Curriculum and Instruction Commons^™

Solving For X: Centering Black Girls’ Experiences In Mathematics Education, Natasha A. Fortes

Graduate Doctoral Dissertations

Black girls can grow up, attend school, and move through their math classes without ever feeling seen as capable mathematical thinkers. Their teachers may not affirm their brilliance. Their voices may even go unheard. Math classes may not be a space where they can imagine themselves belonging. These experiences do not reflect ability. Instead, they reflect on the conditions in which they are expected to learn. This study centers the voices of Black girls and asks what they deserve from their mathematics education and instructors to develop a mathematics identity. The study is grounded in Black feminist traditions and draws …

Between Care And Competence: Rethinking Alternative Provision., Helen V. Mulligan

Plymouth Interdisciplinary Education Open Journal

This opinion piece argues that Alternative Provision (AP) in England is failing to meet the needs of vulnerable young people due to inconsistent staffing, inadequate specialist training, and the normalisation of low educational expectations. Although some AP settings demonstrate high aspirations and committed practice, the sector as a whole remains marked by variability and a lack of coherent pedagogical structure. Drawing on research into educational inequality, emotional labour, ethics of care, and professional identity, the paper contends that systemic reform is urgently required. Recommended actions include mandatory specialist training for AP staff, national standards for curriculum and pedagogy, stronger accountability …

A Poetic Call For And A Reflection And Commentary On Clarity, Understanding, Hope, Courage, And Compassion, Carroy U. Ferguson

Psychology Faculty Publication Series

Finding a published poem I had written as a teenager, titled “The Heavens Weep.” this article uses that poem as the basis for a commentary that reflects on the state of the world today (2026),  As a commentary, the article uses the poetic and metaphoric words in the poem as a relevant "reality check" for what is still going on today.  In essence, the commentary is about a call for Clarity, Understanding, Hope, Courage, and Compassion, or what I call Archetypal Energies, Higher Vibrational Energies that operate deep within our individual and collective psyches to creatively urge us to "see" …

Teachers’, Teacher Assistants’, And Classroom Aides’ Perception, Knowledge, And Implementation Of Orton-Gillingham, Doreen Sisolak

Seton Hall University Dissertations and Theses (ETDs)

This study examined teachers’, teacher assistants’, and classroom aides’ perceptions, knowledge, and implementation of the Orton–Gillingham approach to reading instruction. A mixed-methods design was employed, incorporating quantitative survey data (N = 37) and qualitative interview data (N = 9). Descriptive statistics indicated generally low levels of perception, knowledge, and implementation among participants. One-way analyses of variance (ANOVA) were conducted to examine differences based on instructional setting, years of experience, and level of Orton-Gillingham training. Results revealed statistically significant differences in knowledge and implementation by training level and years of experience, whereas no significant differences were found in perceptions across groups. …

Measuring Administrative Hiring Confidence Of Music Teachers In The Context Of Shallow Hiring Pools, Aaron M. Strum

Dissertations

The purpose of this study was to identify and measure the confidence of K-12 administrators in hiring music faculty. This study also aimed to analyze administrators’ perspectives and confidence in key stages of the hiring process, including defining job expectations, posting, advertising, interviewing, and selecting highly specialized music teachers in K-12 settings. Confidence of K-12 administrators can be gauged through their understanding of how well an applicant aligns with the specific needs of the school’s program. Three research questions guided this investigation: (1a) How confident are K-12 administrators in their understanding of music teaching pedagogy when interviewing music teacher candidates …

From Understanding To Production: A Qualitative Case Study Of Instructional Alignment And Bar Examination Readiness At One Law School, Mackenzie E. Gray

Education (PhD) Dissertations

Many law students who understand the law struggle to produce it under examination conditions.This qualitative case study examined how instruction in three settings at one ABA-accredited law school (first-year doctrinal, upper-division doctrinal, and for-credit bar preparation courses) shaped students’ perceptions of their readiness for the California Bar Examination. Grounded in metacognitive transfer theory, the study drew on 18 classroom observations across six courses, semi-structured interviews with seven students and four professors, and a simulated bar examination scored against a criterion-referenced rubric, all collected during the Spring 2026 semester. Interview data were analyzed through codebook thematic analysis. Five themes resulted. Students …

Differentiating And Accommodating Ocd And Anxiety In Mathematical Contexts, Madeline F. Gavares

Interdivisional Studies Summer Fellows

Students in mathematics classrooms may experience emotional and cognitive challenges that affect how they engage with coursework and assessments. While math anxiety has been widely documented, less attention has been given to how obsessive-compulsive disorder (OCD), particularly checking behaviors, may influence students’ experiences in math settings. This study explores how students who report math anxiety and those who report OCD symptoms describe their engagement with math tasks and test-taking. Drawing on survey and interview data from students and teachers, this study examines how these experiences are articulated and perceived in academic math contexts, rather than evaluating ability or outcomes. By …

From Framework To Praxis: An Examination Of Integrated Comprehensive Systems (Ics) Equity Reform And Black Student Engagement, Heather L. Dunham

The Interactive Journal of Global Leadership and Learning

For over two decades, the Integrated Comprehensive Systems (ICS) framework (Frattura & Capper, 2007) has sought to promote systemic equity by addressing the organizational structures and practices that shape student outcomes. Despite its promise, few studies have examined ICS implementation in practice, particularly its impact on Black student engagement and academic success. This qualitative case study investigates a racially diverse Midwestern middle school that adopted ICS to shift outcomes for Black students. Grounded in the ICS framework—conceptually informed by Critical Race Theory and Disability Studies in Education—data from interviews, observations, and achievement records reveal that ICS can disrupt racialized routines, …

The Role Of Perceived Academic And Peer Support In Mitigating Imposter Syndrome Among Adhd Students, Eden Morley Dr

Journal of Science Education for Students with Disabilities

Background: Attention-Deficit/Hyperactivity Disorder (ADHD) in higher education is associated with significant executive functioning deficits and performance inconsistencies. These challenges, alongside heightened rejection sensitivity, may predispose students to the Imposter Phenomenon (IP)—the persistent belief that one’s success is undeserved. While social and academic supports are known to buffer psychological distress, their specific role in mitigating IP within the ADHD student population remains under-researched.

Objectives: This study investigated the severity of IP among undergraduate students with ADHD and examined the protective roles of Perceived Social Support (PSS) and Perceived Academic Support (PAS), while exploring gender as a potential moderator.

Methodology: A cross-sectional …

Teaching As Testimony: Examining The Relationship Between High School Teachers’ Faith Identity And Pedagogy, Candace M. Kyles

The Journal of Faith, Education, and Community

Teaching has long been understood within Christian theology as a vocational practice shaped by faith, moral formation, and lived discipleship. Yet within U.S. public schooling, the Separation of Church and State restricts explicit engagement with religion, often rendering educators’ faith identities invisible within school buildings and classrooms. This covertness does not eliminate the formative influence of faith; rather, it obscures how teachers’ faith identities inform their ethical reasoning, teaching practices, and pedagogical choices. When faith remains unexamined, it may operate implicitly, shaping classroom interactions without the benefit of critical reflection or institutional support.

Despite the prominence of culturally responsive pedagogy …

The Relationship Between School Connectedness And Well-Being Among Racial Minority English Language Learners: Implications For School Counselors, Laura Craven, Jonathan Ohrt, Keeland Lodato

Journal of English Learner Education

Students who feel connected to their school experience better academic performance, social competence, and mental health. English Language Learners (ELL) face unique challenges to school connectedness compared to their English-speaking peers. In this study, we explored the relationship between school connectedness and well-being for 205 racial minority ELL students. ELL students’ perceived school belonging was a significant predictor of well-being. We discuss implications for school counselors, including specific strategies for increasing ELL students’ school connectedness.

Voces Rurales: Understanding The Latina Rural College Student Experience, April Mazón

The Rural Educator

This article integrates research with lived experiences to explore the educational and career transitions of Latina rural college students and the unique challenges they encounter in navigating higher education and the workforce. Drawing on the phenomenological study “Voces Rurales: Examining Latina Rural College Student Experiences in Navigating Transitions from College to Career or Post-Baccalaureate Studies,” which coupled semi-structured interviews and photo elicitation methodology, this article highlights the critical intersection of rurality, gender, and ethnicity in higher education. The study focused on Latina undergraduate students in a rural border county with two institutions of higher education: a community college and a …

Building Bridges: The Reference Interview As A Mechanism For Social Capital In School Libraries, Jessica M. Lilly

Learning Hub

Building Bridges: The Reference Interview as a Mechanism for Social Capital in School Libraries

Abstract

School librarians occupy a unique position within schools, interacting across all stakeholder groups and serving as a conduit between students, teachers, administrators, and the broader learning community. This article examines the reference interview not merely as a transactional information-retrieval tool but as a relational practice through which school librarians generate, sustain, and distribute social capital. Drawing on the foundational theories of Putnam (2000), Coleman (1988), and Bourdieu (1986), and on the reference transaction model grounded in Jesse H. Shera's foundational work (Coleman et al., …

Bridging Interprofessional Gaps: A Pilot Study On Aac And Asl Training For Allied Health Profession Students, Angela M. Riccelli, Danielle Osmelak, Leslie Guca, Keith Werosh, Valerie Coolman, Rebecca Kvasnicka

Journal of Applied Disciplines

Interprofessional education (IPE) is recognized as a critical component of health professions training, equipping future clinicians with the skills necessary for collaborative practice and patient-centered care. However, students in speech-language pathology, occupational therapy, and physical therapy programs often have limited exposure to individuals who rely on Augmentative and Alternative Communication (AAC) or American Sign Language (ASL). This study evaluated the impact of a grant-funded, AAC- and ASL-focused IPE event at Governors State University on students’ self-reported interprofessional competencies. Using the Interprofessional Collaborative Competencies Attainment Survey (ICCAS-R) developed by Archibald, D., Trumpower, D., and MacDonald, C.J., in 2009 and revised in …

Evaluating Equity In 9th And 10th Grade Ela Instruction, Alana Brown

Dissertations

Persistent racial disparities in English Language Arts (ELA) achievement remain a critical challenge in secondary education, particularly for Black students. This mixed-methods study examined the reading proficiency gap between Black and White students in Grades 9 and 10 on the state under study’s reading assessment. The purpose was to identify effective instructional strategies, necessary resources, and implementation processes to reduce the gap and ensure sustainability. Findings indicated that culturally responsive instruction, targeted intervention, and data-informed instructional coaching improved student engagement and reading performance. However, inconsistent implementation and limited early literacy foundations remained significant barriers. Recommendations include strengthening professional learning communities, …

The Impact Of Wicor Strategies On Academic Achievement In Secondary Classrooms, Neketa G. Watson

Dissertations

This mixed-methods study examined the impact of Writing, Inquiry, Collaboration, Organization, and Reading (WICOR) instructional strategies on academic achievement and student learning in secondary schools. Conducted within a large, diverse school district, the study explored teacher and administrator perceptions of WICOR implementation and examined student achievement data across three secondary schools. Data were collected through Likert-scale surveys from 29 teachers and five administrators, semi-structured interviews with five administrators, and three years of extant state assessment data. Findings revealed strong positive perceptions of WICOR’s effectiveness in promoting student engagement, critical thinking, instructional consistency, and academic success. Participants also identified implementation challenges …

Dreams Intervention Program: A Web-Based Classroom For Universal Human Values (Uhv), Roseline Florence Gomes, Lijo Thomas, Preethi Nanjundan

Northeast Journal of Complex Systems (NEJCS)

The study investigated the implementation and processes of the DREAMS Intervention Program (DIP) web-based classroom model for understanding Universal Human Values (UHV) among college-going youth mentors. The DREAMS (Desire, Readiness, Empowerment, Action, Mastery for Success) Intervention Program (DIP) is a transformative five-stage model that fosters psychosocial development and leadership skills among children and adolescents. This evidence-based three-year After-School-Program (ASP) was guided through the theoretical lens of motivation, goal-setting, and self-determination that pairs middle school underperformers with college-going youth mentors and senior adults from local communities. Universal Human Values (UHV) are deep-rooted values that are needed in the contemporary educational system …

Part-Time Faculty In Art And Design Higher Education: Support & Challenges, Katherine Ye Jin Lee

Masters Theses

This thesis investigates the challenge part-time faculty in art and design higher education face and the institutional support they receive through a case study conducted at Rhode Island School of Design (RISD). Through an extensive, anonymous and voluntary part-time faculty survey across different departments at RISD, it examines: 1) current perceptions of available institutional & departmental teaching support, 2) teaching approach & practice, and 3) student-faculty engagement. The research aimed to gather data on challenges that are unique to part-time faculty in art and design fields, especially in relation to faculty-student engagement to understand areas where they can be better …

Making The Case For Career Academies In Shaping Pre-Collegiate Students For Stem Career Pathways, Felix Quayson

Journal of Research in Technical Careers

Career academies are increasingly important in preparing pre-collegiate high school students for STEM pathways by connecting academic learning, technical skill development, career identity, and postsecondary readiness. STEM-focused career academies function as structured bridges between secondary education, higher education, and the labor market. Through small learning communities, interdisciplinary curricula, employer partnerships, work-based learning, and early exposure to college and career expectations, career academies help students understand STEM not only as school subjects but as possible futures. Research suggests that career academies can improve student engagement, support school persistence, and strengthen labor market outcomes when implemented with fidelity. The article concludes that …

A Study On Community And Technical College Students' Identification Of Culturally Responsive Pedagogy, Cynthia J. Carow Schiebe

Dissertations, Theses, and Projects

The purpose of this study was to investigate whether students could identify culturally responsive pedagogy (CRP) and, to what extent, in a community or technical college classroom where a set of goals and strategies had been established to guide methodology. Previous research on CRP traditionally focused on the educators’ or administrators’ interpretation of what students had learned when CRP was used as a methodology to reduce the opportunity gap. Students in classrooms where CRP was used were able to identify content that was aligned with their needs and wants, bring their own lives into the class without fear, balance their …

A Critical Analysis Of The Influence Of Ideology On Education Governance In An Urban, Midwestern School District, Carl Bryan

Dissertations, Theses, and Projects

This study examines how ideology operates within local education governance through a critical theoretical lens. As state and national education policies, accountability mandates, and partisan political discourse increasingly shape local school governance, this research investigates how power relations, ideological influences, and equity concerns are embedded in school board decision-making processes and public discourse. Addressing a gap in existing scholarship on ideology in education governance, the study employs a qualitative case study of an urban public school district in the Midwestern United States. Data sources include individual interviews with school board members, critical discourse analysis of school board meetings, and analysis …

The Integrity Paradox: Reflections On Epistemic Substitution And The Ethical Failure Of Plagiarism Detection Systems, Elliott Ostler, Jeanne Surface

Journal of Educational Leadership in Action

This article critiques the ethical authority granted to AI plagiarism detection systems, using humor to expose a serious contradiction in these algorithms. Through a case in which an original ethics manuscript is labeled 40.7% “non-original,” the authors argue that similarity scores are mistaken for judgments of misconduct. They introduce the concept of “epistemic substitution” to describe how tools that both judge originality and offer AI rewrites replace human authorship while mandating human accountability. The paper contends that this collapse of roles undermines scholarly integrity, conflates disciplinary fluency with plagiarism, and shifts ethical responsibility from humans to procedures. The authors call …

What We Want The Decision Makers To Know About First-Generation College Student Success: Insights From Students’ Perspectives, Monique N. Legendre

LSU New Orleans Theses and Dissertations

One-third of all undergraduates in the U.S. are first-generation college students (FGCS) (Center for First-Generation Student Success, 2020). Due to barriers such as inequitable access to rigorous college preparatory programs and coursework, limited resources and access to college and career counseling, financial constraints, and a lack of college knowledge such as the expectations, norms, and language of higher education, FGCS often arrive less prepared for college than continuing-generation students, impacting first-generation student success and persistence in post-secondary education (Broadhurst et al., 2023; Campoverdi, 2023; Cataldi et al., 2018; Hamilton et al., 2016; Katrevich & Aruguete, 2017; Osborne, 2023; Pratt et …

A Friendly Welcome From The Guest Editors Dr. Jeanne Surface And Dr. Elliott Ostler:, Jeanne Surface, Elliott Ostler

Journal of Educational Leadership in Action

No abstract provided.

Leading With Intentionality: A Prek-12th Grade Public School District's Initial Journey Of Ethical Artificial Intelligence Integration, Michael J. Lucas Dr.

Journal of Educational Leadership in Action

This article chronicles the intentional and evolving approach of Westside Community Schools in Omaha, Nebraska, toward integrating artificial intelligence (AI) into teaching and learning. Grounded in historical parallels to earlier technological shifts such as calculators, the Internet, and search engines, the district emphasizes ethical implementation, transparency, and ongoing professional learning rather than restriction or avoidance.

Through the development of an AI Task Force, differentiated professional development, and community engagement initiatives, Westside seeks to promote AI literacy while preserving academic integrity and human-centered decision-making. The district’s framework prioritizes safety, equity, and responsible use, positioning AI as a tool to enhance—not replace—critical …

Leading Artificial Intelligence Integration: Trust, Tension, And Decision-Making, Teresa G. Perkins Ed.D.

Journal of Educational Leadership in Action

Artificial intelligence integration in education is advancing faster than shared trust and understanding are being established. Educational leaders are responding in real-time to questions of risk and efficacy while navigating conditions that are still forming. This article situates artificial intelligence integration within the paradox of educational leadership, identifying trust as the critical condition shaping leaders’ interpretations of the tensions.

Leveraging paradox and trust theory, the article explores how competing demands are not problems to be solved, but tensions to be navigated. When trust is present, leaders respond to tension points through both/and sense-making; when trust is absent, decision-making collapses into …

Harnessing Ai In Legal Education: Opportunities For Innovation, Leadership, And Student Success, Peculiar Awa, Grant Shostak

Journal of Educational Leadership in Action

Artificial Intelligence (AI) is increasingly transforming the practice of law, from predictive analytics in policing and algorithmic sentencing to generative AI-assisted drafting and research. Despite this technological shift, legal education remains predominantly doctrinal, inadequately preparing graduates to function effectively in an AI-mediated environment. This paper contends that law and legal studies programs must integrate AI literacy, applied AI skills, and ethical instruction into curricula. By leveraging experiential learning, interdisciplinary collaboration, AI-driven simulations, and critical inquiry, institutions can produce graduates who are both technically competent and ethically grounded, ready to navigate the evolving legal profession.

Artificial Intelligence Tools And Job Performance Among Secondary School Administrators, Adebola Oladiji Alaba, Abosede Boladale Olukayode

Journal of Educational Leadership in Action

This study investigated the relationship between Artificial Intelligence (AI) tools and job performance among secondary school administrators in Egbedore and Osogbo Local Governments, Osun State, Nigeria. Specifically, the study assessed the extent of AI tools usage, the relationship between AI tools usage and administrators’ job performance and differences in AI tools usage between public and private secondary school administrators. The study was motivated by the growing expectation for school administrators to improve administrative effectiveness through digital technologies. A descriptive survey research design was adopted, involving 252 respondents comprising 162 administrators and 90 teachers drawn from 18 secondary schools (nine schools …

Designing The Future Of School Leadership: Cultivating Creative Capacity In Leadership Preparation Programs, Nicole Wagner

Creativity and Change Leadership Graduate Student Master's Projects

Education systems are increasingly expected to prepare students with skills such as creativity, adaptability, collaboration, and problem solving to meet the demands of a rapidly changing world.  However, educational leadership preparation programs often provide limited explicit instruction in creativity and creative leadership.  This project examines how creativity is currently incorporated within educational leadership programs and explores ways creative problem solving and creative leadership competencies can be more intentionally integrated into leadership preparation.

Drawing upon scholarship in creativity, Creative Problem Solving (CPS), leadership, and educational change, this project includes three outcomes: (a) a comparative analysis of educational leadership preparation programs; (b) …

Future Ready Young Adults: Building Creative And Adaptive Thinkers, Robell Yeung

Creativity and Change Leadership Graduate Student Master's Projects

Abstract of Project

Future Ready Young Adults: Building Creative and Adaptive Thinkers addresses a developmental gap in educational practices that prioritize technical proficiency over the psychological frameworks necessary for navigating systemic ambiguity. This project introduces an interdisciplinary, modular curriculum specifically designed for the challenges of emerging adulthood. By synthesizing Creative Problem Solving (CPS), James Clear’s habit architecture, and Martin Seligman’s PERMA model, the curriculum provides a structured pathway for cultivating creative self-efficacy and financial capability. Moving beyond traditional views of innate creativity, this model employs asset-based frameworks to treat cognitive agility and ambiguity tolerance as developable competencies. The project culminates …