Curriculum and Instruction Commons^™

“Voices Of Tomorrow”: A Youth Participatory Action Research Study Of A Middle School Advisory In An Urban Public Charter School, Seth Hull

Theses and Dissertations

Urban middle schools often grapple with how to create spaces that affirm students’ identities and foster authentic engagement within a broader landscape shaped by standardized testing and accountability pressures. This dissertation examines Youth Participatory Action Research (YPAR) and advisory as two relationally grounded practices that can address these challenges. Grounded in critical hope (Zembylas, 2013), culturally sustaining pedagogy (Paris & Alim, 2017), and community responsive education (Duncan-Andrade, 2022), the study explores the experiences of 12 middle school students who spent seven months investigating their school’s advisory program as student-researchers, as well as the findings that emerged about advisory. Data sources …

Empowering Latinas In Computer Science: Success Stories And Challenges, Martin Jalomo

Theses and Dissertations

Latina women remain significantly underrepresented in computer science, and limited research centers their lived experiences within the field. This qualitative narrative inquiry examined how Latina women who completed computer science degrees and secured employment persisted in predominantly male and non-Latina environments. Guided by Yosso’s (2005) Community Cultural Wealth framework, the study explored how participants leveraged forms of capital to navigate structural, relational, and psychological barriers. Data were collected through narrative interviews with five Latina graduates and analyzed using thematic and cross-case analysis. Findings indicate that underrepresentation shaped participants’ sense of belonging while persistence was supported through aspirational, familial, social, navigational, …

“Sometimes I Feel That Going To College Was A Waste Of Time”: Latinas’ Lived Experiences Navigating Culture, Gender, And Marriage Post-College Degree, Nancy Peña

Theses and Dissertations

This qualitative critical narrative study explores how Latinas navigate and make meaning of gender roles within their heterosexual marriages post-college graduation. Data are collected via semi-structured interviews with 10 Latina participants: an initial plática focus group, followed by individual interviews, and a final plática focus group for member checking. Key findings reveal that despite Latinas acquiring autonomy, stability, negotiated power, personal growth, and social development as a result of attaining a degree in higher education, overall development is limited due to heightened responsibilities, persistent gender hierarchies, continuous religious norms, and constant gender role guilt. The evidence suggests that although attaining …

Skills, Challenges, And Career Outcomes: A Quantitative Study Of Early-Career Experiences In Research Administration, Jennifer Juliet Martinez

Theses and Dissertations

Research administration as a field lacks clearly defined entry pathways, with many professionals entering through indirect routes. These conditions contribute to variation in early-career experiences and may influence long-term outcomes. The purpose of this study was to examine how entry pathways and skills at entry relate to early-career challenges in research administration, and how those challenges are associated with career dissatisfaction.

This study used a quantitative, cross-sectional design. Data were drawn from the U.S. subset of the Research Administration as a Profession (RAAAP-3) survey. Key variables included entry pathways, skills at entry, early-career challenges, and career dissatisfaction. Findings indicate that …

Typing Proficiency And Its Relationship To Outcomes In Online Writing Assessments, Agustin J. Cantu

Theses and Dissertations

As writing assessment increasingly occurs in digital environments, students must demonstrate not only composition skills but also sufficient transcription fluency to produce responses under timed conditions. This quantitative study examined the relationship among structured typing practice, transcription fluency, and writing performance among students in Grades 3 and 4 at IDEA Public Schools. Specifically, the study investigated whether engagement with Typing.com was associated with improvements in words per minute (WPM) and accuracy, and whether transcription fluency was associated with performance on Internal Assessment (IA) Writing Percent Correct.

Archival district data were analyzed using descriptive statistics, correlational analyses, hierarchical regression, moderation analyses, …

Analytically Evaluating The Efficacy Of Work-Based Learning And Classroom Based Learning In Workforce Development Programs, Melissa Anne Sadler-Nitu

Theses and Dissertations

Workforce development systems in the United States provide occupational training to improve employment outcomes for individuals facing barriers to employment. Training is commonly delivered through classroom-based training (CBT) offered by educational institutions or through work-based learning (WBL) delivered in partnership with employers. Although both approaches are widely used within workforce development programs, limited empirical research has examined whether occupational training prior to employment improves employment retention or whether WBL produces stronger employment outcomes than CBT.

The purpose of this quantitative causal-comparative ex post facto study was to examine the relationship between occupational training and short-term employment outcomes among workforce participants …

“Oh, Hey, Miss, Why Am I Taking This Test?”: Amplifying The Critical Voices Of Long-Term Emergent Bilinguals From The Rgv On Telpas, Luisa Adriana Valdez

Theses and Dissertations

This qualitative narrative study examines the lived experiences of seven Long-Term Emergent Bilinguals (LTEBs) in Texas public schools, with a particular focus on the TELPAS test and its role in shaping students’ academic trajectories. Grounded in decolonial theory and a raciolinguistic ideological perspective, the study investigates how state-mandated English proficiency assessments and identification practices reproduce inequities and racialized linguistic hierarchies. Using pláticas as a culturally sustaining methodological approach, narrative accounts were collected from seven U.S.-born, Spanish-English bilingual Latinx students from the Rio Grande Valley. Findings reveal that the home language survey and TELPAS language proficiency assessment function as colonial sorting …

Shifting The Gaze: What Do High School Ela Teachers Mean When They Talk About Literacy For Students In Their On-Level Classes?, Yvonne Ceynow

Theses and Dissertations

This critical narrative inquiry explored how six high school English Language Arts (ELA) teachers defined literacy for students sitting in their on-level classes. By shifting the focus from student performance to teacher meaning-making, this research sought to understand how foundational beliefs about literacy shaped instructional and pedagogical decisions. Data was collected through digital journal entries, semi-structured interviews, and instructional artifacts. Using a thematic analysis approach, five interconnected themes emerged: the pervasive use of deficit-based language to describe on-level students; the perception of this group as high-need, requiring extensive scaffolding; the belief that socioeconomic status and parental support were key differentiating …

Developing Ai Literacy In Preservice Stem Teachers: Exploring The Role Of Pedagogically Grounded Engagement With Generative Ai In Lesson Planning, Omar Raul Elizondo

Theses and Dissertations

The rapid advancement of generative artificial intelligence (GenAI) is introducing new opportunities and challenges in education. This qualitative multiple-case study explored how preservice STEM teachers developed AI literacy through structured engagement with GenAI during inquiry-based lesson planning. Grounded in Ng et al.’s (2021) four-domain AI literacy framework, the 5E instructional model, and the Theory of Planned Behavior (TPB), the study examined how preservice teachers conceptualized, applied, evaluated, and ethically reasoned about GenAI-supported outputs while designing lessons aligned with the Texas Essential Knowledge and Skills (TEKS).

Participants were three preservice STEM teachers enrolled in the University of Texas Rio Grande Valley’s …

From Homeland To The Foreign Classroom: The Salaysay Of Filipina Immigrant Teachers In Texas, Shanna Cui Miranda

Theses and Dissertations

Filipina immigrant teachers are a growing presence in Texas schools, especially as districts respond to teacher shortages by recruiting internationally trained educators. This narrative study explores the salaysay of Filipina immigrant teachers in Texas and examines how their funds of knowledge inform their teaching practice. Guided by the research question, What are the salaysay of Filipina immigrant teachers in Texas, and how do their funds of knowledge inform their teaching? The study uses Funds of Knowledge (Moll et al., 1992) as the central framework and resizes it to focus on teachers as holders of culturally developed knowledge. The resized framework …

Haciendo Caras Y Hablando Para Atrás: Conceptualizing Espacios Coyunturales/Bridged Spaces As Teachers Resistance To Contemporary Reactionary Legislative Initiatives In K-12 Social Studies, Brittney Louise Thornton-Guzman

Theses and Dissertations

This study examines how teachers in the Rio Grande Valley engage in subversive resistance within the context of contemporary legislative constraints regulating discussions of race, identity, and history in K–12 classrooms. Grounded in Chicana Feminist Epistemology (Delgado Bernal, 1998) and informed by Aoki’s distinction between curriculum-as-plan and lived curriculum (Aoki, 2005), this qualitative study employs critical narrative inquiry (Clandinin & Connelly, 2000) and analysis of narrative to explore how educators navigate stateimposed restrictions. Drawing on teacher narratives, the study centers hablando para atrás (hooks, 1989) as a pedagogical stance through which educators sustain critical engagement under conditions of constraint. Findings …

Overreliance On Standardized Testing And Its Impact On The Classroom Experience, Cassia Guajardo

Theses and Dissertations

High-stakes standardized testing has become a dominant force in U.S. education system, shaping curriculum, pedagogy, and accountability systems in ways that can narrow instructional breadth and constrain teacher autonomy. This study examined how these dynamics are experienced by educators working in a predominantly Latinx, border-region district in South Texas. The purpose was to explore K–12 teachers lived experiences with standardized testing and their perceptions of its effects on curriculum, teaching methods, and classroom assessment practices within McAllen Independent School District (ISD).

Using a basic qualitative design, data was collected through an anonymous, open-ended questionnaire. Twenty-five practicing teachers from elementary, middle, …

“Now I Know The Kind Of Leader I Want To Become”: Leadership Development And Professional Growth Through The Lens Of Transformational Leadership Theory, Manuel Angel Saenz

Theses and Dissertations

Organizations increasingly rely on leadership development programs to strengthen succession planning and prepare middle managers for expanded responsibilities, yet limited research has explored how participants experience these initiatives in fast-paced, customer-centric environments. This qualitative descriptive case study examined the lived experiences of 11 middle managers and directors participating in the LEAD Forward program within a Government Contact Center. Guided by Transformational Leadership Theory, the study investigated (a) how participants perceived the program’s impact on their professional development and leadership skills and (b) the challenges and opportunities they encountered during participation. Data was collected through two written narrative reflections and 11 …

Voices From The Classroom: Elementary Teachers’ Perspectives On Teaching And Learning During The Covid-19 Pandemic – A Case Study And Autoethnography, Alicia Lopez-Hernandez

Theses and Dissertations

Guided by constructivist learning theory and sociocultural theory, this qualitative case study and autoethnography examines how bilingual educators constructed knowledge, adapted instructional practices, and utilized mediational tools within face-to-face, online and hybrid learning environments. These frameworks informed the study’s design, data analysis, and interpretation of findings related to pedagogy, technology integration, and student engagement. Data was collected through semi-structured interviews, naturalistic observations, and autoethnographic reflective journaling.

Faculty Perspectives On Co-Teaching Mathematics: A Focus On Corequisite Education, Aleksandra Shchelkunova

Theses and Dissertations

This study aimed to contribute to the literature by expanding the knowledge on coteaching practices to the area of higher education. Traditionally, co-teaching was considered uncommon in college courses. However, with the increasing popularity of corequisite courses - often structured as linked classes taught by two different instructors - co-teaching has become a new popular trend in higher education. In this research, I compared co-teaching models utilized in K-12 settings with those applied at the college level mathematics courses and analyzed the reflections of faculty members who have experience with team teaching.

This qualitative single-case study was conducted using convenience …

Chatbots In The Classroom: Understanding The Impact Of Chatbot Integration In Writer’S Workshops On High School Students’ Writing, Gabriel Cerda

Theses and Dissertations

Writing is a complex developmental skill, and much research has been conducted to understand in which ways to best close the gaps that national data indicates exist for students in K-12 education. This quasi-experimental study explored how integrating chatbots as dialogue agents within a writer’s workshop framework influences the quality of written compositions among Grade 12 students. The research was grounded in the Direct and Indirect Effect Model of Writing (DIEW) and the Writer(s)-Within-Community (WWC) model, which emphasize both the cognitive and social-emotional dimensions of the writing process.

Participants received real-time, individualized feedback, with pre- and post-test essays evaluated using …

Curriculum, Power And Pedagogical Becoming: An Autoethnographic Inquiry Into Lived Curriculum, Teacher Agency And Institutional Constraints, Norma Ochoa Urban-Palomarez

Theses and Dissertations

My dissertation, Curriculum, Power, and Pedagogical Becoming, examines the complex relationship between institutional curriculum structures, teacher agency, and the lived realities of classroom practice within U.S. public schooling. Situated at the intersection of curriculum theory and critical pedagogy, the study investigates how power operates through scripted curricula, pacing mandates, and fidelity-driven instructional models, and how these mechanisms shape pedagogical decision-making, professional identity, and the educational experiences of Hispanic students of poverty, language, and color. While standardization is frequently framed as a vehicle for equity and accountability, this research explores how institutional constraints may simultaneously regulate teacher practice and delimit possibilities …

Inclusive Perspectives In Early Childhood Special Education: Navigating Experiences Of Families And Educators In The South Texas Community, Jessica Ann Garza

Theses and Dissertations

This study examines the relationship between family systems and inclusive outcomes in Early Childhood Special Education (ECSE) programs in South Texas. Guided by Family Systems Theory and the family life cycle perspective, the research explores how family structures, cultural values such as familismo, bilingualism, and cross‑border healthcare access influence educational engagement and student progress. The South Texas region, characterized by its majority Hispanic population, bilingual households, and proximity to the U.S.–Mexico border, presents a unique context for understanding how cultural assets and systemic barriers shape ECSE collaboration. Using a convergent parallel mixed‑methods design, the study integrates quantitative survey data on …

Elementary Teachers' Culturally Responsive Strategies For Fostering Critical Thinking In Science Instruction With Emergent Bilinguals, Lydia Stella Ratel

Theses and Dissertations

This phenomenological study explored the lived experiences of bilingual and English as a Second Language (ESOL)-certified elementary teachers as they fostered critical thinking among emergent bilingual (EB) students in grades 3–5 science classrooms. Grounded in culturally responsive pedagogy, translanguaging, funds of knowledge, and critical thinking theory, the study examined how teachers made sense of instructional decision-making and EB students’ scientific reasoning within accountability-driven educational contexts.

Data were collected through in-depth, semi-structured interviews with elementary teachers serving emergent bilingual students in South Texas public schools. Phenomenological analysis was used to identify shared meanings across participants’ descriptions of instructional practices, language use, …

Chronicles Of A Caliche Road: Lessons From The Monte Through A Poetic Currere Of Language, Memory, And Identity, Brenda Ochoa

Theses and Dissertations

This autobiographical study explores how language, memory, and identity are shaped through lived experience in the South Texas brushland known as the monte. Situated within the cultural and linguistic landscape of the Rio Grande Valley, the study examines how land, native plants, and regional wildlife function as an informal curriculum that shapes voice, silence, and ways of knowing beyond formal schooling. Grounded in autobiographical inquiry, the study uses poetic currere as both an analytic process and a mode of representation to illuminate the relationship between language experience, memory, and identity across time. Data sources include personal memories, reflective journals, original …

Teaching At The Ai Crossroads: Educators’ Experiences, Ethics, And Practice In Pharmacy Education, Crystal Marie Zuniga

Theses and Dissertations

Artificial intelligence (AI), including emerging generative AI tools, is increasingly influencing healthcare workflows and reshaping expectations for workforce preparation. Pharmacy technician education must respond to these shifts while maintaining academic rigor and prioritizing patient safety, ethical practice, and professional accountability. This qualitative study examined pharmacy educators' perspectives on the integration of AI within the Pharmacy Technician Program at Southern Valley College, with attention to how educators interpret AI’s relevance, risks, and instructional implications in pharmacy education.

Data collection included one focus group and individual semi-structured interviews with four pharmacy educators with diverse professional experiences in pharmacy practice and education. Data …

Teaching Under Restriction: Pre-Service Teachers’ Experiences With Censorship, Johnny Salinas

Theses and Dissertations

This qualitative study examined the perceptions of pre-service teacher candidates at a predominantly minority university in South Texas about educational censorship in K–12 schools. Grounded in critical theory, the research explored how restrictive policies—including book bans and legislation related to race, gender, and identity—affect candidates’ developing professional identities and career aspirations. Data were collected through an anonymous, open-ended questionnaire and analyzed to identify six interconnected themes: autonomy and fear, book bans, policy and legislation, race and identity, subject-specific impacts, and readiness and confidence. Participants described an increasingly tense educational climate marked by heightened scrutiny and ambiguous policy expectations. They voiced …

Teacher Stories In A Place-Based Science Education Program In The Trans-Nueces Region, Brian Craig Gabrysch

Theses and Dissertations

This qualitative study examines the emerging professional narratives of five educators involved in the Integrated Oceans Program at a coastal South Texas school district situated within the Trans-Nueces region. Guided by the central research question—What are the emerging teacher stories from a place-based science program in the Trans-Nueces region, and what do we learn about place-based science education from the narratives?—the study employs narrative inquiry methodology following Riessman (2008) and Bruner (1985) to investigate how educators construct meaning from their practice within a program anchored to the Laguna Madre wetlands ecosystem.

The theoretical framework integrates interpretivism (Benton & Craib, 2010), …

The Rio Grande Valley In Text: Exploring The Borderland Within Social Studies Textbooks Via Synoptic Text, Ana Laura Escobar Fuentes

Theses and Dissertations

This qualitative, synoptic text inquiry examines how fourth-grade Texas history social studies textbooks portray Mexicans, Mexican Americans, and the U.S-Mexico border, specifically the Rio Grande Valley (RGV). This research sought to answer the following questions: How do Texas history social studies textbooks portray Mexicans, Mexican Americans, and the US-Mexican border in three South Texas school districts? Within these portrayals, what historical representations/content are included, diminished, or excluded regarding the vast majority of the Mexican or Mexican American community?

Guided by the conceptual framings of Miller and Almaraz and Valerio-Jiménez (consensual history), Garza and his colleagues (critical histories), Anzaldúa’s geography of …

Writing And Witnessing Ourselves Into Being: Testimonios Of A Chicana Educator And Latine Students For Social Justice In A Writing Course At A Hispanic Serving Institution, Amy Montoya

Theses and Dissertations

A qualitative study of first-year writing students at a Hispanic Serving Institution (HSI) sought to understand the extent to which the practice of writing testimonios transformed how students constructed their sense of identity for social justice. Guided by the research question: How does the practice of writing testimonios in a writing course at an HSI shape faculty and student identity for social justice? This qualitative study analyzed the lived experiences of three former Latine female undergraduates and the researcher in a co - participatory testimonio methodology study. Grounded in the conceptual frameworks of decolonization (Mignolo & Walsh, 2018; Paraskeva, 2013) …

Beyond Moving Hands: Narratives Around Deaf Education, Sara Simpson

Theses and Dissertations

This qualitative narrative study explored the experiences and perspectives of deaf educators and educational interpreters working in high school settings. Participants shared narratives about their professional experiences, training, and roles in deaf education. By considering their professional histories, backgrounds, and cultural perspectives, this study examined how these experiences shaped participants’ perceptions of the current state of deaf education.

Using a qualitative narrative research design, three participants with experience working in high school deaf education settings were interviewed individually and later participated in a focus group discussion. The interviews and focus group centered on participants’ perspectives regarding key issues in deaf …

Exploring Servingness Through Pedagogy: A Critical Case Study Of An Hispanic Serving Institution, Yemin Sánchez

Theses and Dissertations

This critical ethnographic case study advances current understandings of what it means to teach at an Hispanic Serving Institution (HSI) and how faculty enact servingness within an HSI enrolling high indices of Latin@/Hispanic students. Drawing on decolonial, culturally sustaining and liberatory pedagogical frameworks, this study interrogates how constructs such as Hispanic, Latin@/Latinx, or coloniality shape the pedagogical conditions under which faculty operate. Using pláticas with ten faculty members, this research study demonstrates servingness is not a technique or an institutional designation, instead, it is a fluid and deeply humanizing ecology with five mutually reinforcing dimensions: Servingness as Relational Praxis, Servingness …

Teacher Narratives Of Curriculum Implementation In Bilingual Education: A Vygotskian Analysis, Jose F. Orozco

Theses and Dissertations

This narrative inquiry explores bilingual educators' experiences implementing the Amplify Reading curriculum in a diverse, Title I-funded urban district. As schools adopt standardized curricula, tensions emerge between monolingual standards and the needs of bilingual students. Using a Vygotskian framework with Cultural-Historical Activity Theory (CHAT) and Knowledge Structures (KS), the study examines how teachers navigate systemic contradictions and how these tensions influence their professional identities.

Using an interpretivist approach, data were collected via semi-structured interviews, a focus group, and a researcher’s journal from six experienced bilingual educators. Thematic analysis reveals profound structural fractures within the activity system: a primary contradiction between …

Investigating Pre-Service Teachers’ Readiness For Early Reading Instruction: A Mixed Methods Study Of Quantified Knowledge In Phonemic Awareness And Lived Experiences, Kristin Morgan

Theses and Dissertations

This dissertation examines the lived experiences of pre-service teachers as they develop their knowledge and instruction skills during a three-week module within their first literacy course in a teacher preparation program. Literacy courses play an important role in equipping pre-service teachers with the knowledge and skills necessary to promote reading development. Research suggests that phonemic awareness is a crucial skill that predicts later reading achievement; however, many teachers lack the necessary experience and knowledge. This gap raises concerns about teacher preparation programs and how pre-service teachers learn. Guided by Vygotsky’s sociocultural theory, this sequential explanatory mixed-methods study sought to understand …

Understanding Interculturality And Enacting Culturally Based Pedagogies: A Mixed Methods Study Of In-Service World Language Educators In Secondary Classrooms, Heather L. Sandy

Theses and Dissertations

This research study explored the relationship between an understanding of interculturality and culturally based pedagogies among world language teachers. The study examined the relationship between language teachers’ upbringing, their development of intercultural competence, and their self-efficacy in culturally responsive teaching practices. It addressed a practical knowledge gap concerning the intersection of interculturality and culturally based practices, specifically among secondary education teachers of Spanish and Mandarin Chinese in the United States.

The data sources focused on the qualitative aspects of interculturality, culturally based teaching practices, and world language pedagogy, with quantitative results to enhance qualitative data. The qualitative data collection included …