Educational Methods Commons^™

Essential Characteristics And Perceived Needs Of Teachers And School Leaders Of Steam-Focused Elementary Schools: An Exploratory Study, Christopher Abbaleo

Theses and Dissertations

While STEAM (science, technology, engineering, arts, and mathematics) education has traditionally been emphasized at the high school level, there is growing recognition of its importance in elementary education. This exploratory, action research multiple-case study identified the essential characteristics of two STEAM-focused elementary schools and how they are operationalized as well as the perceived needs of teachers and school leaders working within the schools. Within-case analyses and a cross-case synthesis revealed both common and distinct STEAM-focused curricular approaches, along with other commonalities such as enriching co-curricular offerings, connections to STEAM careers, professional development, teacher collaboration, visionary leadership, and networking with external …

“Freedom Looks Different For Everyone”: Transforming Pre-Packaged Literacy Programs Through Critical Literacy, Theodore Reginald Martinez

Theses and Dissertations

The Hartford Area Education Network (a pseudonym) adopted EL Education (formerly Expeditionary Learning) in response to the passage of the Right to Read Act by the Connecticut General Assembly. Multinational Magnet School, (a pseudonym) which is operated by the Hartford Area Education Network, uses EL Education for its literacy instruction in all kindergarten through fifth-grade classrooms. Module 3 of the fourth-grade sequence discusses perspectives of the American Revolution, though it minimally discusses people of color. Guided by a theoretical framework that incorporates critical pedagogy, Critical Race Theory, and decolonizing pedagogy, my qualitative action research study looked at how critical literacy …

"We Have Such Fantastic People Working Here": Using Action Research To Address Community College Burnout, Christine Pipitone

Theses and Dissertations

This mixed-methods action research dissertation explores faculty burnout at a New Jersey community college to propose actionable, faculty-led solutions through a collaborative approach. Grounded in a theoretical framework that integrates theories of action, critical theory, and job demands–resources theory, the study included three phases that followed an explanatory sequential design. In the first phase, quantitative and qualitative data obtained through an anonymous questionnaire provided baseline information about the dimensions of burnout participants experienced. The data informed the second phase, which consisted of semi-structured focus group interviews. In the third phase, an action research team worked together to make recommendations based …

Apathy Or Agency: Exploring Civic Engagement With Ap Psychology Students, Regina Dilley

Theses and Dissertations

Sensing my high school students’ apathy toward civic engagement, I used a community of inquiry framework to address this problem of practice. Through mixed-methods action research, I explored participants’ perspectives on community, civic engagement, and their involvement in both spheres. A community of inquiry framework was the foundation for my research questions, and as I collected data, I launched an intervention based upon my findings. Although the results of this study were not statistically significant and are not generalizable, I collected a wealth of survey, interview, and reflection data from 48 students across two classes. Analysis grounded in my observations …

Understanding Community College Students’ Thoughts And Motivations Regarding Tutoring In An Undergraduate Mathematics Course, Whitney Paige Cherekos

Theses and Dissertations

This mixed-methods study examines community college students’ thoughts and motivations regarding tutoring, with the aim of identifying disparities in tutoring utilization and engagement at a community college in North Carolina. The purpose of the dissertation is to evaluate tutoring effectiveness and explore students’ perceptions of tutoring. The findings of this study led to proposed solutions to reduce or eliminate the barriers that today’s community college students encounter when needing academic support.

To evaluate tutoring effectiveness, I collected quantitative data from institution registration reports, transcripts, tutoring logs, and an anonymous student survey for students enrolled in multiple sections of a single …

Hearing The Unheard: Creating A Brave Space To Analyze The Experiences Of Men Of Color In Student Service Roles And Their Mental Health Challenges Within Higher Education, Calvin Maurice Joyner

Theses and Dissertations

This study analyzed the experiences of five men of color in student service roles dealing with mental health stressors, such as discrimination, workplace burnout, tokenism, and low morale. To highlight their experiences, a brave space was utilized as an intervention. The following questions were examined and answered within this qualitative, action research study: (1) What are the experiences of men of color with mental health challenges in student service roles? (2) How do mental health problems affect the personal and professional lives of men of color in student service roles? (3) How do the brave spaces impact the mental health …

Students’ Experiences Using Peer Review To Affect Writing Self-Efficacy And Writing Performance In An Undergraduate Mass Communications Writing Course, Nina Morrison Brook

Theses and Dissertations

The purpose of this action research was to examine the impact of peer review on writing self-efficacy and writing performance in an undergraduate online writing for mass communications course. The study focused on two research questions: (1) How and to what extent does structured peer review affect undergraduate students’ writing self-efficacy in an online writing for mass communications course in a large public Southeastern university? and (2) How and to what extent does structured peer review affect undergraduate students’ writing performance in an online writing for mass communications course in a large public Southeastern university? This research used peer review …

Positive Self-Talk, Politics, And Poetry: The Impact Of A Culturally Responsive Workshop In A High School Support Lab, Danielle Ann Verwers

Theses and Dissertations

This action research dissertation describes my effort to expand access to the arts for my high school students with IEPs through a culturally responsive poetry workshop. For this qualitative study, I used ongoing content analysis to explore how the experience impacted my students and me, drawing insights from artifacts, field notes, and interview data. Predetermined categories of student identity, writing, and poetry yielded themes like positive self-talk, family, voice, and reimagining to illuminate the students’ experiences. As I analyzed my own experience, two categories of pressure and political impact emerged, characterized by freedom, growth, struggle, burnout, and hope. In addition …

In Their Own Words: How Standardization Shapes Student Learning Experiences, Jessica Cantley

Theses and Dissertations

This qualitative action research study explores how students perceive and experience standardized and elective educational environments in a rural, Title I high school in the U.S. South. Through semi-structured interviews and focus group discussions with seven diverse participants, the study investigates student-defined learning objectives, motivation and engagement across different classes, and youth perceptions of valuable learning experiences. The research is grounded in constructivism, applying feminist theory and critical race theory as lenses to challenge power dynamics and promote equality in education.

Findings confirm the problem of practice that inspired the study by revealing a contrast between students’ experiences in standardized …

From Chalk Dust To Destiny: Race, Gender, Hair, And The Making Of My Stem Identity, Angela Gaines Hill

Theses and Dissertations

This critical autoethnography explored the evolving STEM identity of myself as a Black female student and educator and examined how race, gender, and hair politics intersected to shape experiences within predominantly white institutions. Guided by a two-fold framework of Critical Race Theory (CRT) and Transformative Leadership Theory (TLT) , I posed two research questions: 1) How has my STEM identity as a Black woman evolved over time through my experiences as a student and educator?; 2) In what ways does my current STEM identity as a Black woman, as understood through reflective practices, inform my pedagogical approaches and mentoring of …

I Belong Here And Am Thriving: Understanding Full-Time Graduate Student Well-Being And Belonging In An Msw Program, Lana Hart Elkins

Theses and Dissertations

Graduate-level social work students face high levels of stress that can impact their academic success and well-being. According to a national college health assessment, fulltime Master of Social Work (MSW) students at a southeastern university report significantly more academic, career-related, and financial stress than peers in other graduate programs. This study addressed the need to better understand full-time MSW student experiences and identify ways the program can mitigate stress, promote wellbeing, and foster a sense of belonging. Using a two-phase qualitative action research design, the study first analyzed responses to 12 open-ended questions from four student feedback surveys. These findings …

Improving Professional Learning Communities (Plcs) For Singletons, Stephanie Harbulak-Barron

Theses and Dissertations

Participation in professional learning is generally recognized as a required component of the teaching profession. One type of professional learning is professional learning communities (PLCs). However, there are challenges to implementing successful PLCs that result in relevant professional learning. One challenge is non-standard PLC groupings that contain singletons, especially when those PLC groups are primarily all singletons. This action research study examined educators’ and administrators’ expectations of and experiences with PLCs in a special education cooperative in the Midwest. The goal of the mixed methods research design was to gather enough information from participants to facilitate the creation of an …

Self-Efficacy And Mathematical Identities In A Rural Georgia Middle School Classroom, Gavin Wilson

Theses and Dissertations

Even into adulthood, some people have a strong resentment of math. Their beliefs toward their mathematical abilities have created a fear of the subject, resulting in an avoidance of anything math-related. These thoughts and beliefs regarding math and mathematical abilities begin somewhere along an individual’s academic journey in a math classroom. This action research study, using a mixed-methods approach, attempted to uncover the origins and development of self-efficacy and mathematical identities in rural eighth-grade students. Furthermore, this study explored ways that a teacher can influence these sets of beliefs and examined the impact on academic performance. The framework used to …

Getting Poked (Lovingly) With A Stick: A Study Of Parental Involvement During First-Year Students’ College Transitions, Mary Ellis Glymph

Theses and Dissertations

In recent years, some higher education professionals have observed an increase in parental involvement in the lives of their students during their transition to college. While involved parents are sometimes referred to as “helicopter parents,” this new generation of parents often fits more into the label of “snowplow parents” or “lawnmower parents.” This sort of over-involvement impacts students’ personal and academic development far beyond high school graduation; during college, students can struggle to adjust to new levels of academic rigor, but they can also struggle with self-confidence and internal motivation due to their lack of experience with addressing their own …

​​I See Him In Me: Implementing Culturally Responsive Small Group Reading For Multilingual Learners, Briana Gomez

Theses and Dissertations

This mixed methods study explores the implementation and impact of differentiated guided reading instruction for MLs in a second-grade classroom. Specifically, it examines how differentiation strategies are applied during guided reading sessions and investigates the role of culturally relevant texts in engaging and supporting ML students’ literacy development. Through a mixed-methods approach combining classroom observation, student artifacts, and interviews, the research highlights best practices for meeting the diverse needs of MLs and underscores the importance of using culturally responsive texts. Additionally, the study analyzes the effect of these instructional approaches on students’ academic progress by comparing Edmentum Winter and Spring …

Using Critical Literacy To Illuminate Multicultural Perspectives In A Second Grade Classroom, Amelia Marzieh Hecker

Theses and Dissertations

Teaching about equity and diversity can be a challenge for elementary school teachers due to many factors including lack of understanding, resistance from parents, and discomfort due to the current political climate. This action research aims to examine the experiences of the teacher and second grade students as they use cultural literacy to explore multicultural texts. This action research took place in an upper-middle class community in the suburban area of Long Island, near New York City, where most participants identified as white. The data for this research took place over a six-week period. Observations, transcripts, journaling, and artifacts were …

Ready Or Not? Predicting Readiness For And Success In Eighth-Grade Algebra I, Samantha N. Staples

Doctor of Education (Ed.D)

In recent years, enrollment in Algebra I in eighth grade has increased as middle schools have administratively placed more students in the class as an opportunity to earn high school credit before entering high school. However, many students are not ready to take Algebra I in eighth grade and are unsuccessful. Framed by Piaget’s (1936) theory of cognitive development and Vygotsky’s (1978) theory of the zone of proximal development, the purpose of this study was to determine which academic factors best predict Algebra I readiness and Algebra I success for eighth-grade students taking Algebra I in one Southwest Florida school …

Realism, Instrumentalism, And The Language Of Science Teaching: A Quantitative Study, James M. Almand

Doctor of Education (Ed.D)

The purpose of this quantitative, non-experimental, correlational study was to investigate how science educators' epistemological orientations, specifically, their leanings toward realism or instrumentalism, influence the degree of certainty in their instructional language. The study addressed a significant gap in science education literature by empirically analyzing whether educators' philosophical beliefs about the nature of scientific knowledge predict the language they use when teaching science. Data were collected through a researcher-developed survey, the Science Educators' Epistemological Beliefs and Classroom Language Practices Survey, which measured participants' epistemological positions and linguistic tendencies across a sample of current and former science educators in the United …

Moderation Amid Resistance: African American Advocacy, Educational Equity, And School Desegregation In Botetourt County, Virginia, Katherine Blanton

Theses and Dissertations

This dissertation examines the historical and social dynamics surrounding African American education in Botetourt County, Virginia preceding, during, and following court ordered desegregation. Using historiography, the researcher incorporated archival resources, interviews, and oral histories to examine the African American leadership of the County Wide League and their steadfast commitment to provide equal educational opportunities for African American children in Botetourt County. Set against the history of southern segregation, white school boards, and massive resistance to the 1954 U.S. Supreme Court decision to desegregate in Brown v. Board of Education, the historiography represents the moderate stance of the County in …

The Impact Of A Case-Based Learning (Cbl) Intervention In A Medical Spanish Course, Deonna Lavette Reliford

Theses and Dissertations

I implemented a different instructional approach for my medical Spanish course in Spring 2025. This case-based learning intervention utilized two main learning theories of socio-constructivism and situated learning theory in translation and interpreting studies (SLTIS) grounded in the learning design framework of case-based learning (CBL) to answer three research questions. Cases in both Spanish and English were provided for study participants to analyze and discuss. This research study used an embedded mixed-methods action research design (Efron & Ravid, 2020), with qualitative data embedded as the secondary source of data within a study that prioritized the primary quantitative data collected from …

Do-Reflect-Apply In The Showring, Hannah Majewski

UNH Cooperative Extension

4-H uses the “Experiential Learning Model” as a way to create high quality youth programs. This model, commonly known as “Do-Reflect-Apply” focuses not only on the particular 4-H experience, but also how youth are interpreting their learning, and if they can apply it to real world scenarios. In the context of the showring, the goal is for youth to dive into their animal projects and learn about industry standards with agriculture, while also developing into capable young adults.

Evidence-Based Shared Agendas For Scholarship On Teaching With Primary Sources: Reflections On A Bibliometric Analysis, Jen Hoyer, Anne Bahde

Publications and Research

This article explores how scholarship about teaching with primary sources (TPS) has evolved over time and what future directions past work might suggests. Using bibliometric analysis and visualization tools, we examined how TPS work has grown; what fields and disciplines focus on this work; key themes and issues; and what scholarship has been influential to the field. These insights led to reflections on disconnects across the field, considerations for publishing about TPS, and the potential of pedagogical standards and guidelines. Finally, this article concludes with recommendations on how this analysis points to possibilities for shared education, space, conversation, and products.

Teachers' Feedback And Students' Emotional Wellbeing In Writing Courses, Amar Bahadur Sherma

Journal of English Learner Education

While feedback is a corrective business in every sphere of human life, most students do not have a positive perception of teachers’ feedback. Previous studies have emphasized the relationship between students’ writing achievements and the effectiveness of teachers’ feedback. However, no substantial research on how teachers’ feedback affects students’ emotional well-being has been undertaken. This article examines the relationship between students’ understanding of their teachers’ feedback on their writing assignments and emotional wellbeing. Data was collected from (N = 63) Nepali undergraduate students through Google Forms. The Forms consisted of structured and unstructured questions. According to the data, a mismatch …

Enhancing Educational Outcomes For English Learners: The Role Of Culturally Responsive Teaching And Professional Development In Texas, Elisa Garcia, Kristi L. Santi

Journal of English Learner Education

The increasing population of English learners (ELs) in Texas public schools requires a focused approach to their education. This article explores the challenges faced by ELs, including the risk of misplacement in educational programs and the need for culturally and linguistically responsive teaching practices. Drawing on recent research, the article highlights the importance of professional development (PD) tailored to the unique needs of ELs. Effective PD programs should prioritize cultural and linguistic awareness, collaborative learning opportunities, and strategies for differentiated instruction. The article also discusses the significance of engaging parents and the community in supporting ELs. By implementing these recommendations, …

Everything Is Bigger In Texas: English Learners And The Difficulty Within Assessment, Identification, And Program Development, Gloria A. Avila, Kristi L. Santi

Journal of English Learner Education

This report explores the critical components of effective program placement for English learners, emphasizing the need for accurate assessment and identification processes to ensure appropriate placement. It highlights the rapid growth of the EL population, particularly in the state of Texas, and underscores the importance of developing tailored educational programs that meet the unique needs of English learners. By examining current practices and identifying key areas for improvement, this paper aims to enhance the academic and linguistic outcomes for English learners, ultimately fostering an inclusive and supportive educational environment.

Transforming K-12 Classrooms: Ten Essential Strategies For Cultural Responsiveness, Sandra Johnson, Stephanie Johnson, Regina Reber

Journal of English Learner Education

Across the United States, in K-12 classrooms, diverse student populations continue to increase, challenging educators to meet student cultural, linguistic, and academic needs. The study examined the best practices related to culturally responsive teaching (CRT) strategies to better meet all students' needs. A qualitative approach was used to collect data from licensed K-12 educators in New Mexico and Colorado. The findings revealed three essential themes: culturally responsive pedagogy, the positive impact of CRT, and the creation of physical spaces to support inclusivity. The findings revealed the significance of building strong relational capacity, encouraging collaboration, supporting multilingualism, and creating effective physical …

Transforming Future Classrooms: Exploring Mainstream Candidates’ Self-Efficacy, Amanda Nelms

Journal of English Learner Education

The nationwide shortage of teachers is having a profound impact on schools across the country. In addition, many teacher candidates are entering the profession without adequate preparation to effectively work with MLs, potentially exacerbating challenges faced by this student population. One innovative approach to teacher preparation is the implementation of Grow Your Own (GYO) programs. This study contributes to the growing body of literature on GYO programs by focusing on the self-efficacy of secondary mainstream teacher candidates in teaching MLs. This mixed-methods study collected data throughout a course centered on research-based instructional practices for MLs. The Wilcoxon Signed Rank Test …

Why The “Whole Language Approach” To Reading Fails Ell Students & Instructional Strategies To Employ Instead, Caitlyn E. Petrus

Journal of English Learner Education

The research presented in this article demonstrates a qualitative view of the science of reading for phonemic awareness instruction, phonics instruction, vocabulary development, and reading comprehension strategies for English Language Learners (ELLs) in PK-12 schools. The research builds upon esteemed writers Dr. Sharon Vaughn and Dr. Sylvia Linan-Thompson’s work in their book Research-Based Methods of Reading Instruction for Learners, Grades K-4 and other reading experts such as Dr. Wiley Blevins and Dr. Lisa Moats to apply to the growing population for ELLs in PK-12 schools and how to shift from a “whole language classroom” to a classroom built on the …

The Use Of Phonics With Adult Ells At The Beginner Level, Jose V. Torres

Journal of English Learner Education

This study examines the work of Jose V. Torres, author of the Level 1 beginner adult ELL textbook I Want To Learn English, to evaluate the effectiveness of phonics instruction in literacy development for adult English Language Learners (ELLs). Drawing on data from two primary sources—(1) textbook-based assessments focused on students’ ability to distinguish between long and short vowels, and (2) CASAS outcome scores collected under controlled conditions at Baltimore Community College—this research addresses a significant gap in the literature on adult ELL literacy acquisition. Specifically, the study investigates the impact of explicitly integrating phonics instruction into a contextualized curriculum …

El Modelo Educativo Digital Transmoderno (Medit): Una Respuesta A La Educación Del Siglo 21 (Segunda Edición), Adriano Muñoz Barrera

Institucional

La implementación del Modelo Educativo Digital Transmoderno (MEDIT) está enfocado con el plan estratégico "Disoñando la universidad que queremos 2016-2026", alienados con los Planes de desarrollo institucionales. Esta publicación compendia documentos de su autor, Adriano Muñoz, rector de la Universidad de Cundinamarca.

En esta 2ª edición se ha organizado la tabla de contenido para que sea más comprensible y se ha incluido el capítulo 6, correspondiente al plan rectoral presentado para la elección de rector del periodo 2023-2027, denominado “Campo Multidimensional de Aprendizaje de Alta Calidad Translocal, Más Allá de la Universidad Tradicional.

Es importante mencionar que, a lo largo …