Teacher Education and Professional Development Commons^™

An Investigation Of Ninth Grade Students’ Perceptions Of Equitable Grading Practices, Sarah Ruth Morris, Sarah C. Mckenzie, Jonathan Wai, Robert Anthony Maranto

Journal of Research Initiatives

This study investigated students’ perceptions of grading equity practices, focusing on preferences and the influence of student characteristics on support for grading equity. Through surveys and open-ended questions involving 256 ninth-grade students, the research highlighted a general preference for fair and supportive grading systems that consider individual circumstances and offer retake opportunities. Multivariate OLS regression analysis reveals that while Pre-AP students show resistance, students experiencing high-stress levels favor equitable grading practices. The findings suggest the need for educational reforms prioritizing transparency and fairness, including student voices in policy development, and emphasizing grading systems that support holistic student development.

Toward A Critical Pedagogy Of Assessment Integrating Social Studies Education: The Proposed Socio-Critical Assessment Integration Framework (Scaif), Caroline O. Alordiah, Regina Arisi

Journal of Research Initiatives

The Socio-Critical Assessment Integration Framework (SCAIF) and its consequences for social studies education are examined in this study. The results emphasize the advantages of developing inclusive learning environments, encouraging comprehensive evaluation procedures, encouraging applicability to the real world, and giving students agency by allowing participation in the evaluation process actively. Teachers can promote social justice, question prevailing narratives, and foster critical discourse in the classroom using a critical pedagogy lens. Student learning outcomes are improved by authentic assessment activities that reflect real-world problems and demand that students use their knowledge in meaningful ways. Inclusive learning settings respect student diversity, encourage …

Navigating Climate Action: The River As Teacher For Eco-Literacy, Educational Regeneration And Creative Participation, Bibi (Silvina) Calderaro

Dissertations, Theses, and Capstone Projects

Cultures' engagements with land and its more-than-human elements reveal their attitudes toward these dimensions, spanning a spectrum from reciprocal to transactional practices. In time, these engagements form a body of knowledges that nurtures the culture and its land, or arrests their vital and diverse qualities. This research project aims to bring to light how the different ways of engaging with and relating to land are embedded in knowledge production, distribution and communication—in short, in general educational endeavors and their philosophies—to promote a better understanding of the principles of eco-literacy. Additionally, a purpose of this project is to provide insights into …

Chatgpt Didn’T Write This: Evaluating The Impact Of Llms With A Case Study In Grading Cuny Language Immersion Program Student Essays, Benjamin Inbar

Dissertations, Theses, and Capstone Projects

This study evaluates the capabilities and limitations of large language models (LLMs), specifically OpenAI’s ChatGPT-4o, in grading essays from students in the City University of New York’s Language Immersion Program. The program serves English language learners with diverse linguistic and demographic backgrounds, offering intensive language instruction to prepare students for academic success in college. Using a dataset of 30 pre- and post-program essays scored by program instructors and ChatGPT-4o under three paradigms, this research explores the alignment between human and AI-generated scores across five rubric-based competency areas. Findings reveal that ChatGPT-4o aligns moderately with human grading, with the strongest agreement …

Near-Peer Student-Run Virtual Stem Summer Camp: Lessons Learned, Andrew Lee, Jeremy Reynolds, Margaret Reynolds, Freda Li, Lubjana Beshaj

Journal of Humanistic Mathematics

The United States Military Academy is uniquely positioned to contribute to our nation’s Science, Technology, Engineering, and Math (STEM) outreach initiatives. As one of the country’s most highly regarded undergraduate engineering schools, the institution receives a steady influx of Cadet near-peer mentors who volunteer to lead STEM modules. When the COVID-19 pandemic shut down in-person STEM workshops for the better part of 2020-2021, the Center for Leadership and Diversity in STEM adeptly transitioned to a virtual platform. Informed by research on STEM education and delivery, the Center successfully executed its signature summer camp event in a virtual format for two …

Students’ Geo-Capabilities Skills Improvement: The Role Of Differentiated Spatial Project Learning Development Using Qgis, Budi Handoyo, Alfyananda Kurnia Putra, Ramadhani Lausi Mkumbachi, Aulia Nindy Fadila Gastama

Jurnal Pendidikan Geografi: Kajian, Teori, dan Praktek dalam Bidang Pendidikan dan Ilmu Geografi

The research aims to develop a learning model integrating Differentiated Learning, Project-Based Learning, and Spatial-Based Learning, known as the Differentiated Spatial Project Learning (DSPL) model, using the Quantum Geographic Information System (QGIS). The study addresses two main research questions: (1) What are the steps of the DSPL model developed from the integration of differentiated instruction, project-based learning, and spatial-based learning with the utilization of QGIS? (2) Is there a difference in the average geo capability (GC) between classes taught using the DSPL model and those not taught using the DSPL model? To answer these questions, the Successive Approximation Model (SAM) …

Exploring School Teachers' Cyber Security Awareness, Experiences, And Practices In The Digital Age, R Ravichandran, Sonam Singh, P Sasikala

Journal of Cybersecurity Education, Research and Practice

This study investigates the awareness and practices of cyber security among school teachers, exploring their understanding of cyber threats, online behaviours, and response mechanisms to cyber incidents. A structured questionnaire was administered to gather data on demographic information, cyber security training, online practices, and experiences with cybercrime. The findings reveal varying levels of awareness among teachers, with many reporting limited knowledge of prevalent cyber threats such as phishing and identity theft. Despite the increasing reliance on digital tools for teaching, a significant number of respondents indicated a lack of formal training in cyber security. The study highlights the necessity for …

Showcasing Your Scholarship With Lu Faculty Share, Mark Hamilton, Jeremy Mcginniss

Faculty Publications and Presentations

Learn how to access and manage your faculty profile in our new research information management system, “LU Faculty SHARE (Scholarship and Research Exchange)”. We will walk through how to claim your account and the process of adding articles, conference presentations, posters, awards, grants, and other research projects to showcase your scholarship.

Learning Outcomes:

• Access their LU Faculty SHARE account
• Know how to add various research outputs to their profile (articles, presentations, posters, awards, etc.)

Autoethnographic Action Research As A Contemplative Practice: Awareness And Transformation Of Inner And Outer Selves, Jiju Varghese, Bal Chandra Luitel, Niroj Dahal

The Qualitative Report

Contemplation as a spiritual practice has taken various forms across different religious traditions and regions worldwide. Over the years, various contemplative practices have evolved and become popular even outside religious traditions to promote the well-being of all for inner and outer selves’ transformation. In education, many scholars worldwide have expounded on the benefits of contemplative practices in the classroom for students and teachers. Contemplative practices have penetrated research practices in the form of contemplative inquiry considering performative, philosophical, and artistic transformations, where researchers enter into a deep, thoughtful, and reflective introspective journey to see the connection between what is seen …

The Impact Of Administrator-Led Walkthroughs On Teacher Self-Efficacy, Kerri Templeton

Theses, Dissertations and Capstones

This qualitative phenomenological study explored how administrator-led instructional walkthroughs influence teacher self-efficacy in one public school district located in West Virginia. Guided by Bandura’s (1977) framework of self-efficacy, the research examined the lived experiences of teachers and administrators who participated in regularly scheduled walkthroughs as part of a district-wide instructional leadership initiative. Data were collected through open-ended surveys with PK–12 teachers and administrators and analyzed using inductive thematic analysis to identify patterns and themes related to the perceived impact of the walkthrough process.

Findings revealed that when walkthroughs were conducted with clear purpose, relational trust, and consistent, meaningful feedback, they …

Teaching And Learning International Survey (Talis) 2024 Conceptual Framework, John Ainley, Wolfram Schulz

OECD Teaching and Learning International Survey (TALIS)

This document articulates a conceptual framework for the fourth cycle of the Teaching and Learning International Survey (TALIS) programme, TALIS 2024. It reflects major concepts from research literature as well as policy interests and was developed by researchers in consultation with the OECD, international stakeholders, and participating countries and territories. The 2024 cycle is designed to address four contemporary issues for education systems and four broad content areas concerned with teaching and learning. The contemporary issues for education systems are: diversity and equity; the educational use of technology; social and emotional learning; and environmental and sustainability education. The broad content …

Newcomers: A Selected Annotated Bibliography For English Learner Research, Policy, And Practice, Center For Equity For English Learners

Annotated Bibliographies

Newcomers: A Selected Annotated Bibliography for English Learner Research, Policy, and Practice is comprised of 32 annotations from recent and seminal literature regarding the education of foreign-born students and families who have recently arrived in the United States, often referred to as Newcomers. These annotations build on the annotations regarding Newcomers in CEEL’s 2022 annotated bibliography, Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice (Center for Equity for English Learners, 2022) to include publications from 2022-2025. This selected annotated bibliography serves as a resource for researchers, policymakers, educators, and advocates who are working …

English Learners With Disabilities: A Selected Annotated Bibliography For English Learner Research, Policy, And Practice, Center For Equity For English Learners

Annotated Bibliographies

English Learners with Disabilities: A Selected Annotated Bibliography for English Learner Research, Policy, and Practice is comprised of 21 annotations from recent and seminal literature regarding English Learners (ELs) who are dually identified as students with disabilities. These annotations build on the annotations regarding ELs with disabilities in CEEL’s 2022 annotated bibliography, Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice (Center for Equity for English Learners, 2022) to include publications from 2022-2025. This selected annotated bibliography serves as a resource for researchers, policymakers, educators, and advocates who are working for equity and excellence …

Designated Eld: A Selected Annotated Bibliography For English Learner Research, Policy, And Practice, Center For Equity For English Learners

Annotated Bibliographies

Designated ELD: A Selected Annotated Bibliography for English Learner Research, Policy, and Practice is comprised of 19 annotations from recent and seminal literature regarding designated English Language Development (d-ELD). These annotations build on the annotations regarding designated ELD in CEEL’s 2022 annotated bibliography, Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice (Center for Equity for English Learners, 2022) to include publications from 2022-2025. This selected annotated bibliography serves as a resource for researchers, policymakers, educators, and advocates who are working for equity and excellence for English Learners.

The contributors provide a comprehensive selection …

Research-Practice Partnerships: A Selected Annotated Bibliography For English Learner Research, Policy, And Practice, Center For Equity For English Learners

Annotated Bibliographies

Research-Practice Partnerships: A Selected Annotated Bibliography for English Learner Research, Policy, and Practice is comprised of 17 annotations from recent and seminal literature regarding research-practice partnerships between universities and districts and schools. These annotations build on the annotations regarding university and district partnerships in CEEL’s 2022 annotated bibliography, Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice (Center for Equity for English Learners, 2022) to include publications from 2022-2025. This selected annotated bibliography serves as a resource for researchers, policymakers, educators, and advocates who are working for equity and excellence for ELs.

The contributors …

Bilingual Teacher Preparation: A Selected Annotated Bibliography For English Learner Research, Policy, And Practice, Center For Equity For English Learners

Annotated Bibliographies

Bilingual Teacher Preparation: A Selected Annotated Bibliography for English Learner Research, Policy, and Practice is comprised of 21 annotations from recent and seminal literature regarding the preparation of preservice teachers preparing to be bilingual teachers. These annotations build on the annotations regarding bilingual teacher preparation in CEEL’s 2022 annotated bibliography, Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice (Center for Equity for English Learners, 2022) to include publications from 2022-2025. This selected annotated bibliography serves as a resource for researchers, policymakers, educators, and advocates who are working for equity and excellence for ELs. …

Assessment: A Selected Annotated Bibliography For English Learner Research, Policy, And Practice, Center For Equity For English Learners

Annotated Bibliographies

Assessment: A Selected Annotated Bibliography for English Learner Research, Policy, and Practice is comprised of 18 annotations from recent and seminal literature regarding the assessment of English Learners and Multilingual Learners. These annotations build on the annotations regarding assessment in CEEL’s 2022 annotated bibliography, Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice (Center for Equity for English Learners, 2022) to include publications from 2022-2025. This selected annotated bibliography serves as a resource for researchers, policymakers, educators, and advocates who are working for equity and excellence for ELs.

The contributors provide a comprehensive selection …

College, Career, And Course Access: A Selected Annotated Bibliography For English Learner Research, Policy, And Practice, Center For Equity For English Learners

Annotated Bibliographies

College, Career, and Course Access: A Selected Annotated Bibliography for English Learner Research, Policy, and Practice is comprised of 13 annotations from recent and seminal literature regarding educational practices that impact the opportunities available to English Learners’ (ELs) in secondary schools and beyond. These annotations build on the annotations regarding college, career, and course access in CEEL’s 2022 annotated bibliography, Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice (Center for Equity for English Learners, 2022) to include publications from 2022-2025. This selected annotated bibliography serves as a resource for researchers, policymakers, educators, and …

Curriculum Vitae Of Philip C. Guin (1931-2007), Philip C. Guin

Collected Papers of Philip C. Guin

No abstract provided.

Teacher Practice Improvement Tool. Preliminary Version, Australian Council For Educational Research (Acer)

School and system improvement

Research shows the profound impact teachers can have on student outcomes. The Teacher Practice Improvement Tool (TPIT) describes the practices of highly effective teachers, based on an extensive review of international research. Five domains—or aspects of practice—have been identified from this evidence. These areas of teachers’ work are strongly interrelated. The TPIT provides a point of reference for teachers to reflect on their current practices and identify areas for professional growth. This tool can be used for teacher self-reflection and to identify specific areas for further professional growth. The TPIT can also be used by aspiring teachers and other education …

Assessment Of Initial Teacher Education From The Evaluated’ Perspective: A Literature Review, Carla E. Förster, Andrea Ruffinelli, Tatiana Cisternas, Francisca Donoso

Australian Journal of Teacher Education

Many quality assurance policies for teacher education are linked to the assessment of their training and although this is widely studied, the subjects’ perspectives have not been taken into consideration. This study sought to answer: how do the subjects perceive these education assessments and how do those assessments influence their training? A Systematic Literature Review (SLR) search was conducted, rendering the selection of 12 articles. The results indicate that the studies incorporating the subjects' opinions were limited to two instruments: the edTPA from the United States and LANTITE from Australia. Both the performance-based format (edTPA) and the measurement of literacy …

Teacher Practice Improvement Tool: A Summary Of The Underpinning Research, Fabienne Van Der Kleij, Marijne Medhurst, Michelle Lasen, Christina Rogers, Pauline Taylor-Guy

School and system improvement

In 2025, ACER published the Teacher Practice Improvement Tool (TPIT), as part of its family of improvement tools. A comprehensive review of international research was undertaken to inform the development of the TPIT, which resulted in the inductive development of five inter-related domains that holistically capture the practices of highly effective teachers. This document summarises the research evidence underpinning each of the five domains of the TPIT, drawing on a review of 102 studies. While recognising the interconnections between domains, it presents a structured narrative of key evidence and research-informed considerations for each domain. This summary offers a high-level overview …

The Impact Of The Implementation Of The Interconnected Systems Framework (Isf) On Educators, Kayla Jones

Murray State Theses and Dissertations

Amid growing concerns around teacher retention and educator job satisfaction, this study explored how system-level frameworks, particularly the Interconnected System Framework (ISF), could influence key teacher outcomes. While the ISF has been widely associated with improved student outcomes, this research investigated its potential to enhance educator experiences, focusing on working conditions, retention rates, and school climate. Quantitative analysis revealed that schools implementing the ISF or PBIS reported significantly more favorable working conditions and school climate compared to non-implementing schools. Although teacher retention rates did not significantly differ across implementation types, notable variability within the non-implementing group suggests a need for …

The Role Of Faith-Based Adult Education In Black And Marginalized Communities, Brian Jones

Murray State Theses and Dissertations

Abstract

The purpose of this study is to examine how faith-based and strengths-based adult education programs impact the cognitive well-being, life purpose, and socioeconomic outcomes of Black, and marginalized adult learners. The research seeks to understand the lived experiences of participants, motivations, and barriers to inform more inclusive and effective adult education practices. Additionally, the study aims to understand what impact these organizations are having on the self-efficacy, socioeconomic outcomes of Black and marginalized students, while looking to align areas for improvement. While the study uses quantitative methods to answer research question, the focus of questions bring insight that would …

Long-Term English Learners: A Selected Annotated Bibliography For English Learner Research, Policy, And Practice, Center For Equity For English Learners

Annotated Bibliographies

Long-term English Learners: A Selected Annotated Bibliography for English Learner Research, Policy, and Practice is comprised of 25 annotations from recent and seminal literature regarding the education of students considered Long-term English Learners (LTELs), a subgroup of English Learners (ELs) who have not attained English language proficiency after six or more years. These annotations build on the annotations regarding LTELs in CEEL’s 2022 annotated bibliography, Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice (Center for Equity for English Learners, 2022) to include publications from 2022-2025. This selected annotated bibliography serves as a resource …

Rapid Response Survey #3: Determining The Training Needs Of Child Nutrition Professionals, Keith Rushing Phd, Rd, Ruaa Al-Juboori Phd, Mackinsey Shahan Phd

Institute of Child Nutrition, Applied Research Division

Child nutrition professionals must continually develop knowledge and skills to meet evolving program regulations, nutrition standards, and operational demands. This study examined the training needs and preferred training delivery methods of school nutrition and Child and Adult Care Food Program (CACFP) professionals across the United States.

Using a two-phase research design, researchers conducted a literature review, expert panel review, survey development, and national survey administration. A total of 777 child nutrition professionals, including school nutrition directors, managers, staff, and CACFP personnel, participated in the study. Respondents identified high-priority training topics and preferred methods for receiving training, including in-person, live virtual, …

Full Issue

Growth: The Journal of the Association for Christians in Student Development

No abstract provided.

A Retention Model You Will Actually Use: The Development Of A Retention Model Grounded In Research And Designed For Practice, Steve Conn

Growth: The Journal of the Association for Christians in Student Development

No abstract provided.

Inclusive Teaching: Strategies For Promoting Equity In The College Classroom, Kara E. Martin

Growth: The Journal of the Association for Christians in Student Development

No abstract provided.

How To Know A Person: The Art Of Seeing Others Deeply And Being Deeply Seen, David A. Winkler

Growth: The Journal of the Association for Christians in Student Development

No abstract provided.