Is There Something Schools Can Learn From Black Churches?, Samantha Marie Smith

All-Inclusive List of Electronic Theses and Dissertations

The purpose of this qualitative study was to investigate and gain meaning of the experiences of families with school aged children and why they trust and value Black churches versus the school education system and if there is anything that schools can learn from roles that Black churches play in families’ lives. The research was guided by the following questions: (1) How do Black churches build relationships with families, consistently and effectively engage children, and teach children? (2) How do schools build relationships with families, consistently and effectively engage children, and teach children? (3) Is there anything that schools can …

The Impact School Leaders Have On Special Education Teacher Retention: A Cross-Case Analysis Of Two Elementary School Leaders, Nancy S. Bowers

All Dissertations

School leaders shape school culture and job satisfaction, impacting teachers’ decisions to remain or exit schools. The demand for special education teachers has continued to increase. I studied the impact school leaders have on increasing special education teacher retention by answering the following research question: How can school leaders increase the retention rates of special education teachers? This qualitative case study was guided by two theoretical frameworks, transformational leadership theory and critical disability theory, which informed the research design. I conducted the research at two public elementary schools in a suburban community in South Carolina. The findings revealed school leaders …

The Impact Of Black Faculty On First-Year Black Student Retention, Sense Of Belonging, And Racial Identity At Historically And Predominantly White Institutions, D'Andrea L. Williams

All-Inclusive List of Electronic Theses and Dissertations

The presence and engagement of Black faculty members in higher education can significantly impact Black students' college experience in their first year, especially at historically and predominantly White institutions. Emphasizing the importance of representation mentorship and relationship building, this study stresses the importance of Black faculty in fostering a sense of belonging, strengthening racial identity development, and contributing to the retention rates of Black college students during their freshmen year. On campus, Black students face the challenges of a campus climate plagued by racism, unfair expectations, mistreatment, microaggressions, and discrimination. Representation matters, and the sharing and affirming of those experiences …

Empowering Teacher Retention: Informing Leadership Strategies For Educational Leaders Based On Research And Exemplary Practices, Jessica Sanchez, Ranada Rainey-Reese

Graduate Student Dissertations, Theses, Capstones, and Portfolios

Leadership practices that foster teacher commitment remain underexamined in empirical literature, despite their documented influence on educator stability and school performance (Berry et al., 2021; Flores & Shuls, 2024). Guided by Bolman and Deal’s (2017) Four-Frame Model, Herzberg’s (1959) Motivation-Hygiene Theory, and Rock’s (2008) SCARF framework, this mixed-methods study explored how leadership behaviors influence teacher retention in K–12 contexts. The research was framed by four questions: (1) What leadership practices are perceived as contributing to teacher retention? (2) How do educational leaders describe the implementation of these practices? (3) How do K-12 public school leaders implement effective leadership practices to …

Toward More Challenge-Engaging Stem Students: A Narrative Inquiry Into Student Persistence In The Face Of Failure, Stephanie R. Fahey

Educational Leadership & Workforce Development Theses & Dissertations

Science, Technology, Engineering, and Mathematics (STEM) postsecondary graduates greatly contribute to advances in technology and research, and STEM fields promise graduates careers with positive long-term outcomes. Many postsecondary students initially choose STEM majors; however, less than half of those students graduate with a STEM degree. High STEM attrition is a problem that continues to vex educators and researchers. One attributable factor to high STEM attrition is students adversely reacting to initial academic failure in challenging STEM educational contexts. However, there are a lack of studies that investigate the individual experiences of students who persist despite academic failure to better understand …

Empowerment Through The Sisters Lifting As We Climb Network: Examining The Organization’S Impact On Black Women, Sharnay Hearn Davis

Electronic Theses and Dissertations

This phenomenological case study examines the role of empowerment within the “Sisters Lifting as We Climb Network” through the experiences of Black women participants in Pittsburgh, Pennsylvania. Utilizing in-depth semi-structured interviews, the research investigates the organization's origins, evolution, and social support mechanisms that foster empowerment, as well as participants' experiences with programs and activities over the past nine years. Additionally, the study identifies areas for organizational improvement to further enhance participant empowerment.

The findings of this research support the empowerment theory framework by clarifying the preconditions, processes, and outcomes of empowerment within the Network, which fosters sisterhood and enhances participants' …

"I Was In The Story": The Relationship Of Oral Storytelling With Student Hope, Narrative Transportation, And Religious Beliefs, Jacob B. Earnest

All Graduate Theses and Dissertations, Fall 2023 to Present

This study investigated the potential relationships with oral storytelling and student narrative transportation levels, student hope levels, and student religious beliefs. The Children’s Hope Scale and the Transportation Scale-Short Form were to assess hope levels and narrative transportation levels in participants. Results suggest that oral storytelling may have a strong relationship with narrative transportation. A relationship with oral storytelling and student religious beliefs is also suggested. Oral storytelling and student hope levels, and the possible connection between student narrative transportation levels and student hope levels, needs further research.

Bringing Life To Our Mission And Vision: A Problem Of Practice, Jessica Preisig

All Dissertations

This study leveraged principles of improvement science and a mixed methods approach to evaluate the impact of an intentionally designed professional learning cohort for teachers. The intended aim of this study was to equip teachers with the knowledge, skills, and self-efficacy necessary to effectively utilize instructional technology to meaningfully engage all learners. As one part of a collaborative dissertation in practice, this study explored the broad impact of teachers’ participation in a cohort implementing the seven elements of effective professional development (Darling-Hammond et al., 2017) and framed around the ISTE Standards for Educators (Crompton, 2017). The companion study (Britton, forthcoming) …

Reimagining Positionality In Curriculum: Unlocking Consciousness Beyond Hegemonic Boundaries, Haniyeh Kheirkhah Abkenari

Language Arts Journal of Michigan

This paper examines the interplay between hegemonic systems, curriculum, and individual consciousness in diverse life contexts. It underscores the need for critical thinking skills and self-examination to challenge hegemonic ideologies embedded within curriculum materials. The paper emphasizes the potential for curriculum to shape and influence consciousness, yet it also highlights the autonomy of consciousness to critically engage with curriculum content. Positionality and identity are explored, illustrating how they impact an individual's social role and their ability to promote social justice.

Through the Currere as a autoethnography research method, the paper offers a comprehensive reflection on the author's experiences as an …

Between Two Worlds: A Case Study Of Third Culture Identity And Reentry For Unl International Students, John S. Tessalee

Department of Agricultural Leadership, Education, and Communication: Dissertations, Theses, and Student Research

Third Culture Kids (TCKs) and international students share many commonalities, such as their globalized nature, adaptability, and the adoption of cultural components from their host country versus their home country. However, they contain enough differences to be considered separate groups. Traditionally, people need to be immersed in a culture different from their parents’ culture between the ages of 0 and 18 to be considered a TCK, whereas international students are typically between 18 and 24 years old by the time they attend universities overseas. The cultural absorption of TCKs in their formative years is usually greater than that of international …

An Exploration Of Factors Influencing Sophomore-Year Persistence At A Regional Institution In Southern Appalachia, Jonathan W. Mitchell

Electronic Theses and Dissertations

The purpose of this qualitative and interpretative phenomenological study was to explore factors that participants identified as playing roles in their persistence through their sophomore years at a regional university located within Southern Appalachia. Research on second-year retention efforts is far lacking compared to first-year retention efforts. Reflecting the heavy emphasis placed on the first year, there is also more research on first-year retention. However, students can feel a sharp decline in support entering sophomore year, making that just as critical of a transition. Student retention has been emphasized in higher education since its inception, as an institution’s goal in …

The Relationship Between Principal Leadership Behaviors And Teacher Leadership In Secondary Middle Schools In South Texas, Tina Garza

Theses and Dissertations

This study examined the relationship between principal leadership behaviors and teacher leadership opportunities in grade 6 – 8 middle schools in South Texas, with a focus on understanding how leadership structures influence teacher engagement and voice. Utilizing both quantitative and qualitative data, the research found that informal teacher leadership in grade 6 – 8 middle schools in South Texas is significantly more common than formal leadership roles, with peer collaboration emerging as the primary avenue for leadership engagement. Middle school teachers consistently expressed a desire to contribute meaningfully to school improvement but identified principal gatekeeping as a major barrier to …

Occupational Therapy Educators’ Perceptions Of Preparedness To Teach Students Culturally Responsive Care For Diverse Patient Populations, Jack Ruelas

Theses and Dissertations

This phenomenological investigation examined occupational therapy faculty preparedness for teaching culturally responsive care to entry-level doctorate students in Texas. Despite Accreditation Council for Occupational Therapy Education (ACOTE) mandates requiring cultural competence education, significant gaps persist between regulatory requirements and faculty readiness to deliver such instruction effectively. The study explored three interrelated dimensions: (1) faculty perceptions of their preparedness to teach cultural competence, (2) institutional training and support mechanisms, and (3) pedagogical integration strategies for culturally responsive content.

Employing interpretive phenomenology grounded in Freire's critical pedagogy and Iwama's Kawa Model, this investigation utilized a two-phase data collection methodology with eleven faculty …

E-Leadership Practices And Cultural Intelligence Implementations: Comparative Analysis Between E-Leaders In Higher Education And E-Leaders In Business In The Us, Lubna Alqrawi

Electronic Theses, Projects, and Dissertations

This qualitative comparative case study explored how e-leaders implement subcomponents of Cultural Intelligence (CQ) when interacting with virtual team members from diverse cultural backgrounds or dispersed geographic locations, within both higher education and business contexts. Data were collected from six participants, two from higher education and four from business, based in various locations across the United States. The data were gathered through multiple recorded online interview sessions, and all transcripts were reviewed by the participants for accuracy. The participants were experienced e-leaders, each with three to five years of practice leading virtual teams in culturally diverse environments. The analysis revealed …

Deaf Faculty Members’ Experiences In Higher Education Institutions, Stephanie Proctor Horvath

Electronic Theses and Dissertations

Deaf faculty members bring diverse perspectives to higher education, yet their experiences remain underexplored in academic research. The critical first year of teaching can shape their career experiences, revealing both opportunities for growth and systemic barriers. The purpose of this study was to understand deaf faculty members’ experiences, focusing on their transition into academic roles, the accommodations provided in their workplaces, and the challenges they faced. This study employed a qualitative phenomenological design, utilizing semi-structured interviews with 15 Deaf faculty members, whose teaching experience ranges from 1 to 30 years. In the reflexive thematic analysis and AI-coding of this data, …

How Are Teachers Leading Now? From Access To Activism: An Introduction To The Special Issue, Kaavonia Hinton, Jori S. Beck

Teaching & Learning Faculty Publications

In this introduction to a special issue on teacher leadership (TL), the editors argue that recent attacks against antiracist teaching have influenced TL. Thus, we offer an overview of several issues these collected authors explore related to TL, including access to TL for teachers of color; advancing equity through leadership teams; self-care for teacher advocates; and TL as advocacy, activism, and antiracist work.

Improving Reading Proficiency Through A Structured Mtss Framework: Bridging The Gap Between Evidence And Practice, Meghan N. Greer

All Dissertations

This dissertation, Improving Reading Proficiency Through a Structured MTSS Framework: Bridging the Gap Between Evidence and Practice, investigates the efficacy of a Multi-Tiered System of Supports (MTSS) in enhancing reading proficiency among students. Despite extensive research supporting the effectiveness of targeted reading interventions, a gap remains between these findings and their practical implementation in diverse classroom settings. The Reading Wars—a longstanding debate between whole language, balanced literacy, and phonics-based instruction—have significantly influenced reading instruction in the United States. A growing body of research supports explicit, systematic phonics instruction as a critical component of early reading development (Foorman et al., 2016; …

Using Parent Empowerment Groups To Increase Academic Success In Kindergarten Multilingual Learners, Sarah C. Deloach

All Dissertations

This study examined how parent empowerment groups influence the academic success of kindergarten multilingual learners. With increasing immigration across the United States, schools need to work with families to ensure students develop the skills required for academic achievement at each level. The identified problem is that the current multilingual learner program at Boyd Matthews Elementary does not adequately meet parents’ needs in building a strong home-school connection, placing the full responsibility of learning on the school and leaving students without critical academic support at home. Parent empowerment groups were held with multilingual kindergarten parents to share practical strategies for supporting …

Studying The Impact Of Co-Teaching On Students With Disabilities Self-Efficacy In An Algebra 1 Course., Shannon E. Sharkey

All Dissertations

ABSTRACT

Students with disabilities (SWD) at Large High School in Rural School District have consistently underperformed in Algebra 1 as compared to their non-disabled peers and SWD across South Carolina. This performance gap contributes to the school’s designation as an Additional Targeted Support and Improvement (ATSI) site, putting it at risk for state intervention. This dissertation investigates whether implementing a co-teaching model in Algebra 1 can positively impact SWD students’ self-efficacy in mathematics, with a secondary focus on potential gains in academic performance in Algebra 1 on the state End of Course (EOC).

Grounded in improvement science methodology, the study …

Bringing To Life Our Mission And Vision: The Role Of Professional Development In Instructional Technology, Katherine I. Britton

All Dissertations

Despite improved access to digital tools and increased demand to prepare students for the 21st-century workforce, K-12 educators still have difficulty balancing technology, pedagogy, and content in the classroom. In the rural school district of Pleasant County, there is variation in the utilization of instructional technology to engage students as content creators, collaborators, critical thinkers, and communicators. This problem was substantiated as evidenced by the study of the Effective Learning Observation Tool, which identified the domain of engaging, learning-centered instruction as an area of opportunity for the district, with the lowest score in digital learning (Cognia, 2023). In this study, …

Tiered Structured Intervention Program To Prevent Student Pushout In High School, Toshawnka T. Mahone

All Dissertations

High school dropouts remain a challenge in the United States Educational System, particularly among students impacted by chronic attendance issues, academic struggles and persistent behavioral issues. This Dissertation in Practice (DIP) examines the implementation of ELEVATE3, an intervention program designed to prevent student pushout by addressing distinct at-risk factors: attendance, behavior and academic retention. Framed by pushout theory and grounded in goal-setting and self-efficacy literature, this study investigates how targeted structured supports influence students' motivation, academic achievement, and self-regulation. This mixed-methods research used student academic records and staff interviews to determine the impact on a rural Title 1 high school. …

Are They Ready? Impacting Kindergarten Readiness Through The Science Of Reading, Traci T. Boyles

All Dissertations

The purpose of this research study was to investigate how Science of Reading (SOR) professional development for preschool teachers, implemented through collaborative teaching and assessment cycles, influences the kindergarten readiness of preschool students.

Students from impoverished families start kindergarten at a considerable disadvantage regarding literacy. Literacy-focused curricula and professional development for teachers strongly affect reading outcomes. Multi-Tiered Systems of Support (MTSS) provides a systemic framework for data-based problem solving and decision-making. The MTSS framework aligns literacy interventions with tiered supports to ensure all students receive the assistance they need to achieve reading proficiency.

The South Carolina Child Early Reading Development …

Improving Rural Students’ Career Readiness Through Implementation Of A Work-Based Learning Career Mentoring Program, Celeste D. Bearden

All Dissertations

ABSTRACT

This Improvement Science research study examined the implementation of a Work-Based Learning (WBL) Career Mentoring Program designed to improve career readiness and career decision self-efficacy among high school seniors in a rural South Carolina school. Rural students often face barriers such as limited exposure to career pathways and fewer employment and training opportunities (Klar & Huggins, 2020). These challenges can negatively impact students’ career decision self-efficacy and preparation for post-secondary life.

Guided by Bandura’s Self-Efficacy Theory, this intervention used the Plan-Do-Study-Act (PDSA) model to design and assess a program that included individual, small group, and whole group mentoring and …

A Case Study Of The Perceived Support Needs Of Community College Faculty, Ramona C. Shelton

Electronic Theses and Dissertations

This qualitative case study explored the perceptions of community college faculty members in Tennessee regarding the supports they feel they need to be successful academicians both inside and outside of the classroom. Thirteen faculty members participated in the study, representing the 4 faculty ranking categories at the institution: adjunct/part-time, new full-time, junior/untenured, and senior/tenured. Interviews were semi-structured to allow the participants the opportunity to share their honest experiences on what support needs they have, how those needs have been met, and what support areas they expect to emerge in the future. Four academic administrators also participated in the study in …

Give Me A Break: Exploring The Use Of A Reset Room On Secondary School Students And Resilient Practices In Tennessee, Alex White

Electronic Theses and Dissertations

The culmination of toxic stress and social-emotional instability can result in significant challenges for students. Incorporating an appropriate response to address the social-emotional needs of students must be a priority if schools seek to see improvements in attendance, discipline, and ultimately academic success. Resilient middle and high schools recognized the need to create innovative spaces for students to learn how to self-regulate challenging emotions during the school day. The purpose of this quantitative research study was to investigate the relationship between chronic absenteeism, office disciplinary referrals, and the use of Resilient Schools Reset Rooms in middle and high schools from …

Teachers’ Perceptions Of The Work Environment And Job Satisfaction Before And After Covid-19, Carla Sexton

Electronic Theses and Dissertations

This phenomenological, qualitative study examined teachers’ perceptions of the work environment and job satisfaction before and after COVID-19. The findings may support school leaders by providing insight into what keeps teachers fulfilled in their careers, aiding in the retention of teachers in the district. Purposeful sampling was used to identify general education teachers who taught in one school district before and after COVID-19. Twelve interviews were conducted using open-ended questions and semi-structured questions to gain a better understanding of teachers’ experiences and perceptions. Each interview was transcribed and coded by the researcher. The results of the interviews led to the …

Teacher Leadership In Social Studies: The Search For Meaning And Identity, Zachary F. Lawson

Dissertations

This qualitative research study brings together social studies education and teacher leadership. Social studies lacks study in the teacher leader literature. This study aimed to understand whether the disciplinary nature of social studies education influenced the enactment of teacher leadership. This study sought an answer to the central research question: What does it mean to be a social studies teacher leader? Using a hermeneutic phenomenology research design, data were collected through semi-structured interviews across two groups of participants. Seven social studies teacher leaders made up one group, and five social studies teachers without leadership roles comprised the other. Findings indicated …

A Four-Year Mixed Methods Cohort Study Of Professional Learning Interventions In Teacher Education Colleges In Kenya, Tanzania, And Uganda, Nyagwegwe Wango, Nipael Mrutu, Jane Rarieya, Fortidas Bakuza

Institute for Educational Development, East Africa

In teacher professional learning reforms, maintaining pedagogical transformation is still a major problem, especially in settings with limited resources and policy transitions. During the four years that the Foundation for Learning (F4L) initiative was implemented in teacher education institutions in Kenya, Tanzania, and Uganda (2022–2025), this study looks at longitudinal patterns of improvement. The study employs a retrospective mixed-methods approach to examine two structured cycles of cohort-level data, which include interview datasets, lesson plan documents, mentoring records, questionnaire summaries, and classroom observation reports. Cycle comparisons show enhanced consistency in structured practicum feedback systems over time, better alignment between lesson objectives …

From Classroom To Content Creator: Leadership Practices And Identities Of Female Science Teachers On Tiktok, Rachel M. Benzoni

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

This qualitative multiple case study investigates how four secondary science teachers use TikTok to advocate for science education and how content creation shapes their professional identities as leaders. Using interviews and video content with a framework integrating constructivist leadership, Leader Identity Construction Theory (LICT), and the Social Change Model (SCM), findings show participants enacted leadership outside formal roles through distributed and relational practices leveraging social media's affordances. Five themes emerged from the analysis: (1) Reconceptualizing Teacher Leadership on Social Media, (2) Leadership Through Equity-Driven Practice, (3) Constructing and Leading in Online Professional Learning Communities, (4) Forming and Negotiating Identities in …

Overcoming Second-Order Barriers To Teachers’ Technology Integration: A Study Of Positive Impacts, Crystal Ann Hume

Electronic Theses and Dissertations

This study explored K–12 public school teachers’ self-efficacy, value, and pedagogical beliefs about technology. The teachers worked in a medium-sized, semi-affluent public school district in North Texas. The study investigated second-order barriers to technology integration and what might positively impact teachers’ self-efficacy, value, and pedagogical beliefs. This study used a qualitative descriptive methodology to collect qualitative data about their beliefs by interviewing and observing K–12 classroom teachers who had completed a bachelor’s degree through a traditional teacher education program. Teachers with alternative certifications or noncertified classroom instructors were omitted. Findings revealed that external factors, failure, mistakes, confidence, and professional development …