Enhancing Science Accessibility And Engagement For Students With Visual Impairments: A Randomized Trial Of The Talking Labquest In Nigerian Schools, Sariat A. Adelakun Dr

Journal of Science Education for Students with Disabilities

Students with Blindness in Nigeria are often erroneously perceived as incapable of engaging with science at the basic education level, contributing to their low enrolment in science-related careers. Although various techniques and materials have been proposed to support students with blindness in science, many lack empirical validation. This study investigated one such approach by examining the impact of the Talking LabQuest on the interest of Students with blindness in science subjects.

A randomized controlled trial was conducted in inclusive junior secondary schools in Nigeria, involving 20 classrooms over an 18-week period. Twelve classrooms were randomly assigned to the intervention group, …

The Role Of Self-Awareness, Advocacy, And Support In Stem Success: Stories From Landmark College's Aie-Stemplos Program, Anastasio Bonhomme, Jaden Clark, Madison Wan, Gabrielle Woolgar, Rebecca Matte, Christin B. Monroe

Journal of Science Education for Students with Disabilities

Neurodivergent individuals bring unique perspectives and talents to STEM fields while facing distinct challenges, particularly in higher education environments that often rely on traditional learning models. Landmark College’s AIE-STEMPLOS program provides an innovative framework to empower neurodivergent STEM scholars by fostering self-awareness, advocacy, and community support. Grounded in Universal Design for Learning (UDL) principles and strengths-based approaches, the program leverages tools like the Birkman Method® to help students articulate their strengths and communication styles in professional terms. This paper examines how accessible learning strategies, peer mentorship, and individualized advising cultivate belonging, confidence, and resilience among neurodivergent STEM scholars, offering a …

What Is Happening In The World Today And Why: Humanity’S Evolving Consciousness And The Role Of Archetypal Energies As Guides During An Unfolding Weeding Out And Alignment Process, Carroy U. Ferguson

Psychology Faculty Publication Series

What is happening in the world today and why? Humanity is evolving its consciousness at individual and collective levels. Given these seemingly tumultuous times, as of this writing (January 2026), to make such a statement may sound like a strange thing to say. However, I suggest that if you are alive today and if you are reading these words, these are the very times for which you were born--to assist Humanity as it evolves its consciousness with your unique gifts, whatever they may be. That is, this period of our individual and collective human being-ness may be characterized as an …

Greater Newark Stem Ecosystem - 2026 Convening - Small Group Outcomes & Action Plan, Brad Schenker

STEM for Success Showcase

In January 2026, GNSE convened ecosystem partners for a co-design session focused on identifying shared challenges, opportunities, and near-term actions to strengthen STEM education and career-connected learning. Participants engaged in small-group discussions to surface barriers, enablers, and potential areas for coordinated action.

Humanity Is Evolving Its Consciousness: The Role Of Archetypal Energies As Guides During An Unfolding Weeding Out And Alignment Process, Carroy U. Ferguson

Psychology Faculty Publication Series

Humanity is evolving its consciousness at individual and collective levels.  Given these seemingly tumultuous times, as of this writing (January 2026), to make such a statement may sound like a strange thing to say.  However, I suggest that if you are alive today and if you are reading these words, these are the very times for which you were born—to assist Humanity as it evolves its consciousness with your unique gifts, whatever they may be.  That is, this period of our individual and collective human being-ness may be characterized as an unfolding period of weeding out and alignment with the …

The Hidden Opportunities Within The Stem Workforce Pipeline, Brad Schenker

STEM for Success Showcase

_{Five Connections in STEM Education That Can Harmonize America's Workforce Pipeline}

The recent changes to our education system have created a state of uncertainty and instability, which presents a unique moment in time to change systemic design failures that can be accomplished within existing budget, people and resource constraints.

This analysis of research, mostly from 2015-2025, identifies five opportunities in the STEM workforce pipeline to create “Moments of Impact” that can change the direction of a student's STEM education pathway.

Dual Credit Enrollment And First-Year Undergraduate Experience In Texas: Insights From A Mixed Methods Study, Summer Pannell, Jennifer D. Goddard

School Leadership Review

There has been considerable expansion in the availability of dual credit coursework, however, there is still a lack of understanding regarding how effective these programs are in equipping students for success in post-secondary education (Struhl & Vargas, 2012). This study used a mixed-methods approach to explore the relationships between various components of dual credit programs and the experiences of first-time undergraduate students. The results of a hierarchical multiple regression indicated a statistically significant relationship between the modality of dual credit coursework and students’ first-year undergraduate GPAs but not between the setting of the two factors. Further, the results did not …

Multimedia-Based Interventions To Improve Science Learning Outcomes For Deaf Students At Wangsel Institute For The Deaf., Cheten Tshering Mr., Tshering Wangchuk

Journal of Science Education for Students with Disabilities

Efforts have been made to ensure inclusive learning opportunities for all students, including those from diverse backgrounds. One key strategy to enhance children’s learning and academic performance involves the thoughtful selection and application of instructional tools tailored to meet learners' specific needs. This study examines the impact of multimedia-based instruction on science achievement among deaf students at Wangsel Institute for the Deaf in Bhutan. Using a quasi-experimental design, the research compared pretest and post-test results between a control group and an experimental group. Data analysis included descriptive statistics (t-test) and ANCOVA. The findings indicated a statistically significant differences (p = …

Exploring The Role Of Occupational Therapy In The Delivery Of Trauma-Informed Services To Hospital-Based Clients Ot, Frank Czuba

Journal of Applied Disciplines

Hospitalization can traumatize clients and impact overall health outcomes, leading to increased hospital readmission rates and resulting in a negative impact for both clients and providers. Limited information exists regarding how hospital-based occupational therapists evaluate and address trauma, even though incorporating trauma-informed principles into professional practice can enhance the occupational therapy process. The study explored the comprehension and perceived significance of trauma-informed tenets among occupational therapists delivering services in hospital-based settings. A quantitative research study with an exploratory design was implemented to explore how occupational therapists (OT) understand and utilize trauma-informed practices with their clients in a hospital setting. An …

The Relationship Between Implementation Of Effective Schools Practices, School Performance, And Improvement, Kelly Mchugh Massinople

Theses, Dissertations and Capstones

Effective schools frameworks describe the evidence-based practices implemented at schools, including those with disproportionately high levels of students living in poverty, that have high levels of student achievement (Edmonds, 1979; Lezotte, 1982; Lezotte & McKee Snyder, 2010; Padilla et al., 2020; Sammons et al., 1995). This study examined the relationship between the implementation of effective schools practices, as described in the research, and school performance and school improvement, as reported in state accountability indicators. The analysis focused on improvement efforts initiated at 21 West Virginia schools identified in the fall of 2022 for Comprehensive Support and Improvement (CSI) under the …

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 …

"What Does It Mean If I Am Silent?”: Bipoc And Lgbtq+ Educators’ Narratives Of Identity, Responsibility, And Student Protection, Julie Nicole Von Stein

Theses, Dissertations and Capstones

This qualitative study examined how BIPOC and LGBTQ+ educators describe their experiences navigating curriculum restrictions and book bans in politically restrictive educational environments, their perceptions of administrator support, and how their identities uniquely shape their decisions about resistance and risk. Grounded in Scott’s theory of everyday resistance, the study explored the ways BIPOC and LGBTQ+ educators make decisions about resistance when curricular content connected to race, gender, sexuality, and marginalized identities is challenged or restricted. Data were collected through semi-structured interviews with educators who identify as BIPOC and/or LGBTQ+, allowing participants to describe their experiences, decision-making processes, perceived risks, and …

From Deference To Dialogue: How International Gtas From High Power Distance Cultures Adapt To U.S. Classroom Dynamics, Deborah Akua Afi Appiah

Theses and Dissertations

International graduate teaching assistants (GTAs) from high power distance cultures play a significant role in undergraduate education at U.S. universities, yet they face challenges that go well beyond language proficiency. Coming from educational backgrounds where teacher authority is unquestioned and hierarchical, these GTAs must navigate American classrooms that operate on fundamentally different assumptions, where authority is earned rather than assumed, informality is the norm, and students expect to question, negotiate, and be personally known by their instructors. The present study examined how eighteen (18) international GTAs from seven (7) high power distance countries perceived and adapted to these differences while …

A Descriptive Study Of Culturally Responsive Practices In Positive Behavioral Interventions And Supports (Pbis) In West Virginia Elementary Schools, Janna Rae Coleman

Theses, Dissertations and Capstones

This descriptive mixed-methods study examined elementary teachers’ implementation and perceived effectiveness of culturally responsive practices within existing Positive Behavioral Interventions and Supports (PBIS) systems in a West Virginia school district. Guided by Leverson et al.’s (2021) Culturally Responsive PBIS (CRPBIS) framework, the study explored five components of culturally responsive practice: identity, voice, supportive environment, situational appropriateness, and data for equity. Both quantitative and qualitative data were collected from 86 elementary teachers using the researcher-developed Culturally Responsive Practices in Existing PBIS Survey. Findings indicated that teachers reported frequent implementation and perceived effectiveness across all five components, with the supportive environment receiving …

Examining The Multilevel Effects Of Instructional Leadership On Teachers’ Professional Commitment And Classroom Management, Nuruddin Ahmed Masud, San Su Su San, Kim Ki Bong, Mst Taherun Nesa Subarna

Georgia Educational Researcher

This study examined the multilevel effects of instructional leadership on teachers’ professional commitment and classroom management in secondary schools. Using a multilevel modeling (MLM) approach, data were collected from 250 teachers nested within 8 schools. The analysis assessed the influence of both school-level instructional leadership and teachers’ perceptions of leadership on professional commitment and classroom management outcomes.

Results indicated that instructional leadership at both levels significantly predicted teachers’ professional commitment (teacher-level: β = .32, p < .001; school-level: β = .45, p < .001). Similarly, instructional leadership demonstrated significant positive effects on classroom management (teacher-level: β = .28, p < .001; school-level: β = .41, p < .001). Furthermore, teacher professional commitment was positively associated with classroom management (β = .36, p < .001) and moderated the relationship between instructional leadership and classroom management, such that the effect was stronger under higher levels of leadership support.

These findings highlight the importance of instructional leadership in shaping teacher-related outcomes across organizational levels. The study contributes to the literature by providing empirical evidence …

Preparing Students For What Comes Next: A Qualitative Study Of District Approaches To Postsecondary And Career Readiness, Amanda C. Pelsor

Dissertations of Practice

PREPARING STUDENTS FOR WHAT COMES NEXT: A QUALITATIVE STUDY OF DISTRICT APPROACHES TO POSTSECONDARY AND CAREER READINESS

This qualitative study examines how Illinois school districts support students’ readiness for postsecondary success and career planning and exploration. Despite longstanding state and federal efforts to improve college and career readiness, many students continue to face challenges after high school, including lack of workforce readiness, underpreparedness for postsecondary education, unclear career pathways, and difficulty navigating complex transitions. Using semi-structured interviews, this study explores how districts conceptualize and implement career readiness frameworks, the ways readiness work is embedded within district systems, and the barriers …

Supporting First-Generation College Student Success Through Increased Participation In High-Impact Academic Practices, Michael Daly

University of the Pacific Theses and Dissertations

First-generation college students, those with neither parent having earned a bachelor’s degree, represent approximately one-third of all students attending college in the United States. Many enter college not fully prepared for success and, despite decades of research and the development of a variety of student support interventions, substantial and lasting improvements in their institutional retention and graduation rates on a national level have been elusive. This persistent issue creates a variety of negative consequences for the students, the institutions they attend, and society. The purpose of this action research study was to develop recommendations for improving the practice of supporting …

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.

Exploring Culturally Responsive Faculty Practices That Support Student Success In Community College Classrooms, Mary Catherine Flynn

Theses and Dissertations

This qualitative study explored the culturally responsive teaching practices used by six community college faculty and instructors in their in-person courses. Faculty and instructors taught courses included in certificate and degree programs related to early childhood education, human services, and criminal justice at one midwestern community college. Specific content areas included sociology, political science, and child development. Data collection for this study included comprehensive interviews with each instructor, an analysis of documents including syllabi, student assignments, and assessments, and multiple classroom observations. This study was anchored in a theoretical framework based on the constructs of culturally responsive teaching practices. Each …

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. …

Factors That Impact K-6th Grade Teachers’ Sense Of Self-Efficacy: A Mixed Methods Study, Becky A. Eckburg

West Chester University Graduate Theses, Dissertations, and Final Projects

Although there have been efforts to narrow the "achievement gap," research shows that the academic achievement levels of students in low socioeconomic school settings are likely to be significantly lower than the academic achievement levels of students in higher socioeconomic school settings (Babayiğit et al., 2021; Rahman et al., 2024). Studies also show that teachers have a significant impact on their students' growth, no matter what their academic setting may be (Petek & Pope, 2023), and that collective teacher self-efficacy is a significant factor in positive student achievement (Hattie, 2008). If targeted professional development could support teachers' self-efficacy, student achievement …

The Impact Of Strategic Planning On Teachers' Perceptions Of Their Practice: A Mixed-Methods Study, Vivian Robert

Selected Full Text Dissertations, 2011-

Strategic planning is a vital endeavor for school districts across New York State. Often, however, significant human and financial capital is invested in these processes without investigating their impact beyond immediate student outcomes. While student success is the ultimate priority, little attention has been paid to the effect strategic planning has on the practitioners charged with implementing it, specifically teachers. This phenomenological mixed-method case study investigates how strategic planning influences teachers’ perceptions of their practice and identifies how districts can better engage educators to ensure the successful realization of district goals. In this study, district leaders participated in semi-structured interviews, …

Coaching Undergraduates, A Conceptual And Practical Guide, Anna Carissa Rozzo

Journal on Empowering Teaching Excellence

Access the online Pressbooks version of this introduction here.

The overall aim of this paper is to provide a holistic orientation to the practice of person-centered coaching while providing tangible methods that faculty and advisors in higher education may be able to integrate into their professional practices. This conceptual paper explores the theoretical and practical intersections of coaching and teaching, presenting a flexible modality to support student-centered learning. The author provides readers with general guidance and templates for goal setting, problem solving, and assessment that practitioners may adapt to their own contexts.

Exploring Perceptions Of Generative Ai On Study Abroad Programming, Justin T. Sleppy

Capstone Collection

This study examines the perceptions and experiences of international education professionals regarding the integration of generative artificial intelligence (AI) in higher education. While AI offers new opportunities for enhancing learning, existing research highlights both potential benefits and ethical, environmental, and pedagogical concerns. Using a qualitative approach, this study explores how study abroad staff in the Claremont Consortium engage with and assess the implications of AI within international contexts. Guided by critical frameworks from Paulo Freire, the research situates AI within broader discussions of power, labor, and knowledge production. Findings indicate that sampled staff predominantly use AI for low-stakes tasks or …

Lost In Translation: Navigating Cultural And Linguistic Barriers For Indian Learners In Tesol Classrooms, Shivam Jaynarayanbhai Gohel

Master's Projects and Capstones

ABSTRACT

This thesis examines the cultural, linguistic and emotional issues of the Indian multilingual students in the U.S. TESOL classroom and explains the value of decolonized and culturally responsive pedagogies to ameliorate foreign language anxiety and create equitable education. Based on the frameworks of Culturally Responsive/Sustaining Pedagogy and Affective Filter Theory, the study integrates existing and existing research to investigate the role of colonial heritage in influencing TESOL practice, the undermining effect of anxiety on academic achievement and the empowering effect of instructions that are inclusive and responsive. Chapter I presents the problem, including how multilingual and multicultural identities of …

Aged 539 Graduate Internship Report- Bear Creek High School Agriculture Department, Fatima E. Castellanos

Agricultural Education: Graduate Internship Reports

This report provides an evaluation of the Bear Creek High School Agriculture Program. The analysis highlights both program strengths and areas requiring further development, including SAE participation, pathway coherence, and student retention. Overall, the findings demonstrate that intentional planning and strong community partnerships contribute significantly to the program’s effectiveness and continued growth.

From Stigma To Strength: Exploring Workplace Wellness At Nami Monterey County, Maria G. Zamudio

Capstone Projects and Master's Theses

Employees in Monterey County face persistent challenges related to poor mental health, driven by high costs of living, limited access to providers, workplace stress, and stigma surrounding help-seeking behaviors. The National Alliance on Mental Illness (NAMI) Monterey County, a grassroots organization committed to education and advocacy, primarily serves caregivers and families of individuals with mental illness but is expanding efforts to address systemic workplace mental health barriers. This capstone project involved designing and piloting workplace-focused interventions, including presentations for a Public Works Department, a customizable training binder, and pre/post-assessment tools. The initiative sought to reduce stigma, increase awareness of resources, …

From Vision To Practice: Implementing An Instructional Model Through Teacher Experience And Leadership Support, Stefanie Novotny

Dissertations and Doctoral Documents, University of Nebraska-Lincoln, 2023–

Implementing change in any organization is challenging. It requires careful planning, effective communication, and strong leadership. Principals provide support and empower stakeholders to take ownership of the change process. They create opportunities for others to contribute ideas, take on leadership roles, and drive innovation, fostering a culture of shared responsibility and collective action. Change leaders inspire creativity and encourage teachers to think outside the box, leading to the development of new ideas and processes that drive growth and success. This mixed-methods action research study investigated how teachers can enhance educational practices by implementing an instructional model to improve teaching strategies …

Educator Perceptions Of Mindfulness Education In Rural Elementary Schools In Tennessee, Mary C. Shepherd-Mcgown

Electronic Theses and Dissertations

The purpose of this phenomenological study was to examine educator perceptions of mindfulness instruction and the alignment of school policies in rural elementary schools in Tennessee. Despite growing interest in mindfulness in education, few studies have investigated how these practices are experienced and implemented within under-resourced, rural contexts.

Guided by Bandura’s Social Learning Theory (SLT) and framed conceptually by the Whole-School Mindfulness (WSM) model, the study explored how social, organizational, and policy factors influence the adoption of mindfulness practices. SLT provided a theoretical lens for understanding how educator behaviors are shaped through observation, modeling, and reinforcement, while the WSM framework …