Teacher Education and Professional Development Commons^™

Who We Are, How We Teach: Writing Teacher Identity In The Secondary Ela Classroom, Danielle Alexander

Teaching/Writing: The Journal of Writing Teacher Education

The journal submission guidelines stated not to include an abstract.

Book Review: Transformational Teaching By Kenneth S. Coley, Deborah L. Maccullough, & Martha E. Maccullough: A Comprehensive Resource For Christian Educators, Michele S. Worley

Journal for the Scholarship of Teaching & Learning

This review of Transformational Teaching by Kenneth S. Coley, Deborah L. MacCullough, & Martha E. MacCullough examines the book as a Christian resource for educators. The book covers four main areas of education: foundational philosophy and learning theory, instructional design, learning community and semantics in discipline content structure in teaching. Each area is biblically founded and combines theory with real-world application and examples from Scripture. This invaluable resource equips current and prospective educators to blend faith with pedagogy and cultivate an individualized Christian worldview while pursuing instructional excellence.

Write Like You Teach: Taking Your Classroom Skills To A Bigger Audience, Jaedon Wilkinson

Journal for the Scholarship of Teaching & Learning

No abstract provided.

Called To Accuracy, Brick By Brick: Recordkeeping And Reporting Amid Cultural Pressures And Training Gaps, Amber L. Wilson, Sarah J. Boettger, Janet K. Brown, Kjell Fenn, Jessica E. Kuehne, David L. Ream

Journal for the Scholarship of Teaching & Learning

This research investigates how faculty at Christian higher education interpret the impact of expected recordkeeping and reporting. The purpose of this study is to explore the perceptions and expectations of recordkeeping and reporting that impact job satisfaction. By examining recordkeeping and reporting and the influence of culture as key factors affecting job satisfaction in Christian higher education, insights were gathered through six faculty member interviews. The data were collected through semi-structured interviews, journals, and discussion board posts. This transcendental phenomenological study sought to explore the lived experiences of six faculty members at a large private Christian university in the southeastern …

Into The Unknown: Ai Adoption And Job Satisfaction Of Christian Faculty, Hailey A. Manicone, Roger B. Bingham, Ireremena E. Felixotuorimuo, Linnaya M. Graf, Rachel A. Joseph, Erica Danielle Moore, Joshua E. Wilson

Journal for the Scholarship of Teaching & Learning

The purpose of this study was to capture the lived experiences of faculty members at Christian higher education institutions regarding the impact of artificial intelligence (AI) on faculty job satisfaction. The study addressed two primary research questions: (1) What are the perceptions of Christian higher education faculty regarding expectations related to their use of AI in teaching? (2) How do these perceptions influence their job satisfaction? A transcendental phenomenological approach was used to gather data from six participants from a faith-based institution in the southeastern United States through individual interviews, focus groups, and journal prompts. Analysis followed Moustakas’ (1994) four-step …

Beyond Lecturing: A Qualitative Exploration Of The Impact Of Artificial Intelligence (Ai) And Academic Integrity On Faculty Job Satisfaction In Christian Higher Education, Jacob T. Byrd, Heather J. Conner, Charlene S. Geisler, Jonathan A. Giles, Mark D. Granger, Sheila Ruyack, Andrew H. Volk

Journal for the Scholarship of Teaching & Learning

The evolving state of Artificial Intelligence (AI) poses significant challenges for faculty in higher education when dealing with academic integrity issues related to student use of AI for course assignments. Students’ utilization of AI contributes to a variety of factors related to faculty perceptions of expectations for AI use in the classroom and how they should approach issues pertaining to academic integrity. While research exists relating to job satisfaction of higher education faculty and expectations regarding technology and AI use in the classroom, research is also limited regarding the effects of AI and academic integrity on the perceptions of expectations …

Beyond Teaching: The Ripple Effect Of Mentoring And Advising On Job Satisfaction, Brad Burgess, Justin Bamba, Laura Beiler, Patricia Meulemans, Cathy Roberts, Alicia Slate

Journal for the Scholarship of Teaching & Learning

Abstract

This study explored the lived experiences of faculty members in a Christian higher education (CHE) institution located in the southeastern region of the United States. Mentoring and advising were defined within the research as they pertain to CHE. Herzberg et al.’s (1959) two-factor model was the theoretical framework of this qualitative phenomenological study. The study examined how perceptions of mentoring and advising related to job satisfaction. Six participants completed interviews, asynchronous written discussions, and individual journal entries. Using Moustakas’ (1994) transcendental phenomenological approach, five themes were revealed: Student Impact, Relationship Development, Life Experience Mentorship, Christian Identity, and Fulfillment. Christian …

Can You Hear Me Now? The Impact Of Communication With Students On Faculty Job Satisfaction In Christian Higher Education: A Qualitative Research Study, Bruce K. Bell, Virginia W. Cashion, Kimberly S. Cashman, Alexander Lagos Choquecahua, Collin M. Lyons, Robert J. Doan

Journal for the Scholarship of Teaching & Learning

The goal of Christian higher education is to effectively integrate faith and learning to equip students to make an impact for Christ in the world. Consequently, faculty at faith-based institutions face challenges when attempting to navigate the ever-changing academic landscape while simultaneously satisfying students’ expectations. This study seeks to explore faculty-student communication and how this affects faculty job satisfaction within Christian higher education. The methodological approach to address this gap included a phenomenological design, which involved interviewing six faculty members from a large Christian university located in the Southeastern United States. These interviews produced useful lived experiences, and the purposeful …

Beyond Lecturing: A Qualitative Exploration Of The Impact Of Lesson Planning On Faculty Job Satisfaction In Christian Higher Education, Andrea Lynn Smith, Randy Baker, David M. Hahn, Cheryl B. Hemric, Karen Haaland Hubbard, Annik A. Miller, Brenda L. Widger

Journal for the Scholarship of Teaching & Learning

Job satisfaction for higher education faculty is influenced by many factors, with lesson planning serving as a contributing factor. This phenomenological study sought to explore and understand the lived experiences of faculty members regarding the impact of lesson planning on job satisfaction in a Christian higher education institution. Using phenomenological methods, the researchers conducted in-person interviews, administered discussion board focus groups, and gathered reflective journal entries from a sample size of six participants at a large, faith-based university located in the southeastern United States. During the data analysis, five themes emerged: Faith Integration and Spiritual Purpose, Autonomy and Creative Freedom, …

Tension And Grace: Perceptions Of Assessment And Grading Among Christian Higher Education Faculty And Impact On Job Satisfaction, Jerry L. Pitts, Nary Kitson, Lori Roach, Ashley Tharpe, Sherri Ann Walker, Daniel P. Yerrington

Journal for the Scholarship of Teaching & Learning

This research investigated Christian higher education faculty members perceived job satisfaction regarding assessment and grading. Six participants completed semi-structured interviews, discussion boards, and journal entries with specific questions related to assessment and grading. A phenomenological methodology using rich textual data generated four themes: pedagogical support, job satisfaction, time management, and emotional investment. Results indicated that faculty believed that assessment and grading were an integral part of their job. Job satisfaction was most prevalent when student growth was apparent in assessment and when students appreciated instructor feedback. The study offered five recommendations: 1) clarified assessment and grading expectations for Christian higher …

Beyond Teaching: A Qualitative Exploration Of The Impact Of Active Learning On Faculty Job Satisfaction In Christian Higher Education, Alisha Castaneda, Grace Michele Baker, Marsha Baker, Hanna Byrd, Kahlib Fischer, Folashade O. Odedina

Journal for the Scholarship of Teaching & Learning

Abstract

This research aims to examine the lived experiences of university professors at a Christian university regarding active learning (AL) and job satisfaction. Using Herzberg’s two-factor theory as a guiding framework, the researchers employed a qualitative transcendental phenomenological study to gauge the perceptions of six faculty members who teach using residential or online delivery formats. Data were collected through individual interviews, reflection journals, and discussion groups. Thematic analysis was utilized to identify initial codes and emerging themes, giving voice to the participants' firsthand knowledge and perspectives. The research noted four dominant themes regarding AL and professor job satisfaction: positive student …

Editorial: Faculty Flourishing: Job Satisfaction, Calling, And The Strength Of Academic Community, Shawn Bielicki, Alexandra Barnett

Journal for the Scholarship of Teaching & Learning

Editorial: Faculty Flourishing: Job Satisfaction, Calling, and the Strength of Academic Community

About This Journal - Issue 2, Shawn Bielicki

Journal for the Scholarship of Teaching & Learning

About this Journal - Issue 2

Pedagogy Of Care: Exploring Climate Justice Frameworks In Cuny Undergraduate Courses, Ismerlyn Gonzalez

Dissertations, Theses, and Capstone Projects

Climate justice centers the human rights of communities most impacted by the climate crisis rather than solely focusing on the scientific aspects of environmental challenges and disasters. Higher education institutions play a key role in advancing climate justice education, but research shows that frameworks are not consistently defined across institutions. The IRB-approved study that produced the findings in this capstone sought to explore how climate justice frameworks are implemented at the CUNY undergraduate level and learn more about the instructors delivering these courses. From February to April 2026, instructors from different CUNY undergraduate campuses were surveyed, interviewed, and asked to …

Rethinking Pre-Service Teachers’ Agency In Ai-Supported Lesson Design Through A Posthuman Synthesis Of Three Empirical Studies In Teacher Education, Wen Wen, Huijing Wen

Excelsior: Leadership in Teaching and Learning

Generative artificial intelligence (GenAI) is increasingly used in lesson planning in teacher education. There has been a growing interest in exploring the different practices of teachers using GenAI to support lesson planning. This conceptual paper, using posthumanism as a framework, synthesizes three empirical studies to conceptualize pre-service teachers’ agency in AI-supported lesson design on literacy instruction. Pre-service teachers’ agency emerges from the interaction with GenAI, as well as with other human and non-human resources. Although their agency is shared and distributed during the design process, it remains essential for pre-service teachers to actively exercise their agency and make informed judgments …

Examining Lyman’S Ideas: Pre-Service Teachers' Perceptions On The Integration Of Pedagogical Strategies That Transform Literacy Instruction, Elizabeth Falzone, Charles Gonzalez, Paul J. Vermette

Excelsior: Leadership in Teaching and Learning

This project, grounded in Lyman's (2022) culmination of experiential and scholarly endeavors, seeks to prepare excellent educators in a post-COVID environment that is marked with heightened anxiety. With this in mind, we sought to investigate the efficacy and value of implementing specific strategies outlined in 100 Teaching Ideas that Transfer and Transform Learning (Lyman, 2022) within an introductory literacy course. Our goal was to explore how these strategies could empower pre-service teachers to construct their own perceptions of effective teaching of literacy in primary through secondary classrooms, thereby fostering self-driven, confident, and innovative educators capable of creating student-centered learning environments. …

Early Childhood Educators’ Perceptions Of Changes In Student Executive Function Skills And Challenging Behaviors Post-Covid-19, Sofia Cicero, Raquel Plotka

Excelsior: Leadership in Teaching and Learning

The COVID-19 pandemic greatly impacted children’s lives in a multitude of ways, including their educational and social lives. Many children had to switch to online learning platforms or follow social distancing rules. There is a lack of research exploring the lasting impact that the isolation period has left on young children, specifically those in early childhood (3-7 years old). The purpose of this study was to explore whether teachers witnessed changes in student executive function skills and challenging behaviors after the pandemic. In addition, play-based learning has been shown to improve executive function and behavioral outcomes. This study also attempted …

Breaking Silos In Educator Learning: A Public-Private Partnership Model, Jesslyn R. Hollar, Chelsea Feusner, Carrie Kracl, Megan Adkins, Shannon C. Mulhearn

Excelsior: Leadership in Teaching and Learning

Early childhood literacy development is a key predictor of long-term academic success, yet many early childhood educators and particularly those in rural education settings lack access to high-quality, evidence-based professional learning. Increasing policy mandates related to the science of reading have intensified the need for coordinated systems between policy, research, and instructional practice. This qualitative program evaluation examines Project RISE (Reading Instructional Strategies for Educators), a statewide professional learning initiative developed through a public–private partnership among a regional university, a state department of education, and an educational industry partner. Drawing on Bronfenbrenner’s Ecological Systems Theory, Wenger’s Communities of Practice, and …

Scaling For Success: Expanding The Empire State Teacher Residency Program, Sharon Sullivan-Rubin, Charity Dacey, Nicole Aveni

Excelsior: Leadership in Teaching and Learning

This paper explores the challenges and opportunities involved in scaling the Empire State Teacher Residency Program (ESTRP), a partnership between Touro University and New York City Public Schools, operating within the US PREP coalition. As ESTRP expands from an inaugural cohort of 12 to potentially over 600 residents, the study examines how program quality, fidelity, and equity can be maintained during rapid growth. Drawing on Senge’s organizational learning theory and Fullan’s framework for educational change, the research highlights the importance of systems thinking, shared vision, and feedback loops in supporting sustainable expansion. The study details how collaborative professional learning communities, …

Letter From The Editors, Quinn Austermann, Joelle Fingerhut, Stephanie Purington

Excelsior: Leadership in Teaching and Learning

No abstract provided.

Message From The President, Rene S. Parmar

Excelsior: Leadership in Teaching and Learning

No abstract provided.

Table Of Contents - Volume 18, Issue 2

Excelsior: Leadership in Teaching and Learning

No abstract provided.

Extending Sbar To Sbar-A: A Practice-Based Framework For Dnp Clinical Scholarship, Cynthia Plonien

Nursing Faculty Publications & Presentations

The SBAR (Situation, Background, Assessment, Recommendation) framework is widely used to structure communication in healthcare settings. However, its traditional use emphasizes information exchange rather than practice change. Doctor of Nursing Practice (DNP) education requires translation of evidence into action through measurable practice change and leadership engagement. This manuscript introduces SBAR-A, an adaptation of the SBAR framework that adds an “Action” component requiring application of evidence-based interventions. SBAR-A integrates planning, leadership, and the application of knowledge to practice. This framework provides a structured approach for bridging communication and practice change within DNP clinical scholarship.

Part-Time Faculty In Art And Design Higher Education: Support & Challenges, Katherine Ye Jin Lee

Masters Theses

This thesis investigates the challenge part-time faculty in art and design higher education face and the institutional support they receive through a case study conducted at Rhode Island School of Design (RISD). Through an extensive, anonymous and voluntary part-time faculty survey across different departments at RISD, it examines: 1) current perceptions of available institutional & departmental teaching support, 2) teaching approach & practice, and 3) student-faculty engagement. The research aimed to gather data on challenges that are unique to part-time faculty in art and design fields, especially in relation to faculty-student engagement to understand areas where they can be better …

Can We Digitize A Soul? A Study Of Ai And Ethics, Spirituality, And Humanity, Debra S. Espinor, W. Scot Headley, Linda Samek

International Christian Community of Teacher Educators Journal

The rapid advancement of computing technologies and artificial intelligence (AI) is fundamentally reshaping both society and the educational landscape. This study examines faculty experiences and attitudes toward the role of AI in teaching and research within the distinct context of Christian higher education. While recognizing the potential of AI to drive educational innovation, this research also addresses significant faculty concerns regarding the implications for academic integrity, critical thinking, and intellectual property. Specifically, the study investigates faculty perspectives on data security and privacy, the reproduction of creative expression in art and music, and the broader impact of AI on the liberal …

Reining It In: From Reflexive To Intentional Instructor Self-Disclosure, Rona Miles, Alla Chavarga, Chelsea Blaney

Essays in Education

Instructor self-disclosure is often promoted as a means of humanizing the classroom environment and improving learning outcomes. Though disclosure has the potential to be highly beneficial, it also carries a risk to students and learning that is often overlooked. This paper presents a point of departure perspective that instructor self-disclosure should be approached with far greater caution than most educators consider. We argue that disclosures should occur only when they are justified with a clear pedagogical purpose. Casual or spontaneous disclosures, by contrast, carry sufficient potential for unintended harm such that their risks outweigh presumed benefits to classroom rapport and …

An Equity-Based And Culturally Responsive Bill Of Rights For Early Childhood Students Of Color With Exceptionalities, Evette Simmons-Reed, Michelle Frazier Trotman Scott, Gloria Tardash, Mildred Boveda, Donna Y. Ford

Perspectives on Early Childhood Psychology and Education

The COVID-19 pandemic exacerbated existing disparities in early intervention (EI) and early childhood special education (ECSE) services for culturally and linguistically diverse (CLD) disabled children, exposing critical gaps in access, services and support. systemic inconsistencies in implementation, training, and funding, remain barriers limit opportunities for CLD students to benefit, despite the aims of the Individuals with Disabilities Improvement Act (IDEA). To address these inequities, this manuscript proposes an expanded and updated Culturally Responsive Equity-Based Bill of Rights for EI and ECSE. Building upon Ford and colleagues' (2018) work, this revised document extends protections to children aged zero to five, emphasizing …

Guest Editor's Introduction: Methodological Innovations For Advancing Early Childhood Educational And Psychological Research, Anthony Mangino Ph.D.

Perspectives on Early Childhood Psychology and Education

The goal of this special issue is to provide you, the inquisitive reader and developmental scientist, with some of the methodological tools to aid in augmenting your analytic capacity.

Exploring The Impact Of Ungrading On Student Engagement And Motivation In A First-Year Composition Class, Mary B. Gruis

Dissertations, Theses, and Projects

This study investigated the association between student engagement, motivation, and self-efficacy in college-level writing-intensive courses using an ungraded approach. Motivated by disillusionment with traditional grading methods and inspired by texts on equitable grading and culturally responsive teaching, the researcher explored how ungrading could foster deeper learning and equitable educational practices. Grounded in Bandura’s (1997) self-efficacy framework, this qualitative case study examined the lived experiences of first-year composition students at a two-year institution. Data collection included student interviews, student reflections, and an instructor interview. The analysis revealed themes aligned with self-efficacy, engagement, and motivation, suggesting that ungrading positively impacted students' perceptions …

The Brain And Becoming: Integrating Play And Performance-Based Learning In The Community College Classroom, Hannah M. Green

English

Instruction in the community college classroom is in need of a shift, according to neuroscientific, pedagogical, and demographic data. Primarily, students in today’s community college classrooms are instructed in the form of lectures (Nilson 106), but research has shown that game-based learning would be the way to enhance learning experiences for these adult learners. Game-based learning specifically takes form in student learning through games, interactive reading activities such as performance pedagogy, discussions, and small group work. While research shows that play-based learning at the community college level is neurologically beneficial for students, there is a gap in implementing play-based learning …