Curriculum and Instruction Commons^™

Predictors Of Resilience Among East Asian American Adults: The Role Of Ethnic Identity, Parental Cultural Socialization And K-12 Experiences Of Stereotype-Related Stress, Regina Lee

Selected Full Text Dissertations, 2011-

This quantitative retrospective study examined predictors of resilience among East Asian American adults reflecting on their K-12 educational experiences of stereotype-related stress. Guided by Asian Critical Theory (AsianCrit), Ethnic Identity Theory, Resilience Theory, and Quantitative Critical Race Theory (QuantCrit), the study investigated whether ethnic identity and parental maintenance of heritage culture during K-12 schooling predicted adult resilience. Participants (N = 207) completed validated measures of ethnic identity (MEIM; Phinney, 1992; Roberts et al., 1999), parental maintenance of heritage culture subscale (AAPRES; Juang et al., 2016), stereotype-related stress (MMM Scale, Thompson & Kiang, 2010; Perpetual Foreigner subscale, Liang et al., 2004), …

The Coalition Of Inclusive School Leaders Framework & Guidebook, K. Adams, Meghan Cosier, Audri Sandoval Gomez

Thompson Policy Institute on Disability Policy Reports

"The purpose of this inclusive leadership framework, also supplemental, is to expand further on those actionable steps in the PSEL 2015 and Promoting Principal Leadership for the Success of Students With Disabilities document for direct use with future and current school and district administrators, framing a more inclusive-focused leader than the initial development of the CPSEL and PSEL. This framework will guide leaders toward improving access, equity, and inclusion for students with disabilities (SWD) and other students from traditionally marginalized backgrounds (e.g., students who are Black, Latinx, and Indigenous; students who are LGBTQIA+; and students who are experiencing poverty across …

Motivational Systems In Education That Encourage Academic Achievement And Student Leadership, Hannah Lockhart

2026 Research Poster Competition

This research investigates the role of motivational systems in education and their impact on students’ academic achievement, leadership development, and overall engagement following the implementation of school-based motivational frameworks. Grounded in an expanded review of educational and psychological literature, this study builds upon substantial evidence demonstrating that motivation is a critical determinant of both academic performance and personal development. While prior research consistently establishes positive correlations between student motivation and achievement, there remains a notable gap in empirical examination of how specific motivational systems are implemented in school contexts and how they function across diverse student populations. Drawing upon established …

Analyzing Educators’ Roles In Preparing Students For Civic Engagement In Arkansas Communities, Mia Hastings

2026 Research Poster Competition

Individuals aged eighteen to twenty-nine accounted for only thirteen percent of the voting electorate in the 2018 election, despite representing nearly twenty-two percent of the voting age population (Making Young Voters, 2020, p. 3). Although the percentage of students enrolled in at least one high school government course has remained relatively constant since the late 1920s, most state standards, including those in Arkansas, require only a single civics course to graduate (Branson, 2003, p. 3). As a preservice teacher, I am struck by how civic education often focuses on reciting facts about government and political institutions rather than equipping students …

Stream Education: How It Can Enrich The Expansion Of Social-Emotional Learning., Madalyn Menke

2026 Research Poster Competition

This research project investigates the implementation of a STREAM Education curriculum – integrating science, technology, reading/writing, engineering, arts/humanities, and mathematics, with a group of fourteen elementary-aged students. The study explores how the intentional inclusion of Reading and the Arts within a traditional STEM framework - guided by the Collaborative for Academic, Social, and Emotional Learning (CASEL framework - can enrich students’ social-emotional wellbeing and engagement in learning. In partnership with SOAR Afterschool Care, an eight-week instructional project was implemented in which students read What Do You Do with an Idea? by Kobi Yamada as a central text. The book served …

"I Didn't Teach It Again Because It Wasn't Worth It": How Grades 6-12 English Language Arts Teachers Select Texts And Navigate The Obstacles That Impede Them, Steve Poggendorf

Theses and Dissertations

Classroom texts not only function as tools through which teachers can build curricula, but they can also engage and empower learners. Despite the importance of engaging texts in the classroom, teachers encounter obstacles, both social and institutional, that impede their ability to select the texts they believe will best foster student engagement and empowerment. The purpose of this qualitative study was to investigate how teachers make text selections, as well as the nature of the obstacles that stand in the way of teachers who hope to inspire and engage their students through lessons built around texts of their choosing. The …

Psychometric Properties Of The Revised Snijders- Oomen Non-Verbal Intelligence Test (Son-R 6–40), Among Sixth And Ninth Grade Students, In The Sultanate Of Oman, Fatma Said Alharthi, Yousef Abu Shindi, Hussain Ali Alkharusi

Journal of Educational and Psychological Studies

The revised Snijders-Oomen Nonverbal Intelligence Test (SON-R 6–40) provides a standardized measure of intelligence. The test’s author, Nan Snijders-Oomen (1943), conceptualized intelligence as the ability to learn and the extent to which children can benefit from school education. This test is widely used in Europe, Latin America, and Asia, but its application remains limited in Arab environments, particularly in Oman, where there is a scarcity of psychometric evaluations of nonverbal intelligence tests. Therefore, this study aimed to examine the psychometric properties of the revised Snijders-Oomen Nonverbal Intelligence Test (SON-R 6–40) among a sample of sixth and ninth-grade students in Muscat …

The Effectiveness Of A Group Counselling Program Based On The Acceptance And Commitment Therapy (Act)In Improving The Body Image Among A Tenth Grade Adolescent Female Students In The Governorate Of Muscat In Sultanate Of Oman, Nasra Aziz Khalaf Alriyami, Jalal Damra Kaid

Journal of Educational and Psychological Studies

The current study aimed to investigate the effectiveness of a group counselling program based on acceptance and commitment therapy (ACT) in improving the body image of adolescent female students in the tenth grade in Muscat Governorate. The Body Image Scale and the group counselling program based on acceptance and commitment therapy were used to achieve the study objective. The program consisted of ten sessions, two sessions per week. The research used the semi-experimental approach in two equal groups, with pre, post, and follow-up tests. Sixteen female adolescent students were involved purposely in the study procedures from the tenth grade, which …

The Effectiveness Of An Educational Program Based On The Argumentative Theory In Developing Media Discourse Skills Among Female Students Of The Media Department At Taif University, Azizah Makhdhur Makhdhar Al-Harthi, Mohammed Abduljabbar M. Alsulami

Journal of Educational and Psychological Studies

The study aimed to reveal the effectiveness of an educational program based on the argumentative theory in developing media discourse skills among female students of the Media Department at Taif University. To achieve the goal, the researchers used quasi-experimental design and prepared the following materials: a list of the written media discourse skills, a test of the written media discourse skills, provided with a rubric, a list of the oral media discourse skills, a test of the oral media discourse skills, equipped with a rubric, a general framework for the program, the student’s book, and the teacher’s guide. The random …

Designing Ai-Aware Media 101 Curriculum Through Faculty–Librarian Collaboration, Miranda Gale Smith, Elizabeth Oppe

2026 Scholarly Teaching Conference: Concurrent Session Papers

This presentation explores faculty–librarian collaboration as a teaching practice. It will inform attendees about the work done by a faculty member (Elizabeth) and a Student Success & Instruction Librarian (Miranda) to design and implement an AI-aware curriculum into an existing Media 101 course at West Virginia University. This resulted in the careful integration of subject-specific and information literacy expertise into the course’s curriculum. More broadly, this is meant to illustrate that in terms of practice, treating AI-aware curriculum development as a shared, iterative process grounded in mutual respect for distinct but complementary forms of knowledge has the potential to yield …

Inclusive Teaching Strategies That Increase Student Engagement, Manar Yamany, Jeffrey Carver

2026 Scholarly Teaching Conference: Concurrent Session Papers

This teaching practice introduces participation pathways intentional structures that design how students engage during class. A participation pathway is a planned sequence that moves students from individual thinking to small-group interaction, to shared application. Rather than relying on voluntary participation, this approach embeds engagement directly into the structure of the lesson.

This practice emerged through observing a range of college classrooms and participating in courses where structured engagement increased attention, listening, and meaningful participation. In these settings, instructors organized class sessions so that all students engaged through writing, discussion, and application activities. These pathways ensured that students who were present …

Preparing Elementary Teachers Through Targeted Science Content And Hands-On Learning, Manar Yamany, Jeffrey Carver, Susie Huggins, Arooj Justin, Yuanhua Wang

2026 Scholarly Teaching Conference: Concurrent Session Papers

This session presents an instructional approach implemented in the undergraduate course Science for Elementary Educators, designed to intentionally align science content instruction with the specific learning needs of future elementary teachers. The course focuses on developing conceptual understanding in core elementary science domains, physical science, life science, and earth and space science, while modeling developmentally appropriate instructional practices suitable for elementary classrooms.

The teaching practice emphasizes hands-on, inquiry-based science experiences that reflect the types of learning activities preservice teachers are expected to facilitate with their own students, while engaging with the content at a deeper conceptual level appropriate for …

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 …

The Impact Of High-Quality Phonological Awareness Professional Learning On In-Service Teachers' Content Knowledge And Pedagogical Content Knowledge, Roberta S. Thomas

UNF Graduate Theses and Dissertations

This convergent mixed-method study examined the impact of high-quality phonological awareness professional learning on Montessori primary lead, associate, and team associate teachers’ content knowledge and pedagogical content knowledge of phonological awareness. Eleven teachers (4 lead, 4 associates, and 2 team associates) from a private school in northeast Florida participated in four professional sessions with a content focus on the levels of phonological awareness, including word, syllable, onset and rime, and phoneme awareness. In contrast to previous studies that reported low levels of teacher content knowledge prior to professional learning, participants in this study demonstrated relatively high levels of content knowledge. …

What They Learn, What They Use:  A Narrative Inquiry Into Teacher Candidates’ Application And Perceptions Of Their Professional Learning Experiences, Shaundricka Medlock

UNF Graduate Theses and Dissertations

The landscape of teacher preparation is shifting toward clinically rich, practice-based models designed to bridge the longstanding gap between theoretical coursework and the realities of classroom teaching. Despite these reforms, many teacher candidates continue to face challenges in transferring what they learn in teacher preparation programs into effective instructional practice. This disconnect raises concerns about the coherence, responsiveness, and equity of current clinical preparation models, particularly in their ability to prepare future educators for diverse and high-need learning environments. This narrative inquiry study explores how elementary teacher candidates experience and apply professional learning experiences during a year-long internship in a …

The Retrograde Pendulum: Reversing Course On Standards-Based Grading, Jay C. Percell

Faculty Publications - College of Education

This commentary details one large, suburban school district that, after a decade-long commitment to implementing standards-based grading (SBG), reversed course, abandoned the initiative, and returned to traditional grading. This article provides a postmortem of the ambitious reform effort, drawing upon previous research and recent district survey data from teachers and parents. Among the factors leading to the reform's reversal are that, despite a carefully planned, multi-year rollout, the initiative was unable to resolve persistent concerns about implementation inconsistency, student motivation, and the technology reporting platform. Internal pressures were exacerbated by external turmoil, including personnel turnover and the COVID-19 pandemic, and …

The Monster Consuming American Education: An Ethnodramatic Exploration Of Standardized Testing And Student Stress, Jennifer Bagley

College of Graduate Studies: Theses & Dissertations

This study looks at how elementary students experience Standardized Testing, focusing on the emotional and physical effects of the Georgia Milestones Assessment System (GMAS). Most research on high-stakes testing focuses on scores, accountability, and policy, but fewer studies look at how students actually describe these experiences. Grounded in Cultural Studies and informed by Critical Pedagogy, this study examines how students interpret and make meaning of their testing experiences within the broader culture of accountability and standardized assessment. This study focuses on student voices to better understand what testing feels like for them and how they make sense of it in …

From Local Innovation To Statewide Policy: A Quantitative Study Of I How Long Island Educators Are Preparing For New York State’S Portrait Of A Graduate Framework, Ishanee Brown-Murphy

Selected Full Text Dissertations, 2011-

The New York State Portrait of a Graduate (PoG) framework emphasizes the development of transferable competencies intended to prepare students for college, career, and life readiness. Although the framework has been adopted statewide, limited empirical research exists regarding secondary educators’ perceptions of preparedness to implement PoG competencies within curriculum, instruction, assessment, and schoolwide practices. Understanding educator readiness is essential to supporting effective and equitable implementation across schools The purpose of this quantitative study was to examine how secondary educators on Long Island perceive their readiness to implement the New York State Portrait of a Graduate framework. Specifically, the study explored …

Teacher Awareness, Perspectives, And Implication Of Culturally Responsive-Sustaining Education (Cr-S): Exploring And Describing Education Decision-Making For English Language Learners (Ells), Dilrabo Dina Kenkes

Selected Full Text Dissertations, 2011-

With more immigrant students in American classrooms, it is more important than ever to use culturally responsive teaching. Even after years of policy changes, English Language Learners (ELLs) are still placed in special education programs at higher rates than expected. This quantitative study examines how teachers’ understanding and use of New York State’s Culturally Responsive-Sustaining Education (CR-S) framework affect their decisions when referring ELL students for special education evaluation. Many educators struggle to distinguish between language-learning challenges and real learning disabilities. This frequently happens because they are not fully aware of cultural differences or do not use culturally responsive teaching …

From Written Curriculum To Classroom Practice: Teacher Supplementation In The Teaching Of American Slavery In Florida And New York, Matthew T. Maloof

Electronic Theses & Dissertations (2024 - present)

This study examined how K–12 public school teachers in Florida and New York perceived the adequacy of curriculum standards and instructional materials for teaching American slavery, how they responded when those materials were perceived as limited, and how the standards and materials aligned with Shuster’s (2018) Ten Key Concepts for Teaching American slavery. Using a qualitative multi-method design, the study combined qualitative survey research with document analysis. Teachers’ open-ended survey responses were analyzed through a Modified Grounded Theory approach, while curriculum standards and instructional materials were analyzed in relation to Shuster’s framework. The final sample included 41 teachers, including 20 …

Ai Policy In Virginia Public Schools: A Comparative Analysis, Jesse Senechal, Jamelle Simmons, Jonathan D. Becker, Melissa Ware, Michael Broda, Kindy Anderson, Eric Byers, Kiana Bradford, Thea Racelis, Meleah Ellison

MERC Publications

This MERC research and policy review explores policy implications of artificial intelligence (AI) in Virginia public schools. It is part of a two part series with a companion report focused on AI implications for PK-12 teaching and learning. The report has two parts:

1. A review of the AI policy landscape around PK-12 education
2. Virginia AI policy analysis

It concludes with a series of key takeaways and recommendations for PK-12 policy and practice.

Ai In Pk-12 Education: Implications For Teaching And Learning, David Naff, Meleah Ellison, Casey Bailey, Tzu-Wei Wang, Kiana Bradford

MERC Publications

This research and policy review from the Metropolitan Educational Research Consortium (MERC) explores the implications of artificial intelligence (AI) for teaching and learning in public PK-12 education. It is part of a two part series with a companion report focused on AI implications for PK-12 policy. The report explores two questions:

1. How is AI shaping teaching and instructional practice?
2. How is AI shaping student learning and development?

It concludes with a series of key takeaways and recommendations for PK-12 policy and practice.

Perception Of Bsn Nursing Students On Theory-Practice Gap, Emmalyn G. Siclare

Honors College Theses

Nursing students obtain valuable experience and are greatly influenced by their clinical experience in nursing school. The continuity and translation of lecture content learned in nursing school to the clinical part of nursing school is known as the theory-practice gap, and it is a vital part of nursing students’ education that is suffering. A perceivable theory-practice gap has a profound effect on students’ readiness for entering the nursing profession. This study examines how the theory-practice gap is understood by Bachelor of Science in Nursing students, and solutions for how it can be remedied. A descriptive qualitative study was conducted to …

Assistant Principals’ Perspectives And Experiences Concerning Their Influence As Instructional Leaders On Student Achievement In Title I Schools, Courtney J. Charles

Electronic Theses and Dissertations

Abstract

This qualitative descriptive study explored the perspectives and experiences of assistant principals in Title I schools in the context of their instructional leadership responsibilities. The study examined the relationship between assistant principals as instructional leaders in Title I schools and student achievement by addressing research questions related to curriculum implementation, data-driven decisions, school culture, instructional support, and professional development. Moreover, this study used purposeful sampling to select 13 assistant principals from Title I schools, and data were collected through semistructured interviews and analyzed using thematic analysis. Marzano’s focused school leader evaluation model served as the framework for interview questions. …

Course Portfolio For A New Course On Data Analysis And Visualization In Animal Research, Jessie C. Morrill

UNL Faculty Course Portfolios

This course portfolio describes the design and development of a new course focused on data analysis and visualization in animal research at the University of Nebraska – Lincoln. The course was developed to meet the needs of students enrolled in Master of Science and Doctor of Philosophy graduate programs in the Department of Animal Science as well as those in the Master of Applied Science in Beef Cattle Production program. The new course was taught on an exploratory basis in Fall 2024 and Fall 2025; the perspectives of both students and the instructor are contained within this portfolio. The reflections …

Assessing Global Citizenship Pathways In A Communication, Advocacy, And Global Citizenship Classroom In The Midwest, Satveer Kaur-Gill

UNL Faculty Course Portfolios

To assess instruction in an undergraduate communication course titled Communication, Advocacy, and Global Citizenship, this qualitative inquiry examined how undergraduate students at a Midwest university engaged with global citizenship as a communicative process by conducting a content analysis of student assignments, guided by three key research questions formulated from four course objectives. The assessment found that place-based learning on global issues enhanced students' understanding of the meaning of global citizenship in a globalized world. Based on a qualitative evaluation of their key assignments, students successfully articulated threads and connections between local community concerns and issues as globally situated communicative phenomena. …

First Portfolio – Mngt 475: Business Strategies, Lisa Tschauner

UNL Faculty Course Portfolios

MNGT 475: Business Strategies serves as the undergraduate strategic management capstone course in the University of Nebraska–Lincoln College of Business. The course integrates knowledge from accounting, finance, economics, marketing, management, supply chain management, analytics, and entrepreneurship while providing students with opportunities to apply strategic frameworks to authentic business challenges. This portfolio documents the design, implementation, assessment, and continuous improvement of the course, with particular attention given to experiential learning and the comparison of two instructional models: a traditional case-study project and a real-world industry-partner consulting project. Drawing upon Kolb’s Experiential Learning Theory, self-reflection, self-efficacy, and teamwork constructs, the portfolio examines …

2026-2027 Undergraduate Catalog, Morehead State University. Registrar's Office.

Morehead State Catalog Archive

2026-2027 undergraduate catalog for Morehead State University.

Exploring In-Service Teachers' Perceptions Of Video Game Use In Classroom Instruction: A Qualitative Study, Yvette A. Talley

Selected Full Text Dissertations, 2011-

This dissertation explores in-service teachers' perceptions of using video games as educational tools, focusing on the benefits, challenges, and practical considerations of game-based learning in classrooms. Employing a qualitative research design, the study seeks to capture the nuanced, subjective experiences and tacit knowledge of teachers, providing a comprehensive understanding of how video games can be effectively integrated into teaching practices. Data were gathered through interviews and analyzed thematically to uncover key themes and insights. The findings reveal a spectrum of viewpoints, highlighting both the potential of video games to enhance student engagement and learning outcomes, and concerns related to classroom …

The Breaking Point: Examining Teacher Burnout And Methods To Build Resilience In A Time Of Unprecedented Challenges, Maribel Rudecindo-Mendez

Selected Full Text Dissertations, 2011-

The purpose of this qualitative phenomenological study was to gain insight into the experiences of K–12 teachers in the Hudson Valley region of New York as it relates to teacher burnout. The Job Demands-Resources model was used as a framework to understand organizational causes of burnout, how burnout impacts instruction and relationships with students, and how teachers cope with stress. Twenty full-time teachers who were involved with K–12 students in various instructional capacities were interviewed in a semi-structured format. Thematic analysis revealed that the main contributors to burnout were instability in the system, being overburdened with work, and issues related …