Secondary Education Commons^™

Effects Of Constant Time Delay Using Multiple Acquisition Exemplars On The Generalization Of Self-Instruction To Complete Vocational Tasks For High School Students With Intellectual Disability, Anna Norby

Theses and Dissertations--Early Childhood, Special Education, and Counselor Education

This study presents findings from a multiple probe design that evaluated the effects of constant time delay with multiple acquisition exemplars on the acquisition and generalization of self-instruction to complete vocational tasks for high school students with intellectual disability. The research included three high school students with intellectual disability, and data were analyzed across baseline, intervention, and generalization conditions. Instruction targeted the use of self-instruction procedures embedded within vocational tasks, with multiple exemplars incorporated during acquisition to promote stimulus generalization. Participants were screened using a set of pre-arranged vocational tasks to identify existing skill levels and determine appropriate instructional targets, …

Mythology Of Whiteness: Constructing Black Girls As A Bully, Kathleen O'Brien, Pamela Twyman Hoff

Faculty Publications - College of Education

This analytical essay uses data from a qualitative study by O’Brien (2017) that explored the social construction of bullying. O’Brien interviewed 16 high school students enrolled in alternative and college-preparatory high schools. Although the study did not focus specifically on Black girls, their narratives surfaced a distinctly different story—one that exposed how whiteness, intersectional power, and cultural ways of knowing construct Black girls as quintessential bullies in schools. This re-analysis explores how Black girls are cast within the mythology of whiteness as archfoes—not merely as disruptive, but as symbolic antagonists whose existence threatens the normative order of whiteness …

The Impact Of Teachers’ Roles As Boundary Crossers And Boundary Objects In Post- Covid Composition Instruction, Tammie Marie Pierce

Theses and Dissertations

This qualitative case study examined secondary English Language Arts (ELA) teachers’ perceptions of rapid technology integration and its influence on composition instruction and cognitive load in physical, digital, and hybrid spaces. Grounded in theories of boundary crossing and the Cognitive Theory of Multimedia Learning, the study conceptualized teachers as both boundary crossers, navigating instructional spaces, and boundary objects, serving as the support tools for their students’ transitions into digital composition. Data were collected from five ELA teachers in a rural school district through surveys, individual interviews, and questionnaires, and analyzed using a two-phase coding process. Findings indicate that teachers perceived …

Exploring Secondary Stem Teachers’ Experiences In Online Learning Environments: A Directed Content Analysis Using The Community Of Inquiry Framework, Tiffany Janese Lester

Theses and Dissertations

This study is a directed qualitative content analysis of 21 peer-reviewed studies published between 2020 and May 2025 on secondary STEM teaching in online environments. Using the Community of Inquiry framework, I examined how teaching, social, and cognitive presence shaped instructional strategies, teacher experiences, and reported challenges. Coding with deductive and inductive methods identified recurring themes: teachers adapted to digital platforms, navigated uneven levels of digital fluency, and implemented intentional strategies to maintain social interaction. The studies also revealed persistent equity gaps in access and participation alongside innovative approaches to course and pedagogical design. These themes demonstrate how secondary STEM …

Culturally Engaging Campus Environments Model: A Quantitative Evaluation Of Governors State University’S Summer Bridge Program, Stacy Amedeo

Dissertations of Practice

Culturally Engaging Campus Environments Model: A Quantitative Evaluation of Governors State University’s Summer Bridge Program

This program evaluation assesses the academic and social outcomes of Governors State University’s Jaguar “Live, Experience, and Prepare” (LEAP) summer bridge program, which is designed to support first-year students as they transition into college. Grounded in the Culturally Engaging Campus Environments (CECE) model, this study examines whether LEAP participants differ from non-participants in their experiences of culturally engaging environments, sense of belonging, retention, cumulative grade point averages (GPAs), and total credit hours earned. The study used a quantitative correlational design analyzing two data sources: CECE …

Grades And Grading Practices And Their Associations To Student Motivation, Rob Tesmond Iii

Dissertations of Practice

This study’s purposes are to understand how students perceive grades and their impact on their motivation to learn, how students perceive different grading practices, and how students who typically experience academic success respond compared to how students who typically do not experience academic success respond. Utilizing qualitative research methods, two rounds of focus groups were conducted. The first round consisted of five focus group sessions made up of a total of nineteen students who typically experience high academic success, including an overwhelming representation of students who take honors and AP classes. The second round consisted of three focus group sessions …

Grading Practices In Secondary Classrooms: A Mixed-Methods Study Exploring Teacher Decision-Making, Student Outcomes, And Implications For Educational Equity, Lauren Lay

Selected Full Text Dissertations, 2011-

GRADING PRACTICES IN SECONDARY CLASSROOMS: A MIXED-METHODS STUDY EXPLORING TEACHER DECISION-MAKING, STUDENT OUTCOMES, AND IMPLICATIONS FOR EDUCATIONAL EQUITY. Lay, Lauren, 2026: Dissertation, Long Island University. Grading practices remain one of the most influential yet inconsistent aspects of secondary education. Despite increased interest in equitable grading, little research has examined how teachers make grading decisions within a common institutional context while exploring relationships among grading practices, student outcomes, motivation, and educational equity. The purpose of this convergent mixed-methods study was to examine how grading decision-making among 9th and 10th-grade teachers across five core content areas within one suburban New York high …

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 …

Student And Faculty Outcomes And Experiences In High School Career And Technical Education: A Vocational Program Evaluation, Ayana E. Moore

UNF Graduate Theses and Dissertations

This dissertation presents a comprehensive program evaluation of vocational schools in Duval County, with the goal of laying the groundwork for assessing effectiveness of vocational education. This study utilized exploratory mixed-methods approach, gathering quantitative and qualitative data about high school graduation rates, career readiness, college enrollment, experiences, and satisfaction levels from students and faculty at fully accredited vocational high schools. By synthesizing findings from existing literature and analyzing data, the study sought to elucidate the impact of vocational high school programs and offer insights into the benefits and areas for improvement in vocational programs. Ultimately, the research aims to inform …

Humanizing Education Through Subject-Centered Instruction: A Mixed Methods Case Study Of Engagement And Achievement In An Exploring Hip-Hop As Literature English Elective, Alicia Hyman-Peters

UNF Graduate Theses and Dissertations

This study examined how humanizing education through relationally-driven, subject-centered teaching affects student engagement, literacy, and achievement in an Exploring Hip-Hop as Literature English elective at a diverse high school in Northeast Florida. Drawing on Freire’s concept of humanization, Noddings’ Ethic of Care, Palmer’s focus on subject-centered learning, and the culturally relevant and sustaining pedagogies of Ladson-Billings, Paris, and Alim, the research investigated how humanized education restores meaning and connection to learning. Using a Convergent Parallel Mixed Methods Design, data from thirty students were gathered through surveys, participation and assignment records, standardized assessments, interviews, focus groups, and classroom observations. Quantitative findings …

Balancing Structure And Autonomy: A Coaching Approach To Classroom Leadership In Secondary Education, Violeta Morelos Gomez

All Electronic Theses and Dissertations

This literature review explores how middle and high school teachers can balance leading their classrooms while also supporting students in a coaching role to help them make positive academic and behavioral choices. It looks at key ideas like clear expectations, giving students choices, building strong relationships, keeping students engaged, and using fair and respectful practices. Research shows that students learn best when teachers create clear routines, support them, and give them opportunities to take responsibility. When students feel safe, respected, and understood, they are more willing to participate and learn. Also, coaching practices, such as listening to students and guiding …

Promoting Peer Collaboration Through A Blending Of Synchronous And Asynchronous Technologies In An Engineering Focused Nsf Research Experience For Teachers (Ret) Project, Joseph Brobst, Melani Loney, Imole Samson

Center for Educational Partnerships Publications

This brief paper describes findings drawn from a summer Research Experiences for Teachers project, in which secondary science teachers completed engineering research activities and designed related lessons using the Argument Driven Inquiry (ADI) framework. Teachers participated in a hybrid professional development sequence, engaging with a STEM program manager and each other in-person and through both synchronous online sessions and asynchronous engagement in a shared virtual space. We use a multiple case study approach to describe how interactions within these spaces facilitated peer feedback and informal mentoring and coaching, ultimately strengthening teachers’ lesson plans and leaving them better poised to translate …

Sae For All: Curriculum Guide, Emily Carpenter

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

Supervised Agricultural Experience (SAE) is a critical component of agricultural education, designed to provide students with hands-on learning opportunities that extend beyond the classroom. The SAE for All model ensures that every student participates in meaningful experiential learning tailored to their interests and career goals. By integrating SAE into the curriculum, students develop technical skills, career readiness competencies, and an understanding of real-world agricultural applications. This guide includes a teaching plan and a comprehensive set of assignments.

Conservative Discourse: How It Shapes And Is Shaped By Social Studies Education In West Virginia, Elizabeth Christine Rexroad

Graduate Theses, Dissertations, and Problem Reports (ETD)

This narrative inquiry dissertation investigates how conservative Discourse both shapes and is shaped by social studies teacher identity, agency, and the figured world of social studies education in West Virginia. Drawing on the storied lives of three early-career secondary social studies teachers, this study examines how conservative Discourse operates as a structuring force in the daily lives and practices of teachers working in an exceptionally conservative political and social landscape. Using Critical Narrative Analysis (Souto-Manning, 2014) and discourse analysis (Gee, 2014) as analytical frameworks, and figured worlds theory (Holland et al., 1998) as theoretical lens, this study reveals how conservative …

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.

Utilizing Cte Programs To Bridge The Expectations Gap Between Academia And Entrance Into The Global Workforce, Jose M. Gaspar

Murray State Theses and Dissertations

The purpose of this study was to examine whether completing high school Career and Technical Education (CTE) coursework, completing foreign language coursework, or participating in community college CTE programs predicted higher levels of postsecondary degree attainment. The study was designed to better understand how academic and technical pathways function within the P–20 system and how these pathways shape student perceptions and long-term educational outcomes. Participants in the study included individuals who had completed some level of postsecondary education and provided information on their high school and community college coursework experiences. Findings indicated that students who participated in both academic and …

Enhancing Clinical Judgement In Pre-Licensure Nursing Students Through Active Learning Strategies Of Unfolding Case Studies And Simulations For Postpartum Hemorrhage, Lisa M. Alley

Doctor of Nursing Practice Projects

New graduate nurses lack the appropriate clinical judgement to provide optimal, safe, quality care, as evidenced by the report of errors in health care (Rodziewicz et al., 2024). The purpose of this project was to provide an evidence-based intervention that used an unfolding case study and simulation to further develop clinical judgement among undergraduate nursing students in a rural ADN program. The project used a pre-test and post-test to measure students' improvement prior to versus after the learning experience and debrief. This project also introduced a DASH tool, which is a debriefing assessment for simulations in healthcare, to help students …

An Analysis Of Ohio's Advanced Quantitative Reasoning Course, Ethan A. Douglas

Williams Honors College, Honors Research Projects

Beginning in about 2018, The Ohio Department of Education and Workforce partnered with the Ohio Department of Higher Education and the Ohio Math Initiative to create a mathematics transition course to provide high school students with a class that could prepare them for a college entry-level mathematics course if they had not previously earned a remediation-free score. This course was titled “Mathematical Modeling and Reasoning” and has since been named, “Advanced Quantitative Reasoning” (AQR) and has become an Algebra II equivalent course where students can receive their final math credit to graduate. This study looked to compare students in Algebra …

The Middle School Transition: Exploring Student Perceptions On The Transition From Elementary To Middle School, Cody T. Weed

Education Dissertations

The purpose of this study was to understand middle school students’ perceptions of their transition from elementary school to better learn the interactions and dynamics that unfold between them and their immediate environment. The middle school transition is a pivotal developmental phase marked by significant logistical, academic, and social–emotional challenges. Grounded in transition theory, the 4S framework, and stage-environment fit theory, this research explores the interactions between students and their new environment. Utilizing an embedded design mixed-methods approach, this study surveyed sixth-grade students at a public middle school in Eastern Washington. The goal was to illuminate students’ needs and concerns …

Make It Maritime: A Simulation-Based Engineering Design Challenge Using Multimodal Technologies, Jessica M. Johnson, Jennifer Renne, Jason Dudley

Virginia Digital Maritime Center (VDMC) Faculty Publications

This paper presents The Incredible Bulk, a multimodal, simulation-based engineering challenge that introduces Grades 4–12 to maritime careers and digital transformation. Students assume the roles of different maritime careers to assemble aircraft carrier bulkhead systems using: VR for spatial orientation and task preview; a 3D model as visual work instruction; paper blueprints for part identification and dimensioning; 3D-printed components for hands-on assembly; and an AR app for quality assurance/inspection. Grounded in constructionism and cognitive apprenticeship, the plan–build–inspect loop externalizes thinking and situates coached, authentic practice that advances engineering design, systems thinking, and technological literacy.

Exploring Recruitment And Retention Of Mathematics Teachers In Southwest And South-Central Virginia, Anthony Dove

Journal of Mathematics and Science: Collaborative Explorations

This study examines the recruitment and retention of secondary mathematics teachers in rural southwest and south-central Virginia public schools from the perspectives of school principals. Guided by three research questions focused on retention, recruitment, and opportunities for improvement, the study employed a constant comparative analysis of semi-structured interviews conducted with principals from 10 rural middle and high schools. Findings indicate that many schools have historically benefited from long-term teacher retention reinforced by strong community ties and supportive school environments. However, anticipated retirements, salary competition within the region, and increasing challenges in recruitment are beginning to place strains on schools. Principals …

Practicing Professionalism Framework: A Coherent Course Structure Aligned With Effective Practices For Physics Programs (Ep3) Guidelines, Martha-Elizabeth Baylor, Suzanne White Brahmia

Physics and Astronomy Faculty Work

Many physics educators seek to improve their courses but feel constrained by traditional post-secondary structures and norms. Instructors often perceive a false tension between fostering inclusive learning environments and maintaining the rigor central to the discipline. The Effective Practices for Physics Programs (EP3) Guide synthesizes decades of research-based recommendations for improving physics education. However, it offers limited guidance on how to integrate these diverse recommendations into a coherent, course-level approach—a responsibility that falls to individual instructors, whose graduate training prepared them primarily as researchers rather than as educators. This paper begins by motivating and introducing the Practicing Professionalism Framework (PPF), …

An Ecological Systems Perspective On Chronic Absenteeism: The Role Of Family Engagement In Virginia Secondary Education, Jenna Conlee, Joel W. Fravel, Bryan M. Hannun, Imani K. Hinson, Erika R. Napolitano

Doctor of Education Capstones

Chronic absenteeism has emerged as a significant challenge for schools across the United States, particularly following disruptions associated with the COVID-19 global pandemic. This capstone project examined how school leaders in Virginia understood and navigated the relationship between family engagement and chronic absenteeism. Guided by Bronfenbrenner’s ecological systems theory, the study addressed two research questions focused on identifying family engagement practices perceived as effective in improving attendance and examining the barriers schools encountered when engaging families to address chronic absenteeism. Data were collected through nine semistructured interviews with school leaders and observations of two high school attendance team meetings. Using …

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 …

Connecting Classroom Physics To Real-World Research: A Citizen Science Approach In Ap Physics 1, Heather M. Landgarten

West Chester University Graduate Theses, Dissertations, and Final Projects

Advanced Placement (AP) Physics 1 emphasizes evidence-based reasoning, quantitative modeling, and scientific inquiry. However, secondary science instruction often remains focused on procedural problem solving and standardized assessment rather than authentic scientific practice. This study examined the integration of citizen science projects into an AP Physics 1 curriculum to provide students with authentic research experiences while reinforcing physics concepts during the post-AP examination instructional period.

Using a classroom-based mixed-methods pre–post design, students participated in citizen science activities through publicly available research platforms, including Zooniverse. Students collected and classified authentic scientific data, analyzed real-world datasets, developed research questions, compared observations with theoretical …

Refining The Fiat: Exploring The Vocations Of Four Women Catholic Educators Through Narrative Inquiry In The Archdiocese Of Philadelphia, Kaitlyn A. Rodgers

West Chester University Graduate Theses, Dissertations, and Final Projects

Catholic education in the Archdiocese of Philadelphia has a long history of integrating faith and education. While research often focuses on school efficacy and Catholic identity, less attention has been given to the educators who sustain these institutions. This qualitative narrative inquiry explored how Catholic faith shapes the professional identities and vocational commitments of four women educators in the Archdiocese of Philadelphia. Guided by Catholic Social Teaching and feminist theology, the study examined how participants understood their vocation, or “fiat,” through personal and professional narratives. Semi-structured interviews were conducted with both vowed religious and lay educators.

Three themes emerged. First, …

Educators' Uses Of Social Capital In K-12 Book Challenges, Danielle E. Sachdeva, Sue C. Kimmel

STEMPS Faculty Publications

In this case study, we apply understandings of social capital informed by Pierre Bourdieu and Nan Lin to analyze how seven educators used their capital to navigate book censorship incidents in K-12 public schools. Our findings indicate that participants often used social capital to meet expressive goals, such as seeking support from others, and less often to meet instrumental goals like advocating for policies and legislation in support of students’ intellectual freedom. These findings have implications for practitioners, school administrators, and university faculty, especially now as an unprecedented number of books is being challenged in public institutions throughout the U.S.

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.

College Vs. Career School Counseling: How Role Differentiation Shapes Student Postsecondary Expectations And Outcomes, Sam Luby

Journal of College Access

This study examines how high school counselor role differentiation, specifically college preparation and workforce readiness, relates to students’ postsecondary expectations (2012) and early outcomes (2016) using nationally representative data from the High School Longitudinal Study of 2009 (HSLS:09). Multinomial logistic regression models controlling for academic achievement and socioeconomic factors indicate that the presence of college-preparation counselors significantly reduces the likelihood of students entering the workforce without postsecondary enrollment.

Workforce-preparation roles show no statistically significant association with postsecondary outcomes, though they are more common in schools serving higher-need populations. Academic performance and poverty status remain strong predictors across models. Findings underscore …