Other Education Commons^™

Remixing Dialogue: A Case Study On Perceptions Of Hip Hop Pedagogy In A Professional Learning Course, Kelly J. Thelen

Dissertations, Theses, and Projects

This qualitative case study examines how teachers’ decision-making and professional autonomy shift while participating in a Hip Hop Pedagogy Professional Learning course supported by structured FIXIT (Lo & Wachter, 2023a, 2023b, 2023c, 2023d; Wachter & Lo, 2024) game-facilitated dialogue in a rural, culturally and linguistically diverse Midwest community. Grounded in Freire’s (1970) Critical Pedagogy, Ladson-Billings’ (1995) Culturally Relevant Pedagogy, Culturally Sustaining Pedagogy (Paris and Alim, 2017), and Adult Learning Theory (Knowles et al., 2005), the study explores the reclamation of agency by teachers in a time of constrained creativity and educator autonomy shaped by strict policy environments, an emphasis on …

We Are All In This Together Now: Exploring Community Based Partnerships Focusing On Hip-Hop Based Education, William C. Hunter, Tarol Page Clements, Gregory Washington

Journal of the Arts and Special Education

This article explores a community-based collaborative partnership between three Hip-Hop educational nonprofits, Upward Light Community Cyphers, Project STAND (Social-Emotional, Transition, Academic and Network Developing), and the Center for the Advancement of Youth Development (CAYD), all focused on mental health support for youth, and a public-school program that has serves students with and without exceptionalities. The goal shared by all organizations involved is enhanced educational access and engagement for students with and without exceptionalities. Rooted in the core elements of Hip-Hop — emceeing, DJing/music production, breakdancing, and graffiti art, the collaborative partnership has offered culturally sustaining, arts-integrated instruction that supports both …

Best Practices For Classroom Seating Arrangements: A Narrative Literature Review, Sophia M. Williams

Graduate Student Research Symposium

Every K-12 classroom has a unique dynamic produced by students and managed by its teachers. The relationships between peers, as well as the relationships between students and their teacher play an integral role in how students work and behave each day. An important aspect of the classroom dynamic that teachers’ control is seating arrangements. Indeed, extant research has debated on the best practice for seating arrangements in classrooms to create optimal learning environments that benefit both pupil and teacher. Some studies suggest that students work better when they are working with people that they have positive relationships with. Contrarily, others …

The Role Of Perceived Academic And Peer Support In Mitigating Imposter Syndrome Among Adhd Students, Eden Morley Dr

Journal of Science Education for Students with Disabilities

Background: Attention-Deficit/Hyperactivity Disorder (ADHD) in higher education is associated with significant executive functioning deficits and performance inconsistencies. These challenges, alongside heightened rejection sensitivity, may predispose students to the Imposter Phenomenon (IP)—the persistent belief that one’s success is undeserved. While social and academic supports are known to buffer psychological distress, their specific role in mitigating IP within the ADHD student population remains under-researched.

Objectives: This study investigated the severity of IP among undergraduate students with ADHD and examined the protective roles of Perceived Social Support (PSS) and Perceived Academic Support (PAS), while exploring gender as a potential moderator.

Methodology: A cross-sectional …

Teacher Agency In The Classroom, Joy Gibson, Lizeth Sandoval

The Scholarship Without Borders Journal

Teacher agency is an important factor in student success; it is the ability to intentionally lead classrooms to support student learning outcomes, environments, and school culture. However, teacher agency remains underexamined as a construct for neurodiverse students in K-12 classrooms. This literature review argues that teacher agency is an essential component of genuine inclusivity for neurodiverse students and supports asset-based instruction. Grounded in social-cultural theory, this literature review examines five interconnected areas: theoretical foundation for teacher agency, neurodiversity as an asset-based approach, instructional strategies, teacher development, and the role of collaboration and family engagement. Findings suggest that instructional barriers, including …

Building Preschool Teacher Confidence In Understanding Student Accommodations By Implementing The Multi-Tiered Systems Of Support (Mtss) Framework, Heather Briese

Dissertations, Theses, and Projects

Abstract

The overall goal of this paper is to highlight the crucial role that educators have with student development. Educators' knowledge and the ability to implement High-Leverage Practices (HLPs), Evidence-Based Practices (EBPs), and providing the Mutli-Tiered Systems of Support  (MTSS) are essential for student growth through effective student accommodations. This paper will examine how these practices can be implemented to support students in both academics and socially-emotionally. In order for early childhood educators to be successful in providing student support they need to have a comprehensive understanding of High-Leverage Practices (HLPs), Evidence-Based Practices (EBPs), Mutli-Tiered Systems of Support (MTSS) and …

Low-Vision Students’ Experiences With And Suggestions To Improve Desktop Virtual Reality: A Qualitative Study, Tanveer Mansur Syed

Theses and Dissertations

Visually impaired students have faced challenges in the field of education, particularly in science education. Not surprisingly, the unemployment rate for working-age visually impaired people has been above 70%. This persists despite federal laws to support the education and employment of visually impaired people,

Virtual Reality (VR) technology has evolved for several decades. Its use has proliferated in areas that include education. Today, VR science lab simulations are presented as a cost-effective alternative to traditional science labs. Research shows these to be viable substitutes to traditional science labs without a significant drop in learning outcomes. However, this researcher was unable …

Cripping The Border – Acompañamiento As Access: An Ethnographic Case Study Of Transborder Youth With Disabilities, Marco O. Amaral

Dissertations

The U.S.-Mexico border is a historical, geopolitical site of intense militarization where colonial logics of "othering" converge to marginalize disabled transborder youth. While transborder studies have expanded, students with disabilities remain relegated to the "void" and contained by educational systems that prioritize surveillance over access. Grounded in Sepúlveda’s (2011) acompañamiento and Transborder DisCrit, this ethnographic case study examines the lived experiences of both students and their families who cross the border daily to attend school in the U.S. It frames these journeys not as mere commutes, but as acts of defiance within the broader disability rights movement.

As a teacher-activist, …

Cs4autism: Supporting Neurodivergent Students In Computer Science Pathways Beyond High School, Darlene Bowman

Open Educational Resources

Students on the autism spectrum are increasingly participating in computer science (CS) education at the K-12 level. However, the transition from high school to postsecondary education, employment, or technical training remains a significant challenge.

This resource provides educators, counselors, and program coordinators with practical strategies to support autistic students as they navigate pathways in computer science beyond high school. It emphasizes inclusive practices, structured supports, and strengths-based approaches aligned with neurodiversity.

“I Should’Ve Listened!”: Lived Experiences Of Postsecondary Transitions Among Students With Emotional And Behavioral Disorders From Non-Traditional High Schools, Kristen De Rose

Dissertations

This phenomenological study explored the lived experiences of former students with EBD who attended a non-traditional high school. Eight semi-structured individual interviews were conducted to understand how students experienced emotional and academic supports during high school and throughout the transition into adulthood. Results revealed that participants appreciated attending a non-traditional school for its school connectedness, emotional and instructional supports, and school-based counseling. Additionally, findings suggest the school did not prepare them for the transition to post-secondary life. These findings suggest that emotional and academic support for students with EBD in non-traditional high school settings positively affected students’ sense of success …

Copyright Information

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.

From The Editors..., Thomastine Sarchet-Maher

Journal of Science Education for Students with Disabilities

No abstract provided.

Call For Manuscripts, Thomastine Sarchet-Maher

Journal of Science Education for Students with Disabilities

The Journal of Science Education for Students with Disabilities is a peer-reviewed, open access, multi-disciplinary online journal with an international focus. We publish articles that reflect the best of research and practice related to inclusive science education, including works submitted by science and special education researchers, teacher educators, and teachers. Interesting topics have included innovative curricular ideas, instructional adaptations, research-based modifications, best practices, and management strategies in science education. JSESD adopts the philosophical perspective that all students can achieve in science, and that science benefits from the full participation of all students.

Exploring The Experiences Of Physically Challenged Students Enrolled In Path-Fit Courses: A Case Study, Princess Jhoarn A. Sarael, Shermina C. Yusop, Jessel A. Lapinig, Chandelyn C. Linto, Vanessa Lynne C. Seville

Journal of Science Education for Students with Disabilities

This qualitative case study explores physically challenged students’ experiences in PATH-fit courses within Philippine higher education, investigating their challenges and adaptive strategies. Through in-depth interviews with five students and two instructors in Pagadian City, researchers uncovered significant barriers, including exercise difficulties, physical discomfort, and social exclusion that profoundly impacted course participation. Despite facing substantial obstacles, students demonstrated remarkable resilience by developing innovative coping mechanisms such as proactive instructor communication, creative alternative activity engagement, and strategic leveraging of written assignments. Employing Resiliency Theory, the research challenged conventional disability perspectives, emphasizing that students’ true potential lies in psychological flexibility and problem-solving skills …

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

Journal of Science Education for Students with Disabilities

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

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

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

Journal of Science Education for Students with Disabilities

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

The Effect Of Occupational Roles, Burnout, And Efficacy On Job Satisfaction Among K-12 Teachers, Chloe Schwahn

Masters Theses

The aim of this study was to investigate variables that may impact the ratings of job satisfaction by practicing Illinois K-12 teachers specifically examining if the variables of occupational roles, burnout, efficacy, and other relevant covariates are correlated and/or have predictive utility on teacher job satisfaction. A secondary goal was to raise awareness about the stressors teachers face in their work environments. Survey materials included a demographics questionnaire, an occupational roles catalog, the Copenhagen Burnout Inventory, the Teacher Sense of Efficacy Scale, and the Teacher Job Satisfaction Scale. Seventy-six practicing Illinois K-12 teachers completed the study. Results of the current …

First-Hand Perspectives Of Autistic And Neurodiverse Individuals In Social And Extracurricular Settings, Stephen M. Hinkle

Education (PhD) Dissertations

This dissertation explores the firsthand experiences of autistic and neurodiverse individuals in social and extracurricular settings. Grounded in symbolic interactionism and disability studies, this study leveraged qualitative interviews to provide greater insight into the extracurricular lives of autistic persons and the quality of preparation and education provided to said participants to successfully navigate those experiences. Due to the limited number of studies on this topic, and the tendency of programs to focus on general skill development for this population, significant attention was also given to investigating the activity-specific skills needed for various social and extracurricular activities.

Understanding the intricacies in …

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.