Educational Assessment, Evaluation, and Research Commons^™

The Impact And Sustainability Of A School Improvement Grant On Student Outcomes In An Elementary Setting, Tiesha Denise Reed

Theses and Dissertations

The purpose of the study was to examine the impact and sustainability of the School Improvement Grant (SIG) Transformation Model and to determine its impact on a low-performing elementary school. The research study used a quantitative research design to investigate the effects of the SIG on student achievement and school annual reporting data across three time periods: pre-intervention (2014-2015), post-intervention (2016-2017), and six years after the grant ended (2022-2023). The research design was appropriate because it allowed the researcher to collect archival data and examine potential differences across time periods. The independent variable was the three time periods, and the …

The Intersection Of Bias And Practice: Understanding How Adult Beliefs And Ppt Expertise Affect Self-Contained Placement Recommendations In Special Education, Amy M. Martino

Doctor of Education (Ed.D.)

This mixed-methods Improvement Science Dissertation in Practice (ISDiP) examined high rates of segregation for students receiving special education services in an urban district in central Connecticut. A root cause analysis, supported by a review of existing literature, guided the need for intervention given the widening gap between academic achievement and post-secondary outcomes for students with disabilities as compared to their peers at the secondary level. Using an improvement science framework within a convergent mixed-methods design, this study investigated the implementation of a six-week professional learning intervention for high school administrators. The professional learning focused on the facilitation of Planning and …

Enhancing Occupational Therapy Education In Cancer Rehabilitation​, Elizabeth A. Dorn

Entry-Level Occupational Therapy Doctorate - Doctoral Capstone Symposium

This doctoral capstone project aimed to enhance entry-level occupational therapy (OT) education by developing and evaluating evidence-based instructional materials addressing musculoskeletal and oncology rehabilitation within a doctorate curriculum. Designed as an oncology-focused experience, the project involved a two-phase approach: (1) testing educational techniques by implementation and evaluation of an elbow pathology lecture and lab, and (2) development of an asynchronous oncology rehabilitation unit informed by outcomes from the initial phase. The project was guided by the ASSURE instructional design model and emphasized active, visual, and case-based learning strategies to support clinical reasoning.

Student outcomes were assessed using pre- and post-lecture …

“We Learned So Much More About Each Other”: Strengthening Student-Educator Relationships Through Culturally Affirming Practices, Ashley R. Routhier

Doctor of Education (Ed.D.)

School connectedness serves as a powerful lever for positive student outcomes. Specifically, student-educator relationships provide well-documented benefits, acting as a protective factor against adverse experiences. However, building and maintaining these relationships remains a complex challenge influenced by site-specific conditions. This challenge is further intensified when accounting for diverse cultural and racial backgrounds. Utilizing an improvement science framework, this qualitative study examined educators’ perceptions as they facilitated culturally affirming social and emotional lessons in a pre-existing advisory block at a magnet high school. Findings indicate that factors at every level of the system shape student-educator relationships. Policies emerged as a critical …

The Impact Of Leadership Skills On Pbl Group Dynamics, Jaime W. Burke Hicks

Education Theses and Dissertations

This Improvement Science Dissertation in Practice examined the role of intentional leadership instruction in addressing persistent challenges in Project-Based Learning (PBL) group dynamics within a middle school setting. The Problem of Practice centered on students’ inconsistent demonstration of leadership behaviors, including communication and accountability, which limited the effectiveness of group work despite prior exposure to PBL structures. This study was conducted at a university-affiliated public charter school in East Texas, where PBL serves as a core instructional model.

Guided by an Improvement Science framework and structured through a Plan-Do-Study-Act (PDSA) cycle, this study employed a mixed-methods embedded design to evaluate …

Mission Critical: A Mixed-Methods Study On Strengthening The Ninthgrade Trajectory For At-Risk Students, Jennifer A. Skitromo

Doctor of Education (Ed.D.)

Many adolescents experience difficulties during the transition to high school, which increases the risk of lower academic achievement, higher absenteeism, and behavioral challenges. This mixed-methods Improvement Science Dissertation in Practice examined how educators at the HSI, a Grade 6–12 magnet school in the Northeastern United States, addressed adult practices that hinder students’ transition to ninth grade. Nine educators participated in an eight-week student-centered meeting protocol designed to strengthen collaboration and support ninth-grade students at risk of falling off track toward on-time graduation. Quantitative data included partial-interval observations of participant engagement, pre- and post-test results from the adapted Teacher Collaboration Assessment, …

Developing Teacher Leaders: The Impact Of Instructional Coaching On Middle School Math Teachers’ Mindsets, Instructional Strategies, And Student Outcomes, Odena Lafreniere

Doctor of Education (Ed.D.)

This mixed-methods Improvement Science Dissertation in Practice examined the impact of a six-week mathematics-focused instructional coaching intervention on student achievement, teacher practice, and teacher mindset in the middle schools of a small urban district. Guided by the Tennessee Coaching Project and Institute for Learning (TN-IFL) coaching model and the Mathematical Quality of Instruction (MQI) rubric, the intervention supported three mathematics teachers across six cycles, including pre-lesson planning, classroom observation, and postintervention feedback conferences. The researcher compared student achievement and instructional practices of coached teachers with those of eight non-coached peers across Grades 6–8. Quantitative data included weekly district quizzes, mindset …

Enhancing Paraprofessional Self-Efficacy And Skill: The Impact Of Trauma-Informed Professional Learning On Support For Middle School Students With Disabilitie, Betsy Jean Paddock

Doctor of Education (Ed.D.)

This Improvement Science Dissertation in Practice explored the impact of a seven-week professional learning series on trauma-informed practices for paraprofessionals and certified educators supporting Students with Disabilities (SWDs) at Smithville Middle School. Grounded in Adult Learning Theory, Transformative Learning Theory, and Trauma Theory, the study employed a mixed methods design to examine changes in participants’ self-efficacy, trauma literacy, and professional collaboration. Quantitative data were collected through pre- and post-surveys using the Teachers’ Sense of Efficacy Scale (TSES) and the Trauma Literacy Survey (TLS), while qualitative data were gathered through reflective journals and focus group discussions. Quantitative results revealed statistically significant …

Exploring The Impact Of The Video Game Model On Classroom Climate In A High-Achieving High School, W. Michael Mclachlan Iii

Doctor of Education (Ed.D.)

This mixed-methods Improvement Science Dissertation in Practice explored the impact of a six-week professional learning series on the Video Game Model (VGM) on classroom climate in a high-achieving high school. The study measured teacher perceptions of the VGM on student achievement goal orientation, student engagement, and teacher well-being. Using the VGM framework rooted in the neuroscience of motivation, the change idea included six high school English teachers attending focus groups and implementing five VGM lessons. In this convergent mixed-methods study, the researcher merged quantitative data from pre-test and post-test teacher questionnaires with qualitative data from focus group field notes, exit …

Enhancing Teacher Well-Being And Resilience Through Scheduled Daily Mindfulness Practices: A Convergent Mixed Methods Study, Laura K. Mallett

Doctor of Education (Ed.D.)

This Improvement Science Dissertation in Practice (ISDiP) examined whether a brief, scheduled, daily mindfulness routine could reduce teacher stress and burnout, increase resilience, and support well-being in an elementary school setting. Guided by a theory of improvement emphasizing self-awareness and emotional regulation, the study employed a mixed-methods, pre- post design implemented over seven weeks using a small sample of classroom teachers.

Quantitative data were collected using the Burnout Assessment Tool (BAT), the Teacher Burnout Scale (TBS), and the Conner-Davidson Resilience Scale (CD-RISC-10), along with daily emotion check-ins from the How We Feel app. Analyses were conducted in Excel and included …

Rise: Renew, Inspire, Strengthen, And Empower: A Healing-Centered Affinity Space, Elba Llantin-Cruz

Doctor of Education (Ed.D.)

This Improvement Science Dissertation in Practice (ISDiP) examined the benefits of a healing-centered affinity community for educators from racially and culturally underrepresented groups in Connecticut. A low rate of educators of color (EOC) impact student achievement and engagement outcomes. Higher attrition rates due to toxic working conditions, microaggressions, and invisible labor negatively impact EOC’s sense of belonging and professional growth. Using the Improvement Science Dissertation in Practice (ISDiP) and a qualitative case study methodology, the researcher implemented a six-week healing-centered professional learning affinity space with four educators who identified as Black or Latina to foster belonging, connections, and well-being while …

Completing The Circle: Consultee-Centered Group Consultation As Professional Development To Improve Restorative Practices Implementation In A Middle School, Sara A. Tennyson

Doctor of Education (Ed.D.)

This mixed-methods Improvement Science Dissertation in Practice (ISDiP) examined the impact of consultee-centered group consultation on educators' knowledge and the frequency of implementation of Restorative Practices (RP) in a middle school setting. Participants included 17 educators with various roles at a suburban middle school in the mid-Atlantic United States: Nine participated in the consultee-centered group consultation, and eight did not. The researcher administered pre- and post-surveys to both groups and examined the results using descriptive statistics. The researcher conducted participant surveys, recorded group consultation sessions, and analyzed journal entries to form qualitative themes. Quantitative findings indicated that the participant group …

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 …

Enhancing International School Implementation Capacity: Supporting Contextualized Learning At An International Baccalaureate School In China, Christopher J. Hayden Iv

Theses and Dissertations--Educational Leadership Studies

International schools allocate substantial resources to implement progressive curricular innovations; however, the advantages offered by these developments are contingent on their effective execution within classroom settings. This mixed methods action research (MMAR) study examined the implementation of the International Baccalaureate (IB) Global Context (GC) Strategy in the Middle Years Programme (MYP) at an international school in China and asked how the school might strengthen its capacity to enact this and similar innovations. Following a sequential MMAR design, a reconnaissance phase combined a whole-staff survey (n=87) with qualitative interviews to diagnose the individual, organizational, and contextual factors shaping implementation. Analyses identified …

Between The Rails: Experiential Education And Its Impact On Compliance And Consistency In Racetrack Surface Management, Heather Mackenzie

Theses and Dissertations--Community & Leadership Development

Recent regulatory requirements within the Thoroughbred racing industry have increased expectations for consistent collection and reporting of racetrack surface data. Despite clear standards, implementation in daily operations remains inconsistent, highlighting a gap between regulation, knowledge, and practice. This study examined the impact of an experiential education curriculum on racetrack personnel’s self-efficacy and reporting consistency.

Using a quantitative design, data were collected through pre- and post-surveys measuring self-efficacy and records of the number of days surface data were entered. Descriptive statistics, paired-samples t-tests, and effect size analyses were used. Results showed a statistically significant increase in self-efficacy (p < .001) with large effect sizes, indicating meaningful gains in confidence and comfortability. Reporting consistency did not show a statistically significant change (p = .885).

Overall, experiential education …

Empowering Paraeducators: A Mixed Methods Study Of Targeted Paraeducator Training In Trauma-Informed And Restorative Practices, Amy K. Stevenson

Doctor of Education (Ed.D.)

This mixed-methods study, grounded in Improvement Science, examines behavioral support provided by paraeducators, sometimes referred to as paraprofessionals, to students who receive special education services. Districts employ paraeducators to implement Individualized Education Programs (IEPs) for students with a range of disabilities. Often, paraeducators possess limited skills and receive little training to provide effective support to students. Additionally, paraeducators remain among the lowest-paid employees in school districts. Research suggests that targeted professional development, particularly whole-group instruction, followed by coaching, modeling, and feedback, can improve both paraeducator implementation fidelity and student outcomes. Five paraeducators working in a program serving elementary students with …

Enhancing Classroom Outcomes For Students With Adhd: A Small Group Intervention Coupled With Adhd Psychoeducation For Teachers, Britney Wischer

Morehead State Theses and Dissertations

An applied project submitted in partial fulfillment of the requirements for the degree of Education Specialist at Morehead State University by Britney Wischer in 2026.

Teaching Effectiveness On Secondary Mathematics: Evidence From Pisa—Shanghai-China, Ting Shen

Psychological Science Faculty Research & Creative Works

Educational researchers and policymakers around the world have a strong interest in understanding the underlying reasons for the remarkable academic achievement of Chinese students in the Programme for International Student Assessment (PISA). Although teachers have a significant impact on student achievement, empirical evidence on teaching effectiveness in the Chinese education system has been scarce. This study uses the PISA 2012 Shanghai-China data and employs both multilevel models and quantile regression models to investigate effective teaching factors and their differential effects for students at different mathematics achievement levels. The results reveal the importance of cognitive activation and disciplinary climate as consistent, …

Contextual Influences On Algebra 1 Achievement In Florida: A Multilevel Analysis Of Fsa Data And Policy Implications For B.E.S.T., Alberto Leiro Jr

Graduate Studies Theses and Dissertations 2026

This study examined how school-level and district-level contextual factors are associated with Algebra 1 achievement in Florida using a multilevel modeling framework. Drawing on statewide publicly available data from the Florida Standards Assessments (FSA), the analysis included schools nested within districts to account for the hierarchical structure of educational data. School-level predictors included absenteeism, economic disadvantage, English language learner status, student mobility, and the proportion of students with disabilities, while district-level variables included poverty and crime rates. Results from the null model indicated that a meaningful proportion of variance in Algebra 1 achievement was attributable to differences among districts, supporting …

Children's Peer Selection In Stem: The Influence Of Gender, Ethnicity, And Disability, Meagan Girard, Kim P. Roberts

Theses and Dissertations (Comprehensive)

The present study examined how children’s peer selection in STEM (science, technology, engineering, and mathematics) may be influenced by gender, ethnicity, and physical disability. Sixty-four children (ages 6-12) from elementary schools in Southwestern Ontario completed three tasks: a simulated peer selection task, an attribution of ability task, and a stereotype belief questionnaire. In the peer selection task, participants were repeatedly asked to select one peer from a set of AI-generated photographs showing children who differed by gender (male, female), ethnicity (White, Black, East Asian), and physical disability status (able-bodied user vs. nondisabled). The Peer Selection Task was based on the …

Geo210 Intro To Gis: Students As Partners Support Of Instructional Modalities, Elise Anderson, Dharm Barot, Riley Grant

Student Works

This study investigates the impact of a Students as Partners (SAP) model on teaching effectiveness and student success in GEO210: Introduction to Geographic Information Systems at Embry‑Riddle Aeronautical University. Over three semesters, student partners collaborated with the instructor to co‑design course curriculum and instructional modalities. This collaboration resulted in peer‑led lectures, collaborative learning activities, iterative skill assessments, and revised assignments with clear rubrics. Student outcomes in SAP sections were compared with those in non‑SAP sections using course evaluations, grades, and qualitative student feedback. The results indicate that SAP sections achieved higher teaching effectiveness ratings, more positive perceptions of the learning …

Family, Stability, Mentors & Money: Student Definitions Of Success, Arturo Caldera

CMC Senior Theses

This research takes a deep dive into the factors shaping marginalized communities’ educational experiences, particularly for low-income Latino students from migrant backgrounds navigating public schooling spaces. Across sixteen qualitative interviews, participant narratives reveal how a systemic lack of resources at the institutional, interpersonal, and structural levels undermines the quality of support students receive and shapes their academic trajectories. Grounded in student-centered practices and informed by scholarship in multicultural education, Chicanx/Latinx studies, feminism, and psychology, this study contributes to ongoing efforts to move beyond deficit-based frameworks and instead recognize the cultural wealth, knowledge, and resilience students bring from their homes and …

Deep Search In K–12 Education: Opportunities, Risks, And Research-Literacy Imperatives For Ai-Enabled Classrooms, Steven Baule, Dillon Martinnez

Essays in Education

Generative artificial intelligence (AI) deep search tools, such as ChatGPT’s Deep Research, Google’s Gemini Deep Search, Perplexity Research, Claude’s extended search, and emerging academic engines like Elicit and Consensus, are reshaping the ways students and educators locate, evaluate, and synthesize information. These tools promise to democratize research and reduce barriers to high-quality sources, particularly in K–12 environments where time, instructional capacity, and access to resources vary widely. However, recent analyses reveal significant challenges: inaccuracies, opaque algorithms, hallucinated facts, and inconsistencies across platforms. Using classroom-relevant examples and controlled experiments, including ambiguous historical searches and complex educational policy queries, this article examines …

Beyond Assumptions: What Students Really Think About School Wellbeing Programs, Amanda Madden

Research outputs 2022 to 2026

The study examined students’ perceptions of effective components in school-based wellbeing programs, addressing a critical gap where adolescent voices are absent. Data was gathered through a questionnaire, individual interviews, and focus groups conducted with 36 Year 12 students across three independent co-educational schools in Western Australia. Thematic analysis identified seven key components essential for effective wellbeing programming: targeted content providing respite from academic pressures, engaging and relatable presenters, strategic timing, developmental appropriateness, meaningful measurement, genuine teacher engagement, and authentic incorporation of student voice. Students valued practical, non-academic content and expressed scepticisms about teacher-delivered programs. Timing emerged as a previously underexplored …

Ai-Generated Content In Education: Moving Beyond Theory Toward Data-Driven And Actionable Insights, Huong Thi Pham, Nhung Thi Phuong Nguyen

Journal of Educational Technology Development and Exchange (JETDE)

The emergence of AI-powered content such as text, images, and videos generated by large language models (LLMs) has rapidly transitioned from an experimental novelty to a structural force in higher education. Yet, previous reviews have remained largely conceptual or focused on the early stages of the AI wave. This study offers an updated, multi-faceted overview of AI-generated content in education based on data from 2022 to 2025. Following the PRISMA protocol, we systematically identified and reviewed 64 peer-reviewed studies to examine usage, transformation of teaching practices, impacts on learning outcomes, and challenges related to academic integrity, bias, trustworthiness, and teacher …

Development Of The Digital Literacy Scale Based On A Socioformative Approach In University Students, Pedro Luis Arroyo-Pizarro, Renzo Esteban Martinez Laya, Elizabeth Deisy Herrera Bustillos, Esperanza Carmen Quiñones Aldazabal, Ernesto Elias Mamani Tipula, Alex Giovanny Arestigue Navarro, Christian Daniel Palomino Huananchin

Journal of Educational Technology Development and Exchange (JETDE)

Abstract: The objective of this study was to develop and validate a digital literacy scale grounded in the socioformative approach for university students. An instrumental, cross-sectional design was used with a sample of 174 students from Metropolitan Lima. Content validity was established through expert judgment, and construct validity was examined using exploratory factor analysis. The results supported a four-factor structure—Metacognitive-Adaptive ICT domain, Critical digital information management, Multimedia communicative production, and Digital socio-ethical practice—that explained 61% of the variance. Reliability indices were acceptable across dimensions (α=.716–.810; ω=.728–.817). The findings indicate that the scale (EADigit) is a valid and reliable tool for …

Development And Psychometric Validation Of A Short-Form Critical Thinking Scale In Generative Ai Contexts (Genai–Crt): Evidence From Vietnamese Efl Learners, Ngo Cong-Lem, Thang T. Nguyen, Khanh N. H. Nguyen, Quyen N. H. Nguyen

Journal of Educational Technology Development and Exchange (JETDE)

The rapid spread of generative artificial intelligence (GenAI) in education has intensified concerns about its impact on learners’ critical thinking, underscoring the need for reliable instruments to assess how students engage critically with AI-generated content. This study adapted, developed, and initially validated the Generative AI–Critical Thinking (GenAI–CrT) scale, an eight-item short-form instrument designed to capture EFL learners’ critical thinking in AI-enhanced learning contexts. Data from 233 Vietnamese undergraduates and graduates underwent exploratory and confirmatory factor analyses, supporting a theoretically grounded four-factor structure comprising analytical skills, logical reasoning, evidence evaluation, and open-mindedness. The scale demonstrated excellent model fit (χ²(14) = 23.49, …

Trends And Innovations In The Development Of Immersive Technology In Science Education (2019-2024): A Literature Review, Aziz Kurniawan, Hartono Hartono, Bambang Subali

Journal of Educational Technology Development and Exchange (JETDE)

The COVID-19 pandemic has had a significant impact, including the change in learning methods from face-to-face to non-face-to-face learning. This change in method accelerates innovation in the use of technology to support non-face-to-face learning. Immersive technologies, such as Augmented Reality (AR), Virtual Reality (VR), and Virtual laboratories, have offered authentic and interactive non-face-to-face learning experiences in science education. This study employed a systematic literature review (SLR) method to map trends and innovations in the development of immersive technology in science education from 2019 to 2024. The literature data were obtained from the Scopus database and then selected using the PRISMA …

Speaking Up Online And Offline: The Effects Of Social Media-Based E-Portfolios In Empowering Efl Students' Speaking Performance, I Putu Indra Kusuma, Luh Indrayani

Journal of Educational Technology Development and Exchange (JETDE)

Although e-portfolios are widely acknowledged for enhancing EFL students’ speaking skills, most studies assessed performances offline, leaving limited evidence of their impact across both modes. This study examined the effects of social media-based e-portfolios combined with classroom instruction on students’ speaking performance in online and offline contexts. A mixed-methods experimental design was employed, involving 46 Indonesian university students divided into an experimental and a control group. Data were collected through online and offline pre- and post-speaking tests, a speaking performance rubric, and semi-structured interviews. Quantitative analysis using One-Way MANOVA, Univariate ANOVA, paired sample t-test, and effect size revealed significant improvements …

Case-Based Learning In Biology Education: A Systematic Literature Review, Elsje Theodora Maasawet, Jullya Christin Kolow

Journal of Educational Technology Development and Exchange (JETDE)

Biology education often relies on content-intensive instructional materials that may encourage rote memorisation rather than conceptual understanding, potentially contributing to misconceptions. Case-Based Learning (CBL) offers an alternative by engaging students in applying biological concepts to authentic, real-life cases and promoting meaningful learning. Despite growing empirical interest in CBL, no systematic literature review has specifically synthesised its application in biology education. This study therefore examined publication trends, learning skills addressed, and conceptualisations of CBL in biology education. Relevant literature was retrieved from Scopus and Web of Science using “Case-Based Learning” as the search term. Following PRISMA-guided screening, 42 articles were included …