usefulness and its …

Stories Of Strength, Struggle, And Unchecked Boxes: An Intersectional And Mestiza Consciousness Study Of Testimonios From Latina College Students, Stephanie Pinel

West Chester University Graduate Theses, Dissertations, and Final Projects

Latina college students remain the fastest-growing student population within the United States higher education system. However, when discussing the Latina identity, monolithic assumptions remain at the forefront. When faced with systems of oppression, Latinas experience intersectional struggles that ultimately render their college experiences invisible. Using the theoretical frameworks of Mestiza Consciousness (Anzaldúa, 2021) and Intersectionality (Crenshaw, 1989) this testimonio-qualitative study explored how Latina college students made sense of their racial/ethnic identity and the intersectional forces that then shaped their testimonios of strength and struggle within higher education. I interviewed eleven Latina-identifying students utilizing a testimonio method and analyzed the data …

Where Joy Lives: Black Students, Faculty, And Staff At Pwis, Chyna Hart

West Chester University Graduate Theses, Dissertations, and Final Projects

Matriculating into Predominately White Institutions (PWIs) can be challenging for Black students due to racism. However, Black faculty and staff play an important role in combating these challenges and creating supportive and joyful spaces for these students. Using Narrative Inquiry, this study examined the role that Black faculty and staff played in fostering Black Joy for Black students at Predominately White Institutions (PWIs). Participants were self-identified Black students, faculty, and staff who are 18 years or older and were affiliated with a mid-size four-year PWI in the northeastern region of the United States. The study utilized two data collecting instruments …

Beyond The Bedtime Story Beginnings: A Qualitative Study Exploring The Phenomenon Of Family Shared Reading With Middle-Grade Children, Kelly Rorvik

West Chester University Graduate Theses, Dissertations, and Final Projects

Literacy can serve as a critical outlet for children to develop empathy and academic success. However, substantial evidence suggests that by middle school, many students develop less positive attitudes and motivations for recreational and academic reading. The purpose of this asset-based phenomenological qualitative study, framed by Attachment and Socio-Critical Literacy theory, is to examine the parental experiences of shared reading with children between the ages of 10 and 15 to understand the perceived purpose and emotional impact it has on families. The 14 participants in this study were selected through a purposive interest survey. This asset-based phenomenological study seeks to …

"No Shame In My Game": Rethinking Academic Probation In College As Transformative, Kathryn Callahan

West Chester University Graduate Theses, Dissertations, and Final Projects

This qualitative phenomenological study explored the lived experiences of college students and/or alumni who were on academic probation at some point during their undergraduate studies. All participants in this study are or were enrolled at a small, private, faith-based institution, where they experienced academic probation. This study was guided by Bronfenbrenner’s (1979, 2007) Ecological Systems Theory and Macia Baxter-Magolda’s (1992, 2001, 2006, 2009, 2012) Self-Authorship Theory, to learn how participants’ lived experiences can inform the design and improvement of institutional support programming that promotes student growth, development and retention. Twelve current or former students who experienced academic probation at some …

You Are Your Ancestors’ Wildest Dreams: A Journey Beyond The Lens Blueprinting The Influence And Impact Of Media And Podcast Pedagogy On Black And Brown Creatives In Higher Education And Beyond, Diamond N. Morgan Dr.

West Chester University Graduate Theses, Dissertations, and Final Projects

Explores the influence and impact of media and podcast pedagogy on Black and Brown creatives (BBC) in higher education. Grounded in Critical Race Theory (CRT), the Black Creative Educational Experience (BCEEs) framework, and the conceptual lenses of sociological and public podcasting, this study examines how podcasting functions as a transformative pedagogical and sociocultural tool for storytelling, identity development, creative expression, and community building within collegiate environments. Utilizing a convergent parallel mixed methods design, the study integrates quantitative survey data from 65 participants with qualitative focus group discussions to provide a holistic understanding of participant experiences across personal, professional, academic, social, …

Brilliance In The Margins: An Exploration Of The Lived Experience Of Black Women Faculty In Stem, Mykella C. Mitchell

West Chester University Graduate Theses, Dissertations, and Final Projects

This qualitative research study explores the lives of Black women STEM faculty at Ivy and Ivy+ institutions. The existing literature reveals a distinct gap in research as it pertains to this demographic, due to the limited number of Black women who hold faculty positions and the limited research that centers their voices. This study intentionally centered the voices of Black women scholars using portraiture, which helped to avoid the creation of deficit‑based stories. Furthermore, this research was guided by the conceptual frameworks of whiteness as smartness and meritocracy. Portraits were created from the lives of six tenured and tenure‑track Black …

Beyond Superpowers And Stereotypes: Female High School Band Directors Navigating Gendered Expectations In Leadership, Rachael L. Urquhart

West Chester University Graduate Theses, Dissertations, and Final Projects

Female high school band directors (FHSBDs) are significantly underrepresented (approx. 25%) in a male-dominated field. This inequity is sustained by societal gender stereotypes that create a double standard for traits like assertiveness and empathy. This mixed-methods study examined the leadership perceptions and career aspirations of female music teachers and highlighted the career obstacles and encouragements of female high school band directors (FHSBDs) by applying feminist theory to gender roles, self-concept, and leadership conceptualization. A survey of female music teachers yielded 89 responses. Then, 10 FSHBDs participated in a narrative-mapping activity and follow-up interview.

Survey data confirmed that leadership is a …

Wellness Participation Of Student-Serving Staff: The Impact On Well-Being And Student Support, Ashley L. Oostveen

West Chester University Graduate Theses, Dissertations, and Final Projects

This study examines the relationship between student-serving staff’s wellness engagement and overall well-being, their job satisfaction, and their perceived support for students. A convergent mixed-methods approach was applied while maintaining a theoretical framework rooted in Self-Determination Theory (Deci & Ryan, 1985), integrating the concepts of Hettler’s Six Dimensions of Wellness (1976). Forty-one student-serving staff across universities in a public university system in Pennsylvania participated in this study. A quantitative survey was used to measure overall well-being, wellness engagement, and support to students, while concurrent focus groups were conducted to gather insight on work-life well-being and staff’s perceived support to their …

Bridging Vision And Practice: A Case Study Of Educator Perceptions Within The Community School Model, Jessica M. Riedel

West Chester University Graduate Theses, Dissertations, and Final Projects

Guided by a qualitative collective case study employing two focus groups and six individual interviews, this dissertation in practice examined educator and community school specialist perceptions of the community school model and sought to understand how those perceptions inform the district’s approach to teaching and school operations. Findings indicated a genuine desire to make the community school model successful for students within the buildings but also emphasized a lack of role clarity and professional development opportunities, misconceptions around the model, and siloing within different programs in the schools. These results highlight the need for more communication within districts and schools …

School-Based Mental And Emotional Support For Urban Students Experiencing Traumatic Loss, Britney Daniel-Harris

West Chester University Graduate Theses, Dissertations, and Final Projects

This study explores the perception of educational staff members on school-based mental and emotional resources for urban students experiencing traumatic loss. With increased levels of research centered on enhancing training protocols to educate teachers on identifying, supporting, and guiding traumatic care through evidence-based resources, there is an opportunity to understand their experiences by hearing their voices through a narrative inquiry qualitative research design. The Substance Abuse and Mental Health Services Administration (SAMHSA) has six principles of a trauma-informed environment, which were utilized to analyze participant stories. Five teachers, one social worker, and one special education leader participated in one-on-one interviews …

Looking Beyond Minimalist Pedagogies: Rhetorical Listening As A Framework For Ethical Collaboration And Student Empowerment In The Writing Center, Abby M. Samella

West Chester University Graduate Theses, Dissertations, and Final Projects

Since its establishment, the Writing Center has strived to solidify its institutional presence as a space of student-centered pedagogy, minimalist directive approaches, and collaborative learning. However, students frequently perceive Writing Centers as the polar opposite of collaboration, frequently seeking out this support for a transactional, ‘remedial’ fix to their writing product. As Writing Centers grapple with this tension that threatens their process-driven pedagogies, scholars recognize a gap in Literature regarding collaborative approaches that empower the student through the implementation of rhetorical listening. Using the foundational framework of Rhetorical Listening as a strategy to reassert the collaborative identity of the Center …

Connecting Classroom Physics To Real-World Research: A Citizen Science Approach In Ap Physics 1, Heather M. Landgarten

West Chester University Graduate Theses, Dissertations, and Final Projects

Advanced Placement (AP) Physics 1 emphasizes evidence-based reasoning, quantitative modeling, and scientific inquiry. However, secondary science instruction often remains focused on procedural problem solving and standardized assessment rather than authentic scientific practice. This study examined the integration of citizen science projects into an AP Physics 1 curriculum to provide students with authentic research experiences while reinforcing physics concepts during the post-AP examination instructional period.

Using a classroom-based mixed-methods pre–post design, students participated in citizen science activities through publicly available research platforms, including Zooniverse. Students collected and classified authentic scientific data, analyzed real-world datasets, developed research questions, compared observations with theoretical …

The Role Of Technology In Education: Friend Or Fiend?, Michaela A. Morgan

West Chester University Graduate Theses, Dissertations, and Final Projects

In this paper we will be examining the role of educational technology in the United States through a critical lens with the purpose of arguing that the growing dependence on EdTech, standardized testing, and data-driven instruction has contributed to the privatization, dehumanization, and inequity of public education. Drawing from critical pedagogy, sociocultural theory, and educational research both recent and decades prior. In my paper I explore how technology in schools often functions less as a liberatory tool and more as a mechanism of surveillance, commodification, and control. We consider the historical roots of educational inequality, including eugenics, meritocracy, and colonial …

Teaching For Autonomy: Helping Young Students Define, Create, And Fight For A Better World, Riley Mcgowan

West Chester University Graduate Theses, Dissertations, and Final Projects

I define an Autonomous Student as a learner detached from the capitalist mindset, who learns not just to reproduce the working world but to better themselves and the future. A learner who is independent, flexible, civically engaged, connected with their community, and has their own idea of success that is not tied to the school or the economy. A learner who can uncover injustice and knows how to fight back. As it is currently set up, the education system in the US does not work toward creating autonomous students. Instead, the focus is on reproducing society as it is and …

Teaching For Meaning: Life, Death, Self And Purpose, Stephen Diromualdo

West Chester University Graduate Theses, Dissertations, and Final Projects

Teaching for Meaning is fundamentally a paper about the need for a philosophical shift in current educational goals. The current institution of public education relies on “job training skills” and ideas of “global competitiveness” as its most important outcomes. This thesis argues that not only are these goals insufficient but actually detrimental to human development. The thesis seeks a method to shift to a more humanistic approach of education through the inclusion of several potential methods. Those methods include the implementation of democratic schooling, youth participatory action research and death studies.  In order to establish those methods the thesis the …

Beyond Compliance: Creating A Disability Self-Advocacy Summit For Higher Education Using Critical Disability Pedagogy, Katie Manwiller

West Chester University Graduate Theses, Dissertations, and Final Projects

The Americans with Disabilities Act (ADA) has been in place for over 35 years, yet the systems it created to ensure equity are riddled with inherent barriers and often fail to provide equal access because of the ableism baked into American society. Institutions of higher education exemplify this failure as they largely treat disability as a compliance-issue, not as a marginalized identity that deserved dedicated inclusion efforts. Most institutions provide disability inclusion solely through the ADA-mandated accommodation process for students and employees, which falls far short of creating fully accessibility cultures. Crucially, these case-by-case processes isolate disabled people and do …

A Discrit And Anticapitalist Approach To Resisting Hustle Culture And Practicing Slow Education Through Book Club Professional Development, Angela Zhang

West Chester University Graduate Theses, Dissertations, and Final Projects

This thesis highlights hustle culture as a significant issue that impacts education today. While the concern stemmed from a personal experience with so-called burnout, the term “hustle culture” is used to emphasize the systemic nature of the overwork, burnout, and exhaustion that teachers and students face, particularly the intersections of capitalism and ableism. When tracing the history and current manifestations of hustle culture, it becomes clear that educational institutions, policies, practices, and interactions play a major role in normalizing, perpetuating, and romanticizing hustle culture as the pathway to individual success and wealth in a capitalist system. In reality, hustle culture …

Why Is It Always The Boys?: Evaluating Disciplinary Issues Within The Classroom, Brian P. Lynch

West Chester University Graduate Theses, Dissertations, and Final Projects

This thesis explores the concept of discipline in the classroom and the overrepresentation of male students in disciplinary action.  American public schools are nearly equally represented with male and female students, yet disciplinary action is taken far more frequently toward male students.  Throughout the course of this paper, a history of disciplinary action in America is relayed.  Psychological and social factors are acknowledged to explain the differences of actions in the classroom between male and female students.

To best impact students in the classroom and relieve the overrepresentation of male disciplinary issues, a community program should take place throughout the …

Democratizing Our Public Schools Through Student-Led Curriculum, Abigail Claycomb

West Chester University Graduate Theses, Dissertations, and Final Projects

The purpose of this thesis is to position a traditional public school as an adultist and authoritarian institution and correct its orientation to that of education with a democratic role. I am attempting to democratize public education for teachers and students by creating an emergent, integrated youth participatory action research academic program during the school day that reorients school to have a democratic role. First, I orient myself in this work by introducing some of my teaching experiences in the public and private domains. These experiences have led me to question the structure of school and how students are dehumanized …

Experiences Of Marginalization At The Intersection Of Race, Ethnicity, And Disability In Higher Education, Nora L. Portillo

Theses, Dissertations and Culminating Projects

Black and Latine college students with disabilities navigate higher education at the intersection of racism and ableism, yet their experiences remain underexamined. Autism and ADHD are particularly underrepresented in research and public discourse; moreover, unlike other disability categories in which students of color are overrepresented, Black and Latine children are less likely than white children to be accurately identified, and both disabilities are often framed around white prototypes. Guided by Disability Critical Race Theory, the present exploratory qualitative study used semi-structured interviews with ten undergraduates identifying as Black and/or Latine and with ADHD and/or on the autism spectrum attending a …

Holding The District Together With Duct Tape And Determiniation: A Study Of Superintendent Stress, Robert Orion Thompson

Dissertations and Theses

Researchers’ work found the superintendent role was increasingly complex. Superintendents experienced elevated stress, burnout, and turnover. However, the ways in which district context and coping strategies interacted to shape superintendent well-being remain insufficiently understood, particularly in rural settings. This study examined how school superintendents perceived and experienced occupational stress, the impact of that stress on their well-being and leadership, and the coping strategies they used. Notably, there was a focus on district size differentiation. Using a qualitative research design, data were collected through two focus groups in the western side of a rural state with superintendents representing districts with large …

Hehanyela Istogmuzapi S’E Unk’Unpi Sni (Blind No More): Storying Transgenerational Healing And Relational Indigenous Leadership Through Practitioner Research, Dowan Wasté Win Tamera Miyasato

Dissertations and Theses

This dissertation, Hehanyela Istogmuzapi S’e Unk’unpi Sni (Blind No More), examines how Indigenous leadership emerges through transgenerational healing, story, and relational accountability. Grounded in Indigenous methodologies and guided by Absolon’s (2022) Kaandossiwin framework, this practitioner research positions story not as data to be analyzed, but as method, theory, and ceremony. It asks how healing inherited wounds through story, memory, and land shapes Indigenous approaches to leadership and restores relational responsibility within educational and community spaces. The work unfolds through intergenerational and transgenerational dialogue between the author and her mother, whose stories carry the teachings of her father, the author’s grandfather. …

Retention In A Community College In A Rural State In The Midwest: Factors Associated With Persistence And Withdrawal, Samantha Reeves Grady

Dissertations and Theses

This qualitative case study examined the factors associated with students’ persistence or withdrawals from courses during the Fall 2025 semester at a community college in the Midwest. Guided by research questions exploring what factors supported students in completing their courses and what prompts course withdrawals. Data was collected through semi-structured interviews and focus groups with students who had withdrawn from one or more courses during the Fall 2025 semester. Using thematic analysis, several key themes emerged. Findings indicated that academic difficulties contributed significantly to student withdrawals. Additionally, course load intensity and competing external factors further hindered student persistence. Students, in …

Helpful Autism School-Based Services: Perspectives From The People That Received Services, Michael Angelo Grizzaffi

Dissertations and Theses

Transitioning high school students with autism, primarily with a level 1 diagnosis, from high school to independence in young adulthood has evidence-based practices. However, preferences of the students who are receiving services had not been considered before. This study reviews the thoughts of what prior high school students find helpful in the services they receive. Choosing individualized evidence-based practices is ideal for students. Prior high school students' experiences demonstrate the desire for more transition skills teaching. Leading special educators in the skills of some evidence-based practices is required for the individualization of these practices the students need to occur. Leading …

Teaching Safety Skills To Young Adults With Intellectual Disabilities In A School Setting, Nicole Freeman

Dissertations and Theses

his study was designed to determine the effectiveness of using Behavior Skills Training with or without In-situ Training to teach responding to a simulated toxic substance in young adults with intellectual disabilities in a school setting. Simulated safety skills were measured using a task-analysis of independently identifying, avoiding, and reporting the simulated toxic substance to a qualified adult (i.e., teacher, caregiver, classroom support provider). The task analysis of the identification, avoidance, and reporting was an attempt to quantify independent self-help skills on the part of the participants. The measurement procedure was consistent with previous research conducted on similar safety skills …

Gvsu Undergraduate And Graduate Catalog 2026-2027, Grand Valley State University

Course Catalogs, 1963-

Grand Valley State University 2026-2027 undergraduate and graduate course catalog. Course catalogs are published annually to provide students with information and guidance for enrollment.

The Ai Study Partner: Medical Students, Self-Directed Learning, And Individual Learning Plans, Paula Ann Hawks

Dissertations and Theses

Self-directed learning (SDL) was well-documented in many educational settings, including medical schools. However, how students incorporated SDL and independent learning plans (ILPs) in undergraduate medical education received little attention. Generative AI (GenAI) encompassed a rapidly expanding field, but medical student use was underexplored. This present study examines student perceptions of SDL, ILPs, and the use of GenAI in undergraduate medical education, particularly in preparation for the USMLE Step 1. Using an action research design, qualitative data were collected via semi-structured focus groups, individual interviews, and ILP document review. Fifteen participants were in focus groups, 13 of whom then completed individual …