Teacher Education and Professional Development Commons^™

High School Career And Technical Education (Cte) Programming And Post-Secondary Career Pathways: A Correlational Study, Richard P. Jorgenson

Dissertations, Theses, and Projects

The purpose of this quantitative correlational research project was to examine the association between the 6 CTE components (i.e., curriculum, work-based learning, mentorship/industry connections, student organizations/competitions, non-degree credentials, and experiential learning) and a students’ choice of a career pathway. The current literature stated the benefits of CTE but left a void as to which CTE component had the most impact on a student’s choice of a career pathway. With a theoretical framework based on the Career Self-Management Model, the author analyzed data from a sample consisting of current high school students, former high school students, and current CTE teachers to …

Tennessee General Education Preschool Teachers’ Perceptions Of Their Preparedness To Teach Young Children With Disabilities, Misty M. Moody

Electronic Theses and Dissertations

Under the Individuals with Disabilities Education Act (IDEA), local education agencies (LEAs) must educate young children with disabilities in the least restrictive environment (LRE) while ensuring opportunities to learn alongside their non-disabled peers. As inclusive opportunities for preschool-aged children with disabilities continue to expand, general education preschool teachers play an important role in providing instruction that meets the diverse needs of all children. However, limited research has examined general education preschool teachers’ perceptions of their preparedness to teach young children with disabilities, particularly in Tennessee.

This qualitative study explored Tennessee general education preschool teachers’ perceptions of their preparedness to teach …

Creativity Development In Art Education: A Proposed Framework, Enock Swanzy-Impraim

Research outputs 2022 to 2026

Creativity and its development have been regarded as integral to 21st-century education. Although researchers have made several contributions to the development of creativity in schools, there remains a paucity of educational inventories on conceptual frameworks that tackle creativity development in its entirety, highlighting the essential constructs and elements required for the creativity-fostering process in the educational ecosystem. Therefore, this study proposes a framework that holistically provides a view of 11 elements necessary for successful facilitation of creativity in educational environments and the transition of creativity from policy to the local school system. These elements are: teachers’ training concerning creativity, teachers’ …

Advancing Digital Technology Teacher Education Through The 3c Model, Peter Curtis, Michael D. Carey, Natalie Mcmaster, David A. Martin

Research outputs 2022 to 2026

The integration of digital technologies into teacher education is a significant development to prepare educators for the demands of contemporary classrooms. However, current teacher education programs often fall short in supporting pre-service teachers to understand the pedagogical shift toward embedding coding and computational thinking (CT) skills. In response, this paper presents the 3C Model (Context, Capabilities and Computational focus), a research-informed pedagogical framework designed to support pre-service and in-service teachers in delivering structured, curriculum-aligned instruction in coding and CT. Drawing on recent research, its findings, and its implementation in teacher education contexts, the 3C Model is presented as an innovative …

Integrating Student-Mined Data In Youth Computer Science Learning: An Investigation Of Learning Outcomes And Educational Strategies, Alex Acquah

Open Access Theses & Dissertations

As data increasingly shapes participation in society, there is growing emphasis on preparing youth to engage with data through computer science education. Existing K-12 computing and data science curricula have expanded opportunities for learners to analyze and interpret data; however, many learning experiences continue to rely on datasets and inquiry structures designed by others, limiting authentic engagement, personal relevance, and learner agency. This dissertation investigates the integration of student-mined data in youth computer science learning and examines its influence on computational thinking, epistemic agency, and learning experiences among high school students. Using a qualitative approach, data collected from youths of …

Enhancing Teachers’ Intercultural Literacy: Examining The Impact Of A Fulbright-Hays Group Projects Abroad Program To Indonesia, Paul R. Wallace

Journal of Global Education and Research

The Fulbright-Hays Group Projects Abroad (GPA) Program offers institutional grants to support overseas experiences and curriculum development for educators. The study reported here focused on changes in the intercultural literacy of participants involved in a 4-week Fulbright-Hays GPA Program to Indonesia. Participants in this study included K-12 teachers from public schools and teacher education majors. Before and after traveling to Indonesia, eight participants completed a self-assessment of intercultural literacy, which measured competencies, understandings, attitudes, language proficiencies, participation, and identities deemed necessary for successful living and working in a cross-cultural environment. This article presents the results of the assessment survey, along …

Effects Of Differentiated Physical Education Learning On Physical Fitness And Active Lifestyle Among Junior High School Students: A Quasi-Experimental Study, Asep Akbaruddin, Sumbara Hambali, Wahyu Saputra, Mochamad Fajar Permana

Indonesian Journal of Research in Physical Education, Sport, and Health

Background: Low levels of physical fitness and physical activity among junior high school students remain a significant concern in physical education. Differentiated instruction offers a potentially effective approach by tailoring learning activities, levels of difficulty, and instructional experiences to students’ readiness, interests, and abilities. Objective: This study aimed to investigate the effects of differentiated physical education instruction on physical fitness and active lifestyles among junior high school students. Methods: A quantitative approach employing a quasi-experimental, nonequivalent control-group design was adopted. A total of 90 junior high school students participated in the study, with 45 assigned to the experimental group and …

Redefining “Back To Basics:” Critical Place-Based Education As Essential Practice, Jeffrey Austin, Rosalyn D. Shahid

Michigan Reading Journal

This article explores how an environmental justice-centered summer program in Wayne County, Michigan, one of the areas most impacted by environmental harm in the United States, uses storytelling, critical place-based education practices, teen advocacy frameworks and local curriculum development to push back on current “back-to-basics” education mandates, including scripted curriculum, skills-dominant instruction, and decontextualized learning.  Using the MAISA GELN Disciplinary Literacy Essentials: Grades 6-12 as a guide, we attempt to redefine what ought to be seen as “basic” in schools to ensure that students can be a meaningful part of building a more just, equitable, and sustainable future for our …

Reading With Dad: A Cross-Cultural Comparison Of Fathers’ Literacy Practices In China And The United States, Wei Gu

Michigan Reading Journal

Family literacy research has often centered on mothers, with fathers’ roles receiving comparatively less attention, particularly in studies that examine family literacy across cultural contexts. This study, comparing the literacy practices of fathers with young children in China and the United States, explores cultural patterns of paternal family literacy engagement. The article reveals the relationship between father and child demographic characteristics (age, education, income, child age, number of children, and child gender) and fathers’ literacy involvement in two countries. Using a survey instrument administered to 500 fathers (250 in the United States and 250 in China), the study analyzes fathers’ …

Connecting The Pieces: Designing A Community-Engaged Family Literacy Program, Margaret O. Hanna, Janet Oyebode

Michigan Reading Journal

In this article, the authors describe how they designed a place-based family literacy program using several research-backed practices from the K-3 Literacy Essential Practices. The authors, one teacher educator and one community practitioner, describe how their interactions with the community guided them to a theme and authentic purpose for the program and how they chose a robust set of thematically connected texts for shared reading. They will also share how they identified an ideal community partner whose expertise enhanced their curriculum and helped to shape the authentic purpose and audience for the final project of the program. Finally, they …

Untold Mourning: The Epistemology Of Naming And Grieving The Loss Of Identities, Bao Diep, Verna Wong

Journal of Southeast Asian American Education and Advancement

This paper explores the epistemology of mourning through the lens of two Asian American scholars pursuing doctoral degrees at a Midwestern university. We examine how racialization in Midwestern educational institutions reflects a broader historical and cultural distancing from Vietnamese immigrants and refugees, despite a shared geopolitical past. Employing critical collaborative autoethnography as both method and remedy, we engage in a dialogic process of uncovering and understanding our collective memories and lived experiences. This approach empowers us to confront hegemonic narratives and reclaim our identities as immigrant scholars navigating predominantly white academic spaces.

Ctamj Forum On Mshsl Activities: One Act, Tony Hartmann, Allee Nickolauson, Grif Sadow

Communication and Theater Association of Minnesota Journal

The CTAM Journal seeks to raise up voices from notable interest groups. Occasionally, individuals are asked to share their thoughts on issues that pertain to the target readership of CTAMJ.

For this special forum, three coaches share their voices on Minnesota State High School One Act: Tony Hartmann (Belle Plaine), Allee Nickolauson (Fergus Falls), and Grif Sadow (Stillwater).

Infographic: Why Students Listen To Audiobooks, Dominique Russell

Teacher infographics

Research involving over 110,000 children and young people in the UK has revealed that many listened to audiobooks in 2026, saying listening to audiobooks feels like reading and that they listen to audiobooks to give their eyes a break from screens. Here, we share the reasons why 8-18 year olds say they turn to this format to support their learning.

Report On Open Educational Resource And Open Access Publication Practices Of Winona State University Educators, Kayla Olson

Library Faculty Works

This report presents the findings from a survey disseminated to all employees over Winter 2026 that focused on Winona State University educators' knowledge of and practices around copyright/intellectual property, open educational resources (OERs), and open access (OA) publishing. It establishes a baseline understanding of our educators’ advanced information and professional development needs, and can be replicated in the future if needed. In all, responses suggest that there may be continued interest in professional development and support around OERs, some interest in professional development around OA publishing, and potential benefits to further faculty and staff development around copyright/intellectual property. The author …

Sjsu Erfa Annual Meeting Minutes, May 8, 2026, San Jose State University, Emeritus And Retired Faculty Association

SJSU ERFA Minutes

SJSU ERFA Annual Meeting Minutes

May 8, 2026

Sjsu Erfa Board Minutes, September 14, 2026, San Jose State University, Emeritus And Retired Faculty Association

SJSU ERFA Minutes

SJSU ERFA Executive Board Minutes

September 14, 2026

Sjsu Erfa Board Minutes, May 4, 2026, San Jose State University, Emeritus And Retired Faculty Association

SJSU ERFA Minutes

SJSU ERFA Executive Board Minutes

May 4, 2026

Cultivating Ownership In Enactment: Teacher Agency And Professional Identity In Pedagogical Coaching, Brandon Sherman, Mari Haneda, Annela Teemant, Frances Nebus Bose

The Qualitative Report

This study explores how teachers interpret and adapt professional learning practices to align with their contextual needs and professional beliefs, with an emphasis on teacher ownership. It investigates how pedagogical coaching can support teachers in taking ownership of pedagogical principles and practices within the framework of agency, identity, and the zone of enactment. The research employs a qualitative case study of two teachers at a U.S. urban elementary school, who implemented the Enduring Principles of Learning (EPL) framework with the support of a pedagogical coach. Data analysis from video-recorded coaching sessions and teacher-student instructional conversations revealed that the teachers effectively …

When The Chatbot Is Wrong On Purpose: Using Genai Role-Play To Build Student Engagement And Critical Ai Fluency, Sierra Adare-Tasiwoopa Api

AI in the Classroom: A Virtual Summit

In this hands-on workshop, participants will explore how customized AI chatbots can be used to increase student engagement while also teaching students to question AI-generated information. The workshop centers on a role-playing game scenario in which students interact with a chatbot non-player character (NPC) that serves as a guide, informant, but one that sometimes provides incomplete, misleading, or invalid information. Rather than treating chatbot errors as failures, the activity uses them as opportunities for students to practice verification, source evaluation, metacognition, and discipline-specific reasoning.

Participants will first experience a short version of the role-playing activity as students. They will then …

Designing With Intent: A Comparative Analysis Of Custom Ai Chatbots As Udl-Aligned Tools For Multidisciplinary Instruction, Ephraim Q. Teye, Clarissa Oteng-Darko, Leping Liu

AI in the Classroom: A Virtual Summit

The growing presence of AI in higher education has prompted instructors to move beyond passive adoption, to deliberate theory-grounded design. This session presents two custom AI chatbots (DisneyBot and Rico) developed within a teacher preparation course as the technology-enhanced component of a multidisciplinary instructional unit. DisneyBot is built on the ChatGPT platform to guide learners through an exploration of Disney parks, and Rico, is built on the Gemini platform as an interactive guide to information about Puerto Rico by scaffolding learning across four subject-specific lesson modules – Social Studies, ELA/ENL, Science, and Spanish. Both chatbots were developed to support differentiated …

Core Mathematics Applications Using Ai, Zachary Porter

AI in the Classroom: A Virtual Summit

This presentation examines ways to use prompts with AI to build on the applications of core mathematics topics involving algebra, finance, probability, and statistics. We will use AI to discover how the topics in core mathematics could apply to students regardless of their major.

A Student-Centered Model For Ethically Evaluating Ai Integration In Learning Support Services And Beyond, Cristina Caputo, Raymond Bruels Iii, Alexis Rivera

AI in the Classroom: A Virtual Summit

As artificial intelligence (AI) reshapes higher education, learning support centers are uniquely positioned to intentionally assess whether if and how to best integrate AI tools into academic services. This session presents a 6-week project framework that was designed to:

• Review the literature on critical AI literacy and training

• Benchmark current best practices in AI policy, use, and integration alongside human-centered academic services

• Examine student AI knowledge and use (needs assessment)

• Identify and evaluate relevant AI tools or platforms

The framework was developed within the Academic Success Center (ASC) at Nevada State University where Center peer educators …

Enhancing Mathematics Learning With Notebooklm: From Passive Study To Active Engagement, Nakisa Ghanbarian, Diana Moss

AI in the Classroom: A Virtual Summit

This 25-minute interactive session explores how NotebookLM can be used to enhance student learning in mathematics by transforming passive study habits into active engagement. Rather than focusing solely on the capabilities of AI, this session emphasizes practical, classroom-centered applications that support conceptual understanding and meaningful learning.   Participants will be introduced to key features of NotebookLM, including its ability to generate explanations, summaries, guided responses, and audio-based content from instructor-provided materials. Through live demonstrations, we will present realistic student use cases, such as exploring difficult concepts, identifying and correcting errors in problem-solving, generating personalized study guides, and creating additional practice opportunities. …

Teaching In The Ai Era: Studying Faculty Course Redesign, Visible Thinking, And Sustainable Implementation, Sierra Adare-Tasiwoopa Api

AI in the Classroom: A Virtual Summit

How can faculty development move beyond generic AI guidance toward redesigns that make student thinking visible, clarify AI expectations, and remain feasible for teaching-intensive institutions? This presentation shares the design and emerging findings from Nevada State University’s AI & Accessibility Academy study, which follows faculty from a summer course redesign academy into fall implementation. The study examines changes in faculty self-efficacy around AI-era pedagogy and accessibility, the redesign practices faculty implement, how course artifacts reflect process-focused assessment and accessible design, and what factors support or constrain sustained implementation.

The session describes the study’s mixed-methods design, including faculty pre/post/follow-up surveys, artifact …

Ai Tutors, Worksheets, And Task Design: Matching Ai Tools To Learning Structure, Brock Casselman

AI in the Classroom: A Virtual Summit

Artificial intelligence is increasingly used by students as a learning resource in STEM courses. However, classroom observations and survey data suggest that unstructured AI use may correlate with reduced student achievement. Two concerns are especially relevant: AI systems can produce incorrect responses in tasks requiring precise validation, and students may use AI in ways that reduce active engagement with course material.

This session presents two instructional approaches designed to address these limitations: structured AI-generated worksheets and in-chat AI tutors. AI worksheets generate controlled sets of practice problems within instructor-defined course constraints. In-chat tutors provide interactive practice through problem generation, Socratic …

Crafting Resilient Ai Policies For Education, Delight Ejiaka, Miranda Hannasch, Branden Cunningham

AI in the Classroom: A Virtual Summit

The rapid integration of generative artificial intelligence into academic spaces requires a shift from passive restriction to resilient, active pedagogical frameworks. This virtual panel explores actionable strategies to protect academic integrity, promote deep critical thinking, and manage AI use, particularly in foundational courses. Panelists will discuss the implementation of high-engagement classroom interventions. The will offer frameworks for transparent student disclosure practices. Attendees will leave with practical templates for syllabus policies, assignment rubrics, and disclosure benchmarks designed to foster a culture of transparency and process-oriented learning in an AI-permeated landscape.

Designing Custom Chatbots For Classroom Use: Practical Examples, Benefits, And Current Limitations, Akio Abe, Farrukh Nazir

AI in the Classroom: A Virtual Summit

Recent advances in generative AI have made it increasingly possible for individual educators to design and implement their own custom chatbots without advanced programming skills (Abe & Kaneshige, 2025). This workshop introduces practical examples of custom chatbots developed for educational purposes and discusses both their affordances and limitations for classroom use.

We would like to share a chatbot creation experience, which we spent one hour building, with a 30-minute presentation. For each chatbot, we will explain its intended purpose, target users, basic specifications, and expected classroom applications. We will also describe the development process, including how the presenters designed the …

Resisting Ai With Paper: Possibilities, Concerns And Protest, Laura Evans

AI in the Classroom: A Virtual Summit

While there are a number of commercial benefits involved in incorporating AI usage and training into college composition classrooms, to many the perils and problems involved in student AI use outweigh these possibilities. A growing number of composition instructors have chosen to return to requiring assignments to be handwritten on paper as an increasingly viable, and even necessary, strategy to combat the growing use of ChatGPT and other AI text generation software as an essay-writing tool. This strategy has a number of potential benefits – the ability to regulate AI usage, to create better memory retention, and decrease student screen-time …

Imsa Engage360, Dr. Kristi Kelly,Student Affairs

Professional Learning Day

This session will introduce IMSA Engage360, an emerging whole-student framework that reimagines the campus experience through Care, Connection, and Curiosity. Grounded in student engagement theory, Engage360 connects academic, residential, and co-curricular experiences to student learning, relationships, growth, and contribution. Participants will explore how the framework supports intentional design and assessment of experiences that foster meaningful connection, curiosity, care, and students’ capacity to contribute to the human condition.

Update On New Course: Advanced Topics In Data Analysis, Paul Rummelhoff, Academics

Professional Learning Day

No abstract provided.