Curriculum and Instruction Commons^™

Students’ Perceptions Of Higher Education Assessment Practices In The Context Of Artificial Intelligence In Ghana, Michael Owusu Tabiri, Opoku Gyabaah, Ivy Jones-Mensah, Patience Calys-Tagoe

Journal of Educational Technology Development and Exchange (JETDE)

This study aims to investigate the experiences of university students on the use of artificial intelligence (AI) for assessment in higher education in Ghana. A quantitative survey approach was employed, using an online questionnaire administered to target participants across five public universities. The findings from a final sample size of 509 indicate varying levels of exposure to AI-based tools for assessment, learning, and research. It was found that the majority of the respondents have occasionally (n=218, 42.8%) been assessed using AI-based tools, while very few have very often (n=35, 6.9%) used AI-based tools for assessment as students. It was also …

Advancing Digital Teaching Literacy: The M-Prae Model For Large-Scale Enhancement Of Primary And Secondary School Teachers, Youru Xie, Wan Xia, Caoyin Li, Yi Qiu

Journal of Educational Technology Development and Exchange (JETDE)

High-quality teachers are essential to building a strong educational system, with digital teaching literacy being crucial to their professional development. This study, informed by a review of existing research, addressed the need for enhancing the digital teaching literacy among primary and secondary school teachers. Utilizing the MOOC construction concept (Concept), MOOC teaching content (Content), and MOOC design and development (Development)CCD model and the large-scale capabilities of Massive Open Online Courses (MOOCs), this study developed the M-PRAE model, which encompasses five components: building a MOOC, clarifying improvement problems, supplying digital and non-digital resources, implementing collaborative activities, and conducting multi-dimensional evidence-based evaluations. …

Effectiveness Of Multimodal Communicative Practices In Higher Artistic Education: An Analysis Of Contemporary Approaches, Mariia Tkach, Alla Kozyr, Mykhailo Mymryk, Nadiia Holubytska, Iryna Khomych

Journal of Educational Technology Development and Exchange (JETDE)

The relevance of the study is driven by the fact that in today’s world, higher education is increasingly oriented towards interactivity and the utilization of various resources. The aim of this article is to explore various aspects of multimodality and formulate key communicative practices in higher artistic education. Addressing the stated problem is based on theoretical methodology, including methods such as surveys, analytical approaches including historical and hermeneutic analysis, comparative methods, and systematization. Research findings demonstrate that multimodality effectively enriches the learning process, fosters critical thinking, and deepens understanding of subjects. Digital technologies contribute to enhancing students’ technological literacy, preparing …

Vol 18(1) List Of Reviewers

Journal of Educational Technology Development and Exchange (JETDE)

N/A

Assessing Middle School Teachers' Digital Innovation Skills In Bisha Province: A Comprehensive Study, Ahmad Mohammad Aldaleel

Journal of Educational Technology Development and Exchange (JETDE)

This study aims to assess the digital innovation skills of 400 middle school teachers in the Bisha Province and evaluate their significance in the educational process. The survey reveals that instructors exhibit a high level of technological expertise and proficiency, namely in utilising search engines and databases to locate information. Nevertheless, their proficiency in using artificial intelligence applications in school is deficient. In terms of digital security, instructors are competent at generating strong passwords, but they lack understanding of cybercrimes and prevention solutions. Teachers have exceptional communication and cooperation abilities, emphasising ongoing learning and active involvement in professional development programs. …

Enhancing Key Digital Competence In Pre-Service Kindergarten Teachers: A Design-Centered Spoc Blended Learning Model, Lingming Lu, Jirarat Sitthiworachart, Sirirat Petsangsri

Journal of Educational Technology Development and Exchange (JETDE)

As our world becomes increasingly digital, educators must possess strong digital skills to effectively prepare their students for the future. However, traditional teacher education programs often neglect the cultivation of digital competence. To address this gap, this study developed a Design-Centered SPOC Blended Learning (DCSBL) model to enhance the digital competence of pre-service kindergarten teachers. The DCSBL model integrates elements of blended learning, design-based learning, and digital competency training strategies. A quasi-experimental study was conducted to evaluate the effectiveness of this model. The results indicated that the experimental group, which received DCSBL instruction, significantly outperformed the control group in terms …

Analyzing The Effectiveness Of The Readi System In Helping Non-Native English-Speaking Preschoolers In Sarawak Learn The Alphabet: A Pilot Study., Yen Vee Tan, Julia Ai Cheng Lee, Rehman Ullah Khan, Chwen Jen Chen, Kartini Abdul Ghani, Sarah Flora Samson Juan, Brian Chung Shiong Loh

Journal of Educational Technology Development and Exchange (JETDE)

In Sarawak, Malaysia, many children come from multicultural backgrounds and are predominantly non-native English speakers making preschool education essential for developing early literacy skills in English. However, high teacher-child ratios can impede effective learning. The READi system—a module-based, multisensory, web-based early literacy intervention—was introduced as a supplementary classroom tool to address this challenge. This pilot study specifically evaluated the effectiveness of the "Alphabet Adventure" module within the READi system on enhancing alphabet knowledge, with a focus on letter recognition and letter name knowledge. The research design employed a pretest-posttest control group approach grounded in the positivist paradigm. [YT1] Participants were …

A Study Of Image Editing Ai Awareness In Children: Can Ai That Lets Still Images Speak Capture The Interest Of Young Children?, Hidemichi Okamoto, Hironori Tachizaki

Journal of Educational Technology Development and Exchange (JETDE)

This study explores the application of image and video editing Artificial Intelligence (AI) in early childhood education, with a particular focus on “image-speaking AI”. We investigated whether using AI could effectively capture children’s attention. The results showed that, under certain settings, the longest attention span was achieved when a character spoke by means of AI(*p<0.05). Rather than adding sound to a still image, using AI to move the mouth of the still image captured the children’s attention. However, the parents from the survey indicated that the realism of the mouth movements seemed unnatural and could distract the viewers from understanding the contents.

Development Of E-Module Based On Game-Based Learning To Enhance Students' Conceptual Understanding And Interest In Vibration And Wave Concept, Suci Indah Wulandari, Arif Widiyatmoko, Tiara Dwi Wulandari

Journal of Educational Technology Development and Exchange (JETDE)

This study aims to determine the effect of using a Game-Based Learning e-module on improving students' conceptual understanding and learning interest. The research employed the Research and Development (R&D) method using the ADDIE development model (Analysis, Design, Development, Implementation, Evaluation). The developed e-module was tested on eighth-grade students. Conceptual understanding was measured based on seven indicators: interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining. Learning interest was analyzed through four indicators: interest and enjoyment in the material, motivation to learn, focus and attention during the learning process, and the level of participation, enthusiasm, and involvement of students. Data were collected …

Relevance And Reciprocity: Fostering Meaningful Inquiry In The Social Studies Classroom, Christy Cartner

Theses and Dissertations--Curriculum and Instruction

This dissertation investigates the factors contributing to students' perceptions of meaningful inquiry. After using the C3 Framework and designing instruction using the Inquiry Design Model for a decade, I wanted to better understand the students' experience to fine-tune how I implement inquiry in the classroom.

Article 1 was written for Social Education and describes the year of IDM blueprints that I designed to loop the concept of equality through units spanning the social studies disciplines of sociology, history, civics, geography, and economics. Through designing and facilitating these inquiries, I discovered my problem of practice, which was how to better engage …

The Role Of Faith-Based Adult Education In Black And Marginalized Communities, Brian Jones

Murray State Theses and Dissertations

Abstract

The purpose of this study is to examine how faith-based and strengths-based adult education programs impact the cognitive well-being, life purpose, and socioeconomic outcomes of Black, and marginalized adult learners. The research seeks to understand the lived experiences of participants, motivations, and barriers to inform more inclusive and effective adult education practices. Additionally, the study aims to understand what impact these organizations are having on the self-efficacy, socioeconomic outcomes of Black and marginalized students, while looking to align areas for improvement. While the study uses quantitative methods to answer research question, the focus of questions bring insight that would …

An Examination Of Preservice Teacher Knowledge Of Attention Deficit Hyperactivity Disorder (Adhd) In The Elementary Classroom, Breana K. E. Webb

Honors Undergraduate Theses

This study examines the knowledge of preservice teachers with attention deficit hyperactivity disorder (ADHD) and how well prepared they might be when supporting students in elementary classrooms. ADHD is a diagnosed neurodevelopmental disorder in children and has been increasingly diagnosed over the past several years. Teachers play a crucial role in providing effective instruction to each and every student in the classroom. Managing classroom instruction with diverse learning capabilities and behaviors requires teachers to understand the characteristics of ADHD, as well as instructional adaptations and behavioral interventions, among preservice teachers. Findings indicate that while most preservice teachers recognize the basic …

Experiencing The Shift: How Experiential Blended Learning Professional Development Enhances Teacher Self-Efficacy, Shannon N. Tabaldo, Ashley L. Ireland

Journal of Catholic Education

This qualitative study examines how participation in a multi-year, experiential professional development program—the Academy of Blended Learning (ABL)—shaped teachers’ perceived self-efficacy in implementing blended learning. Grounded in Bandura’s self-efficacy theory, Bruner’s constructivism, and Knowles’ adult learning principles, the study drew on semi-structured interviews and instructional artifacts from eight teachers in Catholic schools serving historically marginalized communities in California. Findings suggest that ABL participation was associated with increased instructional confidence, a stronger sense of professional purpose, and greater enthusiasm for student-centered, technology-enhanced learning. Teachers attributed these shifts to ABL’s design, which emphasized active participation, collaborative inquiry, differentiated instruction, and development of …

How Latine College Students Experience, Maneuver, And Navigate Within The Colonizing Notion Of Smartness, Jasmine Jetton-Gonzales

Theses and Dissertations

This study explores how Latine college students, particularly those who are the first in their family to attend college, navigate and maneuver within the dominating colonizing notion of smartness in academia. Rooted in an Anglo-centric educational framework, the American education system often marginalizes Latine students by devaluing their cultural and linguistic knowledge while upholding Eurocentric standards of intelligence. Using a qualitative critical research approach, this study employs testimonios to examine the lived experiences of Latine college graduates in Illinois. Findings reveal that Latine students frequently encounter systemic barriers that challenge their academic identity, including racialized perceptions of intelligence, institutionalized deficit …

A Reset For Virginia: Systemizing Leadership And Resource Support For Alternatively Prepared Special Education Teachers, Nicholas E. Olson Dr., Rebecca W. Harmon Dr., Elizabeth H. Morris Dr., Michael-Jon Rodney Dr., Matthew Seidita Dr.

Doctor of Education Capstones

Virginia continues to face the impacts of the national teacher shortage, particularly in special education. The scarcity of licensed special education teachers has led to an increasing number of educators entering the profession through alternative routes with limited classroom experience. These alternatively prepared special education teachers (ARSETs) require sustained, targeted support to implement high-leverage practices (HLPs) that improve student outcomes. Although numerous professional learning opportunities exist, the current system of support is fragmented, and resources are inconsistently applied. Compounding this challenge, many schools lack enough experienced educators to provide in-field mentors for every new hire.

To assist the Virginia Department …

Literary Homeplace As A Site Of Knowing And Healing, Shamonique Hassell

College of Graduate Studies: Theses & Dissertations

The concept of literary homeplace serves as a locus of rhetorical healing for Black women, emphasizing their lived experiences and creative expressions as forms of resistance and restoration (Collins, 1986; hooks, 1990; Nettles, 2001). The labor of Black women within families, churches, and artistic endeavors contributes to the cultivation of a collective consciousness surrounding oppression and healing (Edwards, 2010; Carey, 2016; Morrison, 1992). Building upon hooks’ (1990) notion of homeplace, this dissertation examines how Black women foster spaces characterized by care, dignity, and resilience (Hersey, 2022; Tate, 1984). Using personal narrative and articulating Black women’s voices, I position homeplace as …

Motivating Students Through Problem-Based And Project-Based Learning, Dennis J. Moore

College of Graduate Studies: Theses & Dissertations

ABSTRACT

As educators, motivating students can be a difficult task.Sixteen eighth-grade students discuss their perceptions of what makes educational programs motivating. In teacher-centered classrooms, teachers lecture while their students take notes, quizzes, and tests and practice memorization skills in preparation for high-stakes testing. Is this a fair assessment of a student's knowledge, and does this type of instruction fulfill students’ needs for a successful future? Research for this case study focused on students' perceptions of an agricultural program that utilizes problem-based and project-based learning with a sustainability focus.

In problem-based learning (PBL) classes, students are given real-world problems and asked …

Author-Centered Approaches In Ela Instruction: A Multiple Case Study Of Secondary English Teachers, Jennifer M. Lockhart Mchugh

Electronic Theses & Dissertations (2024 - present)

Literary authors are often neglected in secondary ELA (English Language Arts) literary instruction. Teachers are unsure how to teach about the author and how much time to spend on establishing the context for the text when the goal is to “cover” a variety of literary texts as part of a planned curriculum during the school year. Acknowledging the role of authors’ intentions as well as their experiences and aesthetic decisions in the production of literature may provide new entry points into literary texts for students. This multiple-case study of secondary English teachers and their high school students in a “bounded …

Block Schedules In Virginia Schools: Purposes, Outcomes, And Policy Considerations, David Naff, Meleah Ellison, Jamelle Simmons, Xun Liu, Martin Darby, Crystal R. Bell, Shelby Garofalo, Obed Boateng, Wendy Rodgers, Audrina Farrar, Karli Johansen, Mysia Perry, Maggie Szydlowski, Fatemah A. Khawaji, Katherine Urban

MERC Publications

When schools and divisions choose a daily schedule structure to follow, it is important to consider its purpose and potential impacts on students, educators, and families. The purpose of this MERC research and policy brief is to inform the work of school division leaders and school board members making decisions about whether to adopt or continue the use of block scheduling in middle and high schools. It explores the following questions:

1. What are block schedules and where are they used?

2. How are school schedules related to student outcomes and educator quality?

3. What policies at the federal, state, …

Supporting Students In Transition To And From Elementary School, Meleah Ellison, Jamelle Simmons, David B. Naff, Taryn G. Traylor, Meredith Dean, Sooyeon Moon, Jia Jia Liu, Latonja Y. Wright, Cameron Parkins, Jennifer Locasale-Crouch, Dana V. Yarbrough, Audrina Farrar, Obed Amoakoh Boateng

MERC Publications

This report is part of a two-part series focused on supporting students in transition across PK-12 education. Specifically, it explores transitions into and out of elementary school. The report includes a synthesis of recent peer-reviewed literature, analysis of publicly available data (with a specific focus on Virginia and the metropolitan Richmond region), and summary of relevant federal, state, and school division-level policies. It answers the following questions:

1. What are key considerations for supporting students in transition to and from elementary school in the MERC region?

2. How do federal, state, and division policies guide support for student transitions to …

First Portfolio - Alec 207: Communicating Science With Public Audiences, Heather Akin

UNL Faculty Course Portfolios

This portfolio investigates how collaborative group projects and structured peer reviews enhance undergraduate students’ science communication skills in ALEC 207: Communicating Science with Public Audiences. Drawing on mid-semester evaluations, peer review reflections, and overall course outcomes, the analysis highlights how group-based activities and peer critiques help students develop clarity, relevance, and confidence in their communication. ALEC 207 introduces core principles of strategic communication in food, agriculture, and natural resources contexts, and gives students opportunities to refine their writing through press releases, feature articles, visual communications, and audience-tailored messages. While the course predominantly emphasizes writing, it also leverages ongoing revisions to …

Oer Faculty Fellowship, Leila Walker

Open Educational Resources

No abstract provided.

Becoming And Belonging: Exploring Teachers’ Insights On Community Interest And Engagement In Waldorf Middle School Students, Monica Laurent

Antioch University Dissertations & Theses

This research explores how Waldorf middle school teachers experience, perceive, and support the development of community interest, engagement, and belonging among the early adolescence years of middle school. Adolescence, particularly ages 11 to 14, is a period of profound developmental transition characterized by intense emotionality, evolving identity, increased peer influence, and growing social complexity. Rudolf Steiner’s philosophical and pedagogical framework positions this stage as a time that leads to the birth of the astral or feeling body, contributing to new levels of self-awareness and the emergence of individuality, the beginning of critical thinking, and moral judgment. This period is also …

Virginia Literacy Act Expansion: Implications For Middle Schools, Candace Bechtold, Joan A. Rhodes, Valerie J. Robnolt, David B. Naff, Kendall Hunt, Jan Collins

MERC Publications

This MERC research and policy review focuses on expansion of the Virginia Literacy Act (VLA) to include support for middle school students across the Commonwealth. It explores three questions:

1. What were trends in middle school literacy prior to the VLA expansion?
2. What state policies exist for middle school literacy achievement?
3. What does research say about literacy intervention at the middle school level?

It concludes with a series of key takeaways and recommendations for middle school literacy policy and practice.

Supporting Students In Transition To And From High School, David Naff, Jamelle Simmons, Meleah Ellison, Shelby Garofalo, Laura Thoene, Kim Dupre, Sooyeon Moon, Karli Johanson, Paul Harris, Martin Darby, William L. Parker, Tracy Booker, Janel Miley, Mysia Perry, Xun Liu, Maggie Szydlowski, Ahmed Abbas

MERC Publications

This report is part of a two-part series focused on supporting students in transition across PK-12 education. Specifically, it explores transitions into and out of high school school. The report includes a synthesis of recent peer-reviewed literature, analysis of publicly available data (with a specific focus on Virginia and the metropolitan Richmond region), and summary of relevant federal, state, and school division-level policies. It answers the following questions:

1. What are key considerations for supporting students in transition to and from high school in the MERC region?

2. How do federal, state, and division policies guide support for student transitions …

The Impact Of A Creativity-Focused Course Design On The Development Of Pedagogical Creativity In Preservice Teachers, Joanna M. Weld

Electronic Theses & Dissertations (2024 - present)

Current preservice teachers have been apprenticed within an educational system that favors standardization which has limited their experiences with creative teaching and learning. The field of teacher education is currently lacking in frameworks to support the creative development of preservice teachers. The aim of this practitioner research, multiple-case study was to examine the impact of a creativity-focused course design on the beliefs of preservice teachers enrolled in a Secondary English Methods course in regards to the nature of creativity, the role of creativity in teaching and learning, their personal creative strengths and weaknesses, and creativity in lesson planning. Data was …

Restorative Leadership: A Generative Exploration With Women School Leaders, Camille Rénée Pauline Tyson Jacobs

Antioch University Dissertations & Theses

As schools increasingly adopt restorative practices, a parallel shift in leadership is occurring, challenging traditional leadership models like servant and transformational leadership. While research has largely focused on student outcomes, there is a critical gap in understanding how restorative practices influence school principals’ leadership. Given their central role in sustaining and expanding restorative initiatives, this study aimed to address that gap by developing a definitional framework for restorative leadership, grounded in the experiences of women school leaders in grades 5 to 12. Using sensemaking theory, the research examined how leaders conceptualize and apply restorative values in practice. Key questions included …

Pick Up A Frog, Or Pet A Dog; Animals Are Our First Teachers, Allison Ratner

Antioch University Dissertations & Theses

This dissertation’s goal was an attempt to answer the question: What are the emotional, cognitive, and/or spiritual effects of children’s relationships/interactions with animals that potentially impact their development? By utilizing autoethnography, I analyzed instances from my own life where interacting with animals changed me permanently; my thinking, my knowing, my feeling, my judgement, my empathy, my attitude, and my ethics. With a standpoint rooted in the research of experts from the fields of psychology and education, I combined my personal knowledge gained over a lifetime, to grant merit to the profundity of children’s relationships with animals. With the analyzed data, …

Conversations In The Classroom: Increasing Dialogic Inquiry To Dismantle Compliance-Based Teaching And Learning, Jill Rivera

West Chester University Graduate Theses, Dissertations, and Final Projects

Verbal interpersonal communication has been diminishing from the teaching and learning process over the past decade in public-school classrooms. School district administrations mandate teachers to utilize digital learning platforms and standardized tests due to the ease at which this technology can quickly gather data. While the transition to digital platforms and test-based education may be well-intended, the result has often been a decrease in dialogic inquiry-based pedagogy which removes teacher autonomy, student agency, and has negative effects on students’ ability to critically think and effectively engage in communication and instruction. The over-emphasis on collecting data based solely on a digitized …

Mentors’ Experiences Supporting Beginning Teachers Of Students In High-Needs, Urban Schools, Guy Lamont Ollison

University of the Pacific Theses and Dissertations

Research has consistently demonstrated the positive impact of mentoring on beginning teachers. However, it has also been revealed that teachers serving students in highly-diverse, high-needs, urban, low-income schools often receive inadequate, inconsistent, and low-quality support. In fact, studies indicate that the overall quality of support provided to beginning teachers is closely linked to the income level of the student population they serve (Alkins et al., 2006; Mizrav & Lachlan-Hache, 2019). A lack of meaningful mentor support can negatively affect the learning outcomes of marginalized students of color.

The purpose of this basic qualitative study, guided by a phenomenological approach, was …