Social and Philosophical Foundations of Education Commons^™

Do No Harm?: An Assemblage Of Care, Compliance, And Resistance To North Carolina’S Parents’ Bill Of Rights, Sarah Cornette, William Pryor Iv

Journal of Queer and Trans Studies in Education

North Carolina’s Parents’ Bill of Rights (NC-PBOR) requires school counselors to disclose sensitive student information to parents, creating profound legal-ethical dilemmas. This study examines how counselors navigate these mandates through interviews, surveys, and arts-based analysis. Findings show counselors experience institutional betrayal, ethical precarity, and emotional exhaustion, yet also engage in subtle resistance through strategic ambiguity, relational buffering, and quiet noncompliance. Methodologically, we integrate coding, poetic inquiry, and visual confection to capture affect, embodiment, and contradiction often missed by conventional analysis. By foregrounding emotion and multiplicity, we contribute to assemblage-informed policy studies and queer qualitative inquiry, while bearing witness to the …

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

Journal of Humanities and Social Sciences

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

The Connect With Kindness Curriculum: Integrating Heart, Brain, And Whole-Child Development Through Holistic Education, Tatyana V. Tsyrlina-Spady, Amy N. Spangler, Katerina Bodovski

Journal of Contemplative and Holistic Education

This paper presents Connect with Kindness, a holistic, trauma-informed, and child-centered curriculum designed to foster emotional literacy, empathy, and moral imagination through lived experiences of kindness. Grounded in the pedagogical legacies of Johann Heinrich Pestalozzi, Janusz Korczak, and Vasyl Sukhomlinsky—and enriched by contemporary insights from neuroscience and psychology—the curriculum reflects a contemplative and relational approach to education. Drawing on over 1,800 multimedia submissions from children in 45 countries, Connect with Kindness elevates children’s voices as co-creators of learning and encourages deep reflection through nature-based experiences, art, peer dialogue, and community engagement. By integrating Dr. Bruce Perry’s neurodevelopmental model and …

Integrating Goal-Setting Into An Urban Community College Developmental Mathematics Course: A Multi-Perspective Learning Experience, Tamie S. Dickson

Education Doctorate Dissertations

Developmental mathematics (DM) students often encounter systemic and contextual obstacles in higher education. Low self-efficacy, math anxiety, multiple external demands, and pervasive gaps in prerequisite knowledge can all undermine the strategic behaviors needed to manage the academic environment independently. Although DM reforms are widely researched, the literature lacks a firsthand perspective on the daily processes students apply as they assume control over their learning. This qualitative action research study investigated the integration of intentional goal-setting into a recently redesigned one-level pilot DM course at an open-access, urban community college. The practitioner-researcher created the PATHway framework—rooted in Zimmerman’s (2000) three-phase Self-Regulated …

Femtoring Book Club: Turning Pages, Uplifting Latinas, Heather A. Hathaway Miranda

Gatherings

Amid the social isolation of the COVID-19 pandemic, I initiated Learn, Laugh, Lead, and Self-Love, a virtual femtoring program designed for Latina women aged 19 to 25. This weekly space incorporated interactive elements such as icebreakers, creative responses to visual art, and intentional community-building practices to cultivate trust and solidarity. After one year, the virtual gatherings transitioned into a monthly femtoring book club for women of color, launching with The Four Agreements and centering themes of gratitude, affirmation, and the reflective practice of sharing tunas and espinas© (joys and challenges). Drawing on my prior participation and support of an in-person …

Effectiveness Of Pre-Service Teachers’ Service Learning With English Language Learners Via Zoom, Donita Grissom, Padideh Fattahi Marnani, Sophie Cuocci, Irina Mclaughlin

Journal of English Learner Education

This study investigates service-learning experiences for university students in a teacher certification program, explored through the lens of sociocultural theory. Data was collected from pre-service teachers (PST) involved in service learning conducted virtually using Zoom with Vietnamese pre-service teachers. Data was in the form of surveys, which included short reflections and yes/no responses. Findings show that the service-learning program allowed PST to have the opportunity to apply the strategies learned in their coursework with ELs and increased their sense of preparation as a result. Pre-service teachers reported the service-learning communities of practice to be beneficial for their ELs. Implications highlight …

Gender And The Factors Behind Female Students’ Choice Of The Teaching Profession: Students’ Perspectives At College Of Education, Kuwait University, Zaha M. Alsuwailan Dr., Farah A. Almutawa Dr.

International Journal for Research in Education

The research aimed to examine the concept of gender and the related factors influencing female students' choice of the teaching profession from students' perspectives at College of Education, Kuwait University. A descriptive analytical approach was employed, with a questionnaire administered to a purposive sample of 1,289 students. Findings related to social factors indicated that the teaching profession continues to be associated with traditional gender roles for women. Job security emerged as significant material reason influencing the choice of the profession, while official working hours and school holidays were key factors related to the nature of the work. The research revealed …

P–12 District Equity “Shutdown”: Equity Directors’ Experiences Amid Anti-Equity Organizing, 2020–2022, Andrew Matschiner

Education Faculty Articles and Research

This article examines local experiences of the national attack on district equity work intended to better support Students of Color and LGBTQ+ students over the 2020–2022 school years. Drawing on theory on zones of mediation and interviews with over 70 district “equity directors” (EDs) nationally, I analyze how together national, state, and local pressure led to district equity “shutdown.” Forms of district equity shutdown included censoring equity-focused communication and language, eliminating district equity-focused programming or personnel, and restricting books and learning resources, with 40% of EDs reporting at least one form of district equity shutdown.

Stoic Wisdom For The Contemplative Teacher: Prosochê And Praemeditatio Malorum As Alternative Approaches To Mindfulness, Anna Rumjahn

Journal of Contemplative and Holistic Education

In K-12 environments where teacher burnout and attrition are increasingly prevalent, where can educational professionals seek sustainable approaches to reduce exhaustion, emotional demands, and uncertainty? In this paper, I extend Christopher McCaw’s research on the direct and dynamic relationship between contemplative practices and who teachers are and are becoming. By examining the current debates around defining reflective and contemplative practitioners, I call for alternative definitions of mindfulness when considering teacher professional becoming and submit for consideration the perspectives of Greco-Roman philosophy which has hitherto been less explored apropos education. Using prosochê (attention) and the Stoic exercise of praemeditatio malorum to …

Book Review Of Baron, Naomi S.. Who Wrote This?: How Ai And The Lure Of Efficiency Threaten Human Writing, Vanessa G. Osborne

Feminist Pedagogy

No abstract provided.

Democratic Education In The Literature Classroom: Integrating Political Literacy And Political Emotions Into Agonistic Literary Discussions. A Response To “Agonism In A Classroom Discussion On Strindberg’S Miss Julie”, Baptiste Roucau

Democracy & Education

In an era of rising polarization and populism, how can we transform the literature classroom into a site of democratic education? Drawing on agonistic scholarship, Tysklind et al. (2024) offer the agonistic literary discussion, a novel pedagogical approach aiming to prepare students for the complexities of democracy by forming collective identities and navigating conflictual consensus. To build on the authors’ work, this response article proposes two additions—political literacy and political emotions—and cautions against the risk of antagonism. Agonistic literary discussions can integrate political literacy through teaching relevant knowledge and careful questioning, enabling students to situate characters’ experiences in political contexts …

Action Civics As A Powerful Tool—Not A Panacea—In The Provision Of High-Quality Civic Education. A Response To “The Domino Effect”: How Early Adolescence Describe Their Capacity For Civic Engagement", Daniela Kruel Digiacomo

Democracy & Education

Action civics happens when young people do research, action, and reflection on social or political issues they care about. In this third decade of the 21st century, action civics is often found in after-school and/or out-of-school contexts, and substantive research now shows its power and potential for providing transformative learning experiences for young people, as is evidenced again in "The Domino Effect: How Early Adolescents Describe Their Capacity for Civic Engagement"—one of the feature articles of this issue. At the same time, action civics, precisely because it is so often conceived and enacted in out-of-school time spaces, is not, and …

Beyond The Human: Democratic Education Through The Ethics Of Care And Carriance. A Response To “Reimagining Democratic Education With Care Ethics—Toward Care-Full Democratic Education”, Michalinos Zembylas

Democracy & Education

This is a response to Koponen and Kasa’s argument that feminist theorizing and care ethics have been overlooked as theoretical approaches in the current democratic education debate. Their article draws on these insights to theorize democratic education in ways that combine care and democracy. In my response, I aim to offer clarifying comments and questions while suggesting ideas to expand Koponen and Kasa’s analysis. Specifically, I highlight two perspectives that, in my view, warrant further exploration in democratic education: developing theoretical frameworks that move beyond human-centered and anthropocentric accounts and, embracing care and the concept of "care-carrying" or "carriance" (Ettinger, …

If We Tear It Down, We Might Build You A New One: The Troublesome Use Of Eminent Domain And Urban Neighborhood Swimming Pools, Steven N. Waller Ph.D., James H. Bemiller

International Journal of Aquatic Research and Education

Public swimming pools are a vital part of America’s recreation and sport culture since the early 1900’s. Municipal swimming pools were initially built to provide recreation and hygiene to urban communities, regardless of race or class. However, a complex history of segregation, civil unrest, suburbanization, and funding challenges has resulted in a significant decline in public pools, depriving many communities of vital recreational spaces. In many communities, options for sustaining the operation of swimming pools have resulted in pool closures. Unfortunately, once swimming pools close, especially those in aging neighborhoods in central city areas, they are seldom resurrected. They quickly …

9th Gsep Research Symposium - 2025

GSEP Research Symposium

The Ninth Annual GSEP Research Symposium, themed "Building Bridges to Elevate Humanity: Innovations and Insights in Education and Psychology", was hosted by the Pepperdine University Graduate School of Education and Psychology (GSEP) on June 19–20, 2025, at the historic Château d’Hauteville in Switzerland and virtually via Zoom.

This hybrid symposium convened a vibrant global community of students, alumni, faculty, and scholars to share research that addresses real-world challenges, advances scholarly inquiry, and builds pathways for inclusive collaboration and leadership. Spanning a wide array of topics—from artificial intelligence and mental health to trauma-informed practices, educational equity, social justice, and cross-cultural leadership—the …

Your Consolation Brings Joy: How Private School Employees Support Students Experiencing Trauma, Virginia L. Rose

PhD in Education

Trauma caused by adverse childhood experiences is a growing and pervasive issue. Researchers have found trauma may have physical, emotional, behavioral, academic, and spiritual effects on children. School employees are in a unique position to teach students about resiliency and can mitigate the effects of traumatic stress. Although multiple studies have examined teachers’ definition, perspective, and experiences of trauma, few studies have taken place in faith-based schools. The following qualitative study used a phenomenological approach to discover the lived experiences of faith-based school employees in identifying and supporting students who have experienced trauma. Eleven faith-based school employees participated in a …

The Influence Of Academic Outcomes On Academic Achievement: A Quantitative Study In Grades 3-12, Kelli R. Helle

Doctor of Education (Ed.D)

The purpose of this predictive study was to examine the relationship between social and emotional learning (SEL) subskills and academic performance among students in grades 3–12. Using the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework, the study sought to identify which specific subskills were most strongly associated with student grade point average (GPA). A quantitative predictive correlational design was employed with a sample of 737 students representing diverse grade levels and backgrounds. Data were collected through the Satchel Pulse SEL assessment platform, and hierarchical multiple regression analysis was conducted to determine the predictive value of SEL subskills while …

Finding Black Girl Joy: The Lived Experiences Of Rural Black Girls, Tisha Scott-Addison

College of Education

This qualitative study examines the lived experiences of rural Black girls to gain a deeper understanding of how structural inequities manifest in their daily school lives. Grounded in intersectionality theory, the research examined how the convergence of race, gender, age, and geography influences the treatment and perceptions of Black girls within rural school settings. The central research questions guiding the study were: How do rural Black girls describe their experiences with school discipline, adultification, and a sense of belonging, and how do these experiences shape their educational journeys? Twenty Black female students in rural schools participated in semi-structured interviews. Data …

Professor Perspectives: Inclusion Of Students With An Intellectual Disability In Transition Programming On A College Campus, Melissa Jane Massey

Electronic Theses and Dissertations

Students with intellectual disabilities (ID) are often unemployed or underemployed compared to students who do not have ID. Transition or postsecondary programming for students with ID has increased in recent years in response to the U.S. federal requirement for special education professionals to complete transition plans before students turn 16. The requirement for transition planning in Texas is age 14, and the ARD committee including the student and parent come together to develop goals for future planning. Transition plans include information on future employment, future independent living skills, and agency connections that students with ID may need to access to …

Gnome Logic: Evidence-Based Strategies For High-Impact Medical Education Pathways, Barbra A. Roller, Sasha R. Sioni

Journal of Community Engagement and Higher Education

Socioeconomic inequities divert underrepresented talent from the physician pipeline. Integrating Social Cognitive Career Theory (SCCT), leaky-pipeline diagnostics, and 14 years of mixed-methods research on Florida International University’s pathway program, we present a logic model aligning Goals, Needs, Objectives, Methods, and Evaluation (GNOME). GNOME links diagnosed barriers to SCCT-aligned supports and pre-specified metrics, yielding gains in self-efficacy, application intent, and matriculation. The model offers a practical, cost-effective roadmap for institutions seeking a more equitable medical workforce.

Promoting Educative Antiracism Dialogue And Activism Through Community Engagement, Greg Bartley, Danielle Ligocki, Robert A. Martin, Chaunda L. Scott

Journal of Community Engagement and Higher Education

This article highlights lessons learned from bringing together antiracist/activist faculty representing the Initiative to Eradicate Racism at Oakland University and community members from the Pontiac Collective Impact Partnership. We use Byrd and Scott’s (2010) Critical Racism Pedagogy Model as a lens to understand how university/community partners can discuss social issues in productive and engaging ways. Specifically, this partnership demonstrates how faculty and communities can work collaboratively to create communities of practice with parallel antiracism/activist goals.

Structurally Framing Service Learning As Teaching Excellence: An Examination Of Collaborative Efforts Between Community Engagement And Faculty Development Centers, James Morgan Lewing, Lisa Bunkowski

Journal of Community Engagement and Higher Education

This study explores collaborations between faculty development centers and service learning and community engagement structures at public institutions awarded the Carnegie Classification for Community Engagement. Utilizing semi-structured interviews with five chief academic officers, none of the respondents stated intentional collaborations were present at their respective institutions. The study underscores the need for strategic alignment to institutionalize community engagement, avoiding siloing and enhancing sustainability through faculty development initiatives that promote teaching excellence.

Preparing Future Educators: Using Service-Learning In Mathematics Courses For Prospective K-12 Teachers, Sayonita Ghosh Hajra, Brianna Davis, Jose Alanis, James Tokunaga

Journal of Community Engagement and Higher Education

Although experiential learning is widely recognized for its benefits, its implementation in content-focused mathematics courses for prospective teachers remains limited. To address this gap, this paper explores the integration of service-learning into three distinct mathematics courses for prospective teachers, detailing how it was implemented in each course. Results highlight opportunities for learning, particularly in developing agency, a sense of belonging, competence, and enriched experience among prospective teachers.

Cultivating Community Resilience Through Youth Engagement, Elizabeth K. Anthony, Allison Mullady, Kendelle Brown, Michelle Blagg-Catone, Stephanie Castillo

Journal of Community Engagement and Higher Education

This article presents the impact of Arizona State University’s Design Studio for Community Solutions (DSCS) on youth engagement and community resilience. Through a mixed-methods approach, the study assesses the impact of DSCS programs on youth engagement and community resilience. The findings highlight best practices, underscoring the importance of consistent communication, trust-building, and community representation. Additionally, the research offers nuanced recommendations for future investigations, emphasizing the importance of continuous data collection and periodic assessments to drive ongoing improvement and address unmet community needs.

Gathering At The Table: Using Food To Heal On One’S Grief Journey, Jamie B. Daugherty, Jada Staat, Julie Rachford

Journal of Community Engagement and Higher Education

This research study explored the registered dietitian nutritionist’s (RDN) role and impact while supporting those on their grief journey. Data collection methods included a focus group, journaling, workshop evaluations, and photo elicitation. Qualitative data analysis highlighted three themes emerging from a six-week culinary nutrition education support workshop: providing intention, building community, and showcasing RDNs as encouraging companions, by contributing their skills of nutrition education and hands-on culinary applications, supporting individuals continuing to grieve.

Carry On: A Multi-Campus Faculty Perspective On The Barriers And Facilitators To Implementing Service Learning Curriculum During A Global Pandemic, Adrianne Widaman, Kirsten Leisses Tuck

Journal of Community Engagement and Higher Education

Service learning (SL) faculty faced substantial and unique challenges during the COVID-19 pandemic. The purpose of this study was to explore SL faculty perspectives during the crisis. Higher education faculty who taught SL designated courses during 2020/2021 identified and prioritized challenges and strategies to teaching SL courses without direct person contact. A total of 144 unique responses were collected from 16 faculty from 5 universities using the nominal group technique, a qualitative and quantitative method. Highly ranked themes included the emotional burden felt by the faculty, decreased student learning, a lack of faculty time, the need for alternative assignments, and …

Promoting Healthy Aging Through An Intergenerational Service-Learning Course, Tricia Pierce, Eric Hubbard, Shalini Persaud

Journal of Community Engagement and Higher Education

This case study examines combining service-learning (SL) with an intergenerational exercise program using undergraduate kinesiology students. The purpose was to explore how SL increases confidence, social responsibility, and leadership growth while addressing community needs. Students led biweekly exercise sessions for older adults over six weeks. Reflections demonstrated mutual benefits, including improved activity levels, reduced social isolation, and strengthened community connections.

Motivation In Community Engaged Learning: For Grades Or Growth?, Anastasios Catanzaro, Sarah Mclean

Journal of Community Engagement and Higher Education

Community-engaged learning (CEL) is a pedagogy characterized by reciprocal partnerships between academic institutions and community partners. Literature suggests that CEL has a potent ability to enhance skill, empathy and engagement in both students and community members. This investigation is a mixed methods study aimed to assess whether CEL can influence student motivation in a biomedical science CEL course. We found that student motivation is dynamic, and CEL supports both intrinsic and extrinsic motivation approaches.

The Impact And Strategies Utilized By College Students During The Covid-19 Pandemic, Kristi Lewis, Olivia Hansen, Amanda Kavaja

Journal of Community Engagement and Higher Education

The COVID-19 pandemic only exacerbated the growing mental health concerns seen on college campuses. A qualitative study was conducted to identify the impact and the strategies utilized by undergraduates during the pandemic. Semi-structured one-on-one interviews were conducted with 15 undergraduates. Findings suggest that college students encountered academic challenges and social struggles during COVID. The academic challenges and social struggles experienced during the pandemic have only added to the growing mental health concerns of college students.

Community Engagement Networks: Utilizing The Untethered, Theresa M. Harrison

Journal of Community Engagement and Higher Education

In this forum commentary, I discuss those who fall outside the traditional community engagement professional (CEP) roles and how they can be better used in community engagement networks. As a staff member not working in or affiliated with a community engagement office, I feel untethered. Staff, faculty, and CEPs deeply invested in community engagement efforts need community engagement networks both within and outside our institutions that accommodate various roles and their unique contributions.