Educational Methods Commons^™

Empowering Pre-Service Ecse Teachers Through Ai Simulation: Strengthening Family-Centered Iep Facilitation, Jody L. Shong

Essays in Education

Artificial intelligence (AI) is increasingly shaping instructional practice across educational contexts, yet its role in preparing early childhood special education (ECSE) teachers for complex relational work remains underexplored. Facilitating Individualized Education Program (IEP) meetings requires educators to integrate legal knowledge, developmental data, interdisciplinary collaboration, and family priorities within emotionally nuanced conversations. Many pre-service teachers enter the profession without structured opportunities to rehearse these responsibilities.

This article argues that AI-supported simulation represents a practical and equity-oriented approach to strengthening teacher preparation. Grounded in family–professional partnership theory, anti-bias education, and practice-based pedagogy, this manuscript examines how simulation can support relational competence while …

Cognitive Support Apps For Students With Autism And Low-Incidence Disabilities, Isabella Salzgeber

Williams Honors College, Honors Research Projects

Preparing students for life after high school is one of the many goals teachers and parents have for their students or children. As educators, providing students with different tools to support them during and after the transition from high school is essential. There are many educational apps online, but finding apps that support a specific population of students can be difficult. Cognitive support apps, specifically for students with autism and low incidence disabilities, can be extremely useful tools for the classroom and beyond. These apps can range from basic daily reminders on a digital calendar, to apps that help students …

Why Is It Always The Boys?: Evaluating Disciplinary Issues Within The Classroom, Brian P. Lynch

West Chester University Graduate Theses, Dissertations, and Final Projects

This thesis explores the concept of discipline in the classroom and the overrepresentation of male students in disciplinary action.  American public schools are nearly equally represented with male and female students, yet disciplinary action is taken far more frequently toward male students.  Throughout the course of this paper, a history of disciplinary action in America is relayed.  Psychological and social factors are acknowledged to explain the differences of actions in the classroom between male and female students.

To best impact students in the classroom and relieve the overrepresentation of male disciplinary issues, a community program should take place throughout the …

Using Curated Co-Teaching Tools To Elicit Tacit Experiences Related To Collaboration, Innovation, And Satisfaction Between Co-Teaching Pairs, Lisa Caputo Love

Theses and Dissertations

This is a qualitative, phenomenological study that documents the lived experiences of co-teaching pairs while they engage with a curated co-teaching “toolkit.” The toolkit, which comprises high-leverage practices and related resources, helps to elicit emotions and descriptions of the pairs’ experiences. A mosaic of data was gathered and analyzed for evidence of collaboration and innovation sparked by the toolkit and to assess participants’ perception of feeling valued and satisfied in the co-teaching role. The findings outline that the participants reported that access to the tools and time for their implementation could be helpful, but that more consistency in work pairings …

Educator Understanding Of Mtss: A Quantitative Descriptive Study, Danielle Valiente

Dissertations of Practice

Multi-tiered systems of support (MTSS) require coordinated implementation across the full educator workforce. This study examined MTSS knowledge and self-reported understanding across the Illinois educator workforce to identify the specific knowledge gaps a targeted professional learning solution would need to address. Using a quantitative descriptive design, 208 Illinois public school educators across 16 job roles and four experience bands completed an online survey consisting of an eleven-item true/false knowledge assessment, a ten-item multiple-choice knowledge assessment, and a 10-item Likert self-report inventory. Data were disaggregated by job role and by years of professional experience. Educators demonstrated strong understanding of MTSS structural …

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.

(In)Consequential Rhetoric: Grading Policy And Values Misalignment At First-Generation-Serving Community Colleges, Sarah N. Seiffert

Journal of Multicultural Affairs

Research indicates that first-generation (FG) students face a number of barriers to success in higher education when compared to their continuing-generation peers. Although many institutions serving a large number of FG students have implemented programs to support this population, little attention has been paid to institutional grading policies that reinforce harmful practices by attempting to standardize assessment while perpetuating inequalities. This study uses document analysis and critical policy analysis to examine the alignment between the grading policies and institutional values of 25 community colleges serving high FG student populations. Findings reveal critical tensions between the stated values of these colleges …

Critical Hope As A Discipline: Resisting Neoliberal Education And Teaching Toward Futurity, David H. Kahl Jr.

Feminist Pedagogy

The university was founded on the principles of critical thought and the critical examination of ideas. However, this vision has gradually eroded over time due to the permeation of neoliberal thought into the university’s walls. Since the last 1970s, hyper-capitalist ideologies have disrupted efforts to develop students into engaged citizens of the world who speak out against gendered, racial, sexual, economic and other forms of marginalization by propagating post-truth messages. Specifically, neoliberal entities produce messages that teach students that their role in life is not to build community and communal bonds among people. Rather, neoliberal entities produce post-truth messages that …

Table Of Contents - Jaepl - Volume 30, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

No abstract provided.

Front Matter - Jaepl - Volume 30, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

No abstract provided.

Full Issue Of The Journal Of The Assembly For Expanded Perspectives On Learning Volume 30, Wendy Ryden, Jonathan M. Marine

The Journal of the Assembly for Expanded Perspectives on Learning

No abstract provided.

Writing Without Peter: Reflections On Peter Elbow And His Legacy: Peter Elbow The Philosopher, Irene Papoulis

The Journal of the Assembly for Expanded Perspectives on Learning

On the occasion of Peter Elbow’s passing, we read many tributes and praises commemorating him and the foundational contributions he made to the multi-faceted field of writing studies. But as we know, even as Peter’s ideas were lauded and embraced, they were also questioned by many, including other renowned members of our profession.

“Narrative Medicine Saved My Life”: Writing Is A Verb As Well As A Noun, Marian M. Maccurdy, Sarah Robinson

The Journal of the Assembly for Expanded Perspectives on Learning

Dedicated to Professor Peter Elbow 4/14/1935 – 2/6/2025

I, Marian, began my career as a graduate student in medieval literature who had a teaching assistantship to fund her degree. As a graduate student I lived in a world that saw writing as a noun, something done and finished, not as a verb, a process that shows us a world that is as ever-changing as we are. But as a writing teacher I found myself sliding into the world that writers inhabit, and

The Giving And The Receiving: Spiritual Traditions And Teaching, Aepl Summer Conference 2025, Estes Park, Co., Bhushan Aryal, Beverly Brannon, Geri Deluca, Nate Mickelson, Laurence Musgrove, Kristin B. Rajan, Adrian Matt Zytkoskee

The Journal of the Assembly for Expanded Perspectives on Learning

Editor’s note: This past year, AEPL held its first full, in-person conference since the pandemic at our beloved Estes Park location in the Rockies. To commemorate the return of this staple event for our organization, here’s a snapshot of one of the workshops, led by immediate past AEPL Chair, Geraldine DeLuca, “Writing Our Spiritual Autobiographies,” in which DeLuca asked attendees to consider, where and how did we begin, spiritually? What sustains us now? Deluca provided three prompts by Wallace Stevens, Karen Armstrong, and Audre Lorde to aid attendees in their reflection and writing processes. These prompts appear at the end …

Review: Williams, Bronwyn T. Literacies In Times Of Disruption: Living And Learning During A Pandemic., Ashna Singh

The Journal of the Assembly for Expanded Perspectives on Learning

This review is structured around three central concepts that Williams develops throughout this book: affect, assemblages, and the connection between memory and identity. In Literacies in Times of Disruption: Living and Learning During a Pandemic, Williams focuses on the narratives of over thirty university students at the University of Louisville to examine how their literacy practices and emerging identities were influenced by physical, emotional, and structural crises.

Bringing Mindfulness Into First-Year Composition, Matt Lemas

The Journal of the Assembly for Expanded Perspectives on Learning

I first stumbled upon the relationship between mindfulness and writing sometime after college. I had been meditating for a few years—not perfectly, but enough to notice the way it softened the inner critic and procrastinator that usually accompanied me to the page.

James Moffett’S Basic Principles, Jonathan M. Marine, Stephen Lafer

The Journal of the Assembly for Expanded Perspectives on Learning

The tricky part about trying to distill James Moffett’s basic principles is that there are so many of them. In literature, the “major” poets are separated form the “minor” for a number of reasons, but one critical criteria is development; major poets have to develop across the span of their careers, either writing in new forms, or about and with new ideas or themes. Suffice to say, Moffett developed a great deal across his career, from a focus on pedagogy to a focus on spirituality and mindfulness along with increasing consideration of educational assessment and policy. Of course, I’m overgeneralizing …

Book Reviews Introduction: Is It Just Me?, Curtis Porter

The Journal of the Assembly for Expanded Perspectives on Learning

Each of the reviews in this issue of JAEPL focus on a book that was published long before this particular crisis. The books span very different academic fields and very different research methodologies. Yet each reviewer gives a glimpse of how the research behind each book emerged from lived challenges and illustrates how that research sheds light on the daily work and daily struggle that we collectively face.

Contributors: Jaepl - Volume 30, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

Contributors: JAEPL - Volume 30

Review: Cope, Emily M. Evangelical Writing In A Secular Imaginary: The Academic Writing Of Christian Undergraduates At A Public University., Kelly M. Sauskojus

The Journal of the Assembly for Expanded Perspectives on Learning

Emily Murphy Cope’s Evangelical Writing in a Secular Imaginary: The Academic Writing of Christian Undergraduates at a Public University (2024) empirically considers how evangelical students negotiate their identities in their academic writing.

Back Matter - Jaepl - Volume 30, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

Back Matter - JAEPL - Volume 30

Mindful Administration: Toward A Theory Of Academic Leadership We Can Live With, Sue Doe, Janelle Adsit

The Journal of the Assembly for Expanded Perspectives on Learning

This article names barriers to faculty leadership and identifies specific ways that faculty can harness tools and resources needed to lead well. Through mindful and relational leadership practices, faculty can ensure that the values that academic communities espouse are made manifest.

Review: Poetter, Thomas S. Curriculum Fragments: A Currere Journey Through Life Processes., Joseph Wiederhold

The Journal of the Assembly for Expanded Perspectives on Learning

Poetter’s book Curriculum Fragments—and the stories shared within— have changed the way I think about education. Redefined it. Recentered it on what matters most—the human experience, the life processes at the center of Poetter’s book: losing, knowing, forgiving, relating, hoping, growing, loving. Each of Poetter’s fragments—reflective narratives written following the Currere methodology (Pinar)—caused me to reevaluate my practice.

Universal Design For Learning: Practical Implications For Christian Educators, Hannah S. Kennedy, Kate Scarborough, Bryan Gill, Lisa L. Beckham

International Christian Community of Teacher Educators Journal

The Universal Design for Learning framework, designed by David Rose and Anne Meyer (2002) is an evidence-based approach to teaching that proactively targets learner variability and meets the unique needs of all students in the classroom. This framework aligns with our faith-based mission as we are called to the Christ centered belief that all people were made in the image of God. The three guiding principles of Universal Design for Learning are: multiple means of representation, multiple means of engagement, and multiple means of action/expression. By adopting the principles of universal design for learning, educators can proactively plan, implement, and …

Investigating The Relationship Between Noun Classes And Plant Folk Taxonomy In Chasu Language Of Kilimanjaro Region In Tanzania, Peter Rabson Mziray

Journal of Humanities and Social Sciences

The current study investigates the relationship between noun classes and plant folk taxonomy in Chasu (G 22). The study focuses on two objectives: the first objective is to describe the plant folk taxonomy in Chasu and the second objective is to determine the relationship between noun classes and plant folk taxonomy in Chasu. Data were collected from rural villages in Same and Mwanga districts by using free listing, field interviews (jungle-walk-and-identify), and written texts containing Chasu plant names. The findings reveal that Chasu folk taxonomy reflects different ethnobotanical categories; including a unique beginner which is mmea/mimea ‘plant(s)’, and three life …

The Effectiveness Of Video Modelling To Teach Asking Permission For People With Intellectual Disabilities In A Primary School, Mana S. Alguefel, Norah S. Aldosiry Dr.

International Journal for Research in Education

The study aims to measure the effectiveness of video modelling in teaching three students with intellectual disabilities in primary school the skill of asking permission. The sample of the study included three female students with mild intellectual disabilities, their ages ranged from 8 to 12 years. A Multiple probe design across participants has been used to verify the effectiveness of video modelling in teaching three female students with intellectual disabilities to ask permission. The study applied in a private primary school in the city of Riyadh. Specifically, the baseline procedures and the intervention and maintenance procedures were applied in one …

Red: A Crayon’S Story Bibliotherapy, David Wolff

OER Materials

The goal of this assignment was for preservice teachers to practice writing a chain of questions that focused on the social and/or emotional needs of young learners. Bibliotherapy is therapeutic in nature to help individuals understand themselves and the world around them through guided reading experiences (American Library Association, 2025; Delisle & Galbraith, 2002). Further, bibliotherapy allow individuals to identify a personal problem mirrored by a character in a book. As the reader connects with the character, the reader experiences the emotions expressed by the character. Finally, the reader applies the character’s experience to their own personal problem (American Library …

Comparing Massed And Distributed Course Formats: Effects On Outcomes In A Graduate Augmentative And Alternative Communication Course, Brandon Scott Eddy, Alli Sauerwein, Leah Meloy, Eric Sanders

Teaching and Learning in Communication Sciences & Disorders

The effects of massed versus distributed learning have been well studied in the verbal and motor learning literature, with findings suggesting enhanced outcomes from distributing learning over time. However, some studies have found limited evidence to support enhanced outcomes from distributed learning when applied to an entire academic course. The effects of course scheduling on student learning in speech-language pathology graduate coursework have received limited attention. This study compared learning outcomes between a one-week massed format and an eight-week distributed format in an online two-credit augmentative and alternative communication graduate-level course. Learning outcomes were assessed before students enrolled, immediately after …

Active Learning: Eight Models That Shape Instructional Practice, A.E. Dreyfuss, Ana Fraiman, Karmen T. Yu

Publications and Research

Developed since the mid-20^th century, several instructional models have provided practical means to shift the emphasis in learning from lecture to engagement by students. The snapshots of models presented in this paper include Cooperative Learning, Problem-Based Learning (PBL), Supplemental Instruction (SI) (also PALS, PASS), Team-Based Learning (TBL), Emerging Scholars Program (Mathematics Workshop, MathExcel), Peer-Led Team Learning (PLTL), Process Oriented Guided Inquiry Learning (POGIL), and Learning Assistants (LA). These models have been well-disseminated, widely adopted, and incorporated in disciplines beyond their origins. For purposes of exploration and consideration of implementation, these “snapshots” provide an overview. Features of each model are …

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Journal of Science Education for Students with Disabilities

Publication rights to works is granted to Journal of Science Education for Students with Disabilities, however, full copyright for works published in this journal is retained by the author(s). The author(s) may post their works online in an institutional repository, on their University departmental website, or on their own personal websites.