Secondary Education Commons^™

Integrating Steam Through Honeybee Education In Southern Appalachia, Gary Padgett, Haley Holt

The Transdisciplinary STEAM+ Journal

Honeybees are vital to pollination and food production, yet their populations are declining in the United States.  This underscores the need for ecological literacy, making honeybees an ideal focus for STEM/STEAM lessons. Middle grades students are familiar with honeybees and instantly engage with them, providing a framework for promoting inquiry, creativity, and real-world problem solving. This article presents a lesson taught in Southern Appalachia, a region facing educational disparities with limited access to advanced STEM/STEAM opportunities. The honeybee focused STEAM lesson presented in this article addresses this gap by providing middle grades students with an interactive, interdisciplinary opportunity that links …

Motivational Systems In Education That Encourage Academic Achievement & Student Leadership, Hannah A. Lockhart, Angela Elsass

2026 Honors Symposium

This research examines how school-based motivational systems influence academic achievement, student engagement, and leadership development in K–12 educational settings. Grounded in contemporary motivational theory, the project explores motivation as a multidimensional construct shaped by autonomy, competence, relatedness, and belonging. Using an expanded review of literature as the primary methodological framework, the research synthesized 97 scholarly sources retrieved through multiple academic databases, including the University of Arkansas Libraries system, and integrated qualitative insight from a semi-structured professional interview with educator Ron Clark. Findings suggest that intentionally designed motivational systems, including schoolwide frameworks that foster belonging, recognition, and student agency, have a …

Hitler Must Be Killed: A Wwii Case Study, Jeffrey Byford, Presley Shilling, Alisha Milam

The Councilor: A National Journal of the Social Studies

Social studies education during the 1960s experienced an educational renaissance known as the new social studies movement. Over 50 projects were funded by the National Science Foundation or private corporations to interject a student-centered curriculum into K-12 classrooms during this period. Nearly 60 years later, can student-centered decision-making activities be used in an era of high-stakes testing and planned curriculum? This article attempts to rekindle students' interest in decision-making and discussion by exploring elements in Moral Reasoning: The Value of Life from the Harvard Social Studies Project (HSSP). The activity called "Hitler Must Be Killed" helped students bring the content …

Transformative Leadership In Action: A Narrative Study Of Principals’ Influence On Students’ Achievement, Staci Taylor Fullmighter

Electronic Theses and Dissertations

This narrative inquiry examined how principals in low-performing high-minority urban schools use transformational leadership to improve academic outcomes. The purpose of this research was to describe principals’ leadership behaviors that are perceived to positively influence academic achievement among students who identify as minority and low socioeconomic status and are attending or have attended urban school districts with high concentrations of the identified population. Data were collected through semistructured interviews with principals, and narratives were studied to identify trends across their experiences. Four themes emerged: (a) trust and shared accountability, (b) encouraging creativity and risk-taking, (c) communicating shared goals, and (d) …

Tech Trekker, Erika Marti, Yania Avila

Community Engagement Expo Research Posters

We are a team of faculty and students in STEM fields who are dedicated to providing cutting-edge technology to teachers and students in Las Vegas and nearby communities.

Our Mission: Our primary mission is to increase student exposure to and engagement in modern science and engineering tools in order to encourage students into high-demand STEM fields.

Using Paired Queer Literature To Foster Critical Literacy And Intersectionality, Ferial Pearson, Jennifer L. Lemke

Journal of Curriculum, Teaching, Learning and Leadership in Education

This article explores the use of paired queer literature as a tool for fostering critical literacy and intersectional understanding in K–12 educational settings. Grounded in the belief that literature should serve as both a mirror and a window for students (Bishop, 1990), the paper argues for the inclusion of LGBTQ+ narratives to challenge dominant heteronormative frameworks that pervade U.S. school culture. By pairing texts that reflect diverse sexual orientations, gender identities, and intersecting social identities, educators can cultivate inclusive classrooms that affirm all students’ experiences. The paper provides a framework for selecting high-quality, developmentally appropriate LGBTQ+ texts across grade levels …

Building Self-Efficacy In Students With Dyslexia: A Practice-Forward Framework For Classrooms, Families, And Teacher Preparation, Jennifer L. Vanderground

Michigan Reading Journal

Self-efficacy—the belief in one’s capacity to organize and carry out actions to reach goals—predicts persistence, strategic behavior, and academic outcomes (Bandura, 1997). For students with dyslexia, recurring experiences of effortful reading and peer comparison can suppress self-efficacy and elevate anxiety (Humphrey & Mullins, 2002; Nalavany et al., 2017). Research consistently links dyslexia with higher rates of internalizing symptoms such as anxiety and depression, alongside modifiable correlates including self-beliefs, coping, and school connectedness—promising leverage points for educators and families (Livingston et al., 2018).

Prevalence estimates vary widely. Under strict criteria, fewer than 10% of students qualify, but when thresholds include those …

Human Capital And Labor Market Effects Of Elite Schooling In England, Scotland, And Wales: New Causal Evidence From Nonparametric Bounds, Zhanhan Yu, Vikesh Amin, Carlos A. Flores, Alfonso Flores-Lagunes, Giuseppe Germinario

Upjohn Institute Working Papers

We estimate the causal effect of attending elite schools in England, Scotland, and Wales on human capital and labor market outcomes for cohorts of children from the 1958 National Child Development Study and the 1970 British Cohort Study. For identification, we employ a nonparametric partial-identification approach that provides bounds on the causal effect by assuming that, on average, there is positive selection into elite school attendance, and that attending an elite school does not worsen average potential human capital or labor market outcomes. The bounds indicate that there could possibly be large education and labor market returns from attending an …

Leveraging The Intersection Of Ai And Play To Foster Human Connectedness And Character Formation, Lori B. Doyle, Ashley Brandon

Journal of Organizational & Educational Leadership

The benefits of fostering character formation are vast, encompassing psychological, social and emotional growth, yet there is no universally prescribed manner by which to proceed. Central to these efforts is human connectedness, which enhances psychological functioning and provides a pivotal foundation for well-being. Emerging factors such as integration of Artificial Intelligence (AI) and the pedagogy of play are novel topics for the conversation within the character formation discourse. These elements, while tangentially related, hold significant potential to amplify character formation and sense of belonging. This paper examines the intersection of AI, pedagogy of play, and character formation through a theoretical …

Book Review: Assessing Autoethnography: Notes On Analysis, Evaluation, And Craft, Margaret Berg

Journal of Educational Research and Innovation

No abstract provided.

Greater Newark Stem Ecosystem - 2026 Convening - Small Group Outcomes & Action Plan, Brad Schenker

STEM for Success Showcase

In January 2026, GNSE convened ecosystem partners for a co-design session focused on identifying shared challenges, opportunities, and near-term actions to strengthen STEM education and career-connected learning. Participants engaged in small-group discussions to surface barriers, enablers, and potential areas for coordinated action.

A Qualitative Examination Of The Motivations For Homeschooling Among Black Americans, Portia J. Witt

LSU Doctoral Dissertations

This qualitative phenomenological study explored the motivations and lived experiences of African American homeschooling families. Twelve Black parents from multiple states participated in semi-structured interviews. Data were analyzed using Moustakas’ (1994) Modified Stevick–Colaizzi–Keen method and coded thematically using NVivo. Nine themes emerged: autonomy, holistic education, community belonging, online networks, public resources, curriculum gaps, personal values, effective learning, and legacy of harm. While racialization in schools—including tracking, microaggressions, and misidentification—contributed to participants’ decisions, motivations also reflected intersectional factors such as faith, disability, mental health needs, giftedness, and a desire for cultural protection and flexible learning. Findings suggest homeschooling serves as a …

Brief Of Amici Curiae The Notre Dame Law Education Project And Utah Education Fits All In Support Of Appellants, Tyler R. Green, Nicole Stelle Garnett

Court Briefs

No. 20250512-SC
Derek Brown, Attorney General v. Kevin Labresh

From the Argument

No one doubts the significant public interest in K-12 education. Brown v. Board of Education, 347 U.S. 483, 493 (1954) (“[E]ducation is perhaps the most important function of state and local governments.”). And, for centuries, the critical responsibility for educating young people has been borne in significant part by private schools. Indeed, for many decades, private schools were essentially the only source of childhood education in the United States. It is a role those schools served—and continue to serve—well. While in Utah, as elsewhere, public schools are …

Humanizing Online Learning Through Culturally Responsive Pedagogy: Preserving Cultural Identity And Human Connection In Digital Spaces, Michael Mills

International Journal of Teaching and Learning in Higher Education

The rapid shift to online and hybrid learning environments has highlighted the need for culturally responsive pedagogical approaches in digital spaces. While much research has explored culturally responsive teaching in traditional classrooms, less attention has been paid to how these principles can be effectively translated to online learning environments. This article examines how culturally responsive pedagogy can be meaningfully integrated into online learning spaces through intentional course design, assessment practices, and community building. Drawing from existing literature on culturally responsive teaching, online learning, and digital equity, this paper provides a framework for educators to create more inclusive and culturally sustaining …

Amplifying Student Voice With Academic Conversations Across The Curriculum, Tara Temprano, Margaret Gelbwasser

New Jersey English Journal

This article explores the power of academic conversations to foster student engagement across disciplines. Students develop communication skills essential for all subjects through writing exercises, collaborative critiques, and historical role-playing. Strategies for integrating discussion into Art, Social Studies, and ELA classrooms help bridge the gap between the subject and the literacy space.

The Impact And Legacy Of The Kaplans, Craig Daniels

Journal of Math Circles

As we conclude this special issue on the Kaplans, we want to leave you with some reflections on their legacy. Craig Daniels attended seven week-long Math Circle Institutes organized by Bob and Ellen Kaplan at Notre Dame between 2009 and 2016, and was inspired to lead his own Math Circles for many years. Craig collected comments from many people who knew the Kaplans.

Bob And Ellen Kaplan's Brazilian Adventure: O Círculo Da Matemática Do Brasil, Angels Varea

Journal of Math Circles

Bob and Ellen Kaplan deployed their boundless energy to spread The Math Circle word in Brazil in what they called their “Brazilian adventure.” They are the inspiration for the project O Círculo da Matemática do Brasil and participated wholeheartedly in its implementation, travelling to Brazil six times over five years to train teams of young Math Circle leaders that taught over twenty-seven thousand underprivileged children within the framework of the project.

Bringing Math Circles Into New Mexico Classrooms: An Interview With James Taylor, Amanda Serenevy

Journal of Math Circles

In this interview, conducted on December 14th, 2022, James described his math outreach journey and the many members of the Math Circle community who helped him along the way.

Corresponding With The Kaplans, Rodi Steinig

Journal of Math Circles

Readers of this journal have asked to hear the Kaplans’ voices: their tone, the way they were able to contextualize math questions, their generosity, and their joy. We think it’s important to share a few of these hundred-plus emails so that readers can feel that tone.

The Kaplans’ Math Circle Method, Amanda Serenevy

Journal of Math Circles

This essay explores what is meant by "The Socratic Method" in classical and modern times and examines the extent to which the Kaplans employed it in their Math Circles. We offer an imagined dialogue between the Kaplans and their students on the same mathematical subject explored by Socrates and the slave boy in Plato's dialogue \emph{Meno} to illustrate how the Kaplans might have handled that topic

The Joy Of Participatory Learning: The Math Circle, Peter Flom

Journal of Math Circles

Peter Flom was inspired to write this blog post after visiting the Kaplans' Math Circle in Boston.

The Pedagogical Lineage Of The Kaplans And Its Future, Taylor Yeracaris

Journal of Math Circles

This article describes the origins of Bob and Ellen Kaplan's Math Circle, one of the first Math Circles in the U.S. It covers Bob and Ellen's personal histories and some of the wide-ranging impact of their work and philosophy of teaching. It also discusses how the current form of their organization, The Global Math Circle, is working to carry forward their legacy, including building community and supporting Math Circle leaders with the Nexus project.

Introduction To The Special Issue Honoring Bob And Ellen Kaplan, Amanda Serenevy, Rodi Steinig

Journal of Math Circles

In 1994, Bob and Ellen Kaplan embarked together with other friends and colleagues on a wonderful adventure. Friends had lamented that there was a lack of high-quality math learning experiences for kids along the lines of the Math Circles offered in the former Soviet Union, so the Kaplans decided to do something about it. This special issue is dedicated to a remembrance of that adventure and its impact on the mathematical and personal development of many people.

Literacy Professional Development: Evidence-Based Practices And Insights From Virginia, Meleah Ellison, Shelby Garofalo, Vanessa Sekinger, Joan A. Rhodes, Sharrie Merritte, Maggie Szydlowski, Meera Mehtaji, Valerie Robnolt, Thea Racelis

MERC Publications

This report is part of the MERC Literacy Study. It explores recently published research and publicly accessible professional development (PD) offerings frequently used across the Commonwealth to support the implementation of the Virginia Literacy Act (VLA). Findings from this report support the ongoing PD of school staff and relevant partners in the VLA’s purpose of improving literacy outcomes for students in grades K-8 across Virginia.

Emotional Intelligence And Self-Efficacy In Relation To Turnover Intention: The Mediating Role Of Job Satisfaction And Organizational Commitment In Faith-Based K–12 Education, Nestor Osorio

Dissertations

Problem

Leadership turnover remains a significant challenge within faith-based K–12 educational systems, affecting organizational stability, school culture, and long-term institutional effectiveness. Although previous studies have examined turnover intention in educational leadership, limited research has explored how emotional intelligence and principal self-efficacy relate to turnover intention through organizational attitudes such as job satisfaction and organizational commitment within faith-based educational settings. Additionally, little empirical research has focused specifically on educational leaders serving within the North American Division (NAD) of Seventh-day Adventist schools. This study examined the extent to which emotional intelligence, principal self- efficacy, job satisfaction, and organizational commitment are associated with …

A Review Of The Effect The Kentucky Center For School Safety Has On Kentucky School District’S Safe Schools Data, Patricia Greer

Murray State Theses and Dissertations

The study examines the impact of the Kentucky Center for School Safety on safety data from Kentucky Schools. The data consisted of behavior events reported in the Safe Schools Data collected from the student information system, Infinite Campus. The analysis was conducted using interaction data from the Kentucky Center for School Safety and behavioral data from Kentucky Public Schools.

Working With Parents & Guardians: Asset-Based Communication + Conference Simulation (4-Day Sequence), Carissa State Gober

Open Educational Resources - Teaching and Learning

This four‑day instructional sequence prepares teacher candidates to communicate with parents and guardians using an asset‑based, professional, and ethically grounded approach. The unit emphasizes prioritizing student strengths, shared goals, and contextual understanding while avoiding deficit‑focused language. Candidates begin by engaging in a Socratic Seminar grounded in research on effective family communication, allowing them to surface key themes, misconceptions, and questions. They then learn a structured conference script, analyze communication tips embedded within it, and practice applying the format through peer role‑play. Subsequent sessions focus on selecting and presenting data in family‑friendly ways, reframing challenges into needs and supports, and using …

Ai Policy In Virginia Public Schools: A Comparative Analysis, Jesse Senechal, Jamelle Simmons, Jonathan D. Becker, Melissa Ware, Michael Broda, Kindy Anderson, Eric Byers, Kiana Bradford, Thea Racelis, Meleah Ellison

MERC Publications

This MERC research and policy review explores policy implications of artificial intelligence (AI) in Virginia public schools. It is part of a two part series with a companion report focused on AI implications for PK-12 teaching and learning. The report has two parts:

1. A review of the AI policy landscape around PK-12 education
2. Virginia AI policy analysis

It concludes with a series of key takeaways and recommendations for PK-12 policy and practice.

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.

Implementing Restorative Practices For Girls In Elementary School Classrooms: A Participatory Action Research Approach, Mellissa Douglas

Dissertations of Practice

This participatory action research study examined how varying approaches to implementing restorative practices, together with teacher collaboration and influence, support resilience, enhance communication, establish healthy boundaries, encourage accountability, and build confidence among elementary school girls ages 8–10. Two third-grade teachers, three fourth-grade teachers, and three fifth-grade teachers in a midwestern elementary school implemented restorative practices through proactive circles or conferences over the course of forty school days. The eight teacher participants recorded the implementation of restorative practices in an action research journal, field notes, and photographs, and they collaborated to discuss strengths, areas in need of support, and next steps. …