Teacher Education and Professional Development Commons^™

The Role Of Critical Professional Development In Transforming The Teaching And Learning Practices Of White Faculty: Elevating Racial Consciousness To Center Equity, Kaitlyn E. Siner-Cappas

Graduate Doctoral Dissertations

The purpose of this study was to explore the experiences of white faculty participants in a critical professional development (CPD) program that seeks to enhance racial consciousness at a public research university. The goal of the study was to understand any perceived changes in faculty positionality and teaching and learning practices following their participation in the program, as well as identify the extent to which the program supported participants in a journey towards enhanced racial consciousness.

Four themes characterized the experiences of faculty participants in this CPD program: 1) experiencing the benefits of a learning community, 2) gaining confidence in …

Remixing Dialogue: A Case Study On Perceptions Of Hip Hop Pedagogy In A Professional Learning Course, Kelly J. Thelen

Dissertations, Theses, and Projects

This qualitative case study examines how teachers’ decision-making and professional autonomy shift while participating in a Hip Hop Pedagogy Professional Learning course supported by structured FIXIT (Lo & Wachter, 2023a, 2023b, 2023c, 2023d; Wachter & Lo, 2024) game-facilitated dialogue in a rural, culturally and linguistically diverse Midwest community. Grounded in Freire’s (1970) Critical Pedagogy, Ladson-Billings’ (1995) Culturally Relevant Pedagogy, Culturally Sustaining Pedagogy (Paris and Alim, 2017), and Adult Learning Theory (Knowles et al., 2005), the study explores the reclamation of agency by teachers in a time of constrained creativity and educator autonomy shaped by strict policy environments, an emphasis on …

Unfreezing Language: A Decolonial Reframing Of Translanguaging Pedagogies In English As A New Language & Dual Language Bilingual Education Settings, Cristian R. Solorza

Dissertations, Theses, and Capstone Projects

This qualitative multi-case study examines how elementary teachers in English as a New Language (ENL) and Dual Language Bilingual Education (DLBE) settings conceptualize, implement, and reflect upon translanguaging pedagogies, with particular attention to translanguaging rings as tools for language differentiation. Grounded in a rearticulation of language as a dynamic, socially, politically, and historically constructed subject and object, this study challenges monoglossic ideologies that position named languages as bounded systems at the center of language education. Instead, it centers students’ lived, embodied, and agentive language practices as foundational to language learning and to their participation as knowledge producers in ENL and …

Ai-Enhanced Digital Exhibits As Inquiry-Driven Civic Practice In The Great Lakes Region, Erik Kormos

The Great Lakes Social Studies Journal

This article presents a pedagogical framework for using AI-enhanced digital exhibits to support inquiry-based civic learning in the Great Lakes region. Students investigate meaningful community questions, use AI tools strategically for research and analysis, and create public-facing exhibits that develop civic reasoning and agency. The framework addresses grade-band applications (K–12) and emphasizes equity, ensuring all students, regardless of school funding, develop AI literacy and access authentic civic inquiry opportunities. The article articulates essential ethical considerations including data privacy, algorithmic bias, and teacher mediation, and provides a practical implementation framework for educators. Drawing on research in place-based education and inquiry learning, …

Understanding Technology Integration Through Hermeneutic Interpretation: A Study Of Faculty Experiences At An Hbcu, Jill Ardley, Tamara Smith-Moyler, Keesha M. Kerns, Beatrice Darden-Woody, Priscilla Spencer, Ronald White

International Journal of Teaching and Learning in Higher Education

This study explores how six education faculty members in the School of Education at a Historically Black College and University (HBCU) in the southeastern United States interpret and implement instructional technology instruction through a hermeneutic theoretical lens. Grounded in the HBCU’s School of Education vision statement, the research investigates how faculty members’ understanding of human learning behaviors shapes their pedagogical choices within School of Education courses. The qualitative analysis revealed three key themes: (1) Technology as a Tool for Equity and Inclusion, (2) Alignment with the School of Education Vision, and (3) Student-Centered, Practice-Oriented Use of Technology. Rather than employing …

The Power Of Belonging: Transforming Preservice Educators Through Culturally Responsive Teaching, Rebecca J. Ford

West Chester University Graduate Theses, Dissertations, and Final Projects

This thesis explores the role of Culturally Responsive Teaching (CRT) as a means of fostering student belonging, dignity, and academic engagement within the United States public education system. Despite increasing cultural diversity in schools, many students continue to experience practices that fail to affirm their identities or reflect their lived experiences. The thesis proposes the development of a preservice teacher course designed to help incoming educators examine their own cultural identities and biases, understand the principles of culturally responsive teaching, and implement practical, low-preparation instructional strategies that foster authentic inclusion and belonging. By positioning students' cultural knowledge and lived experiences …

Techniques For Inclusive College Mathematics Classrooms, Christopher Anderson Davis, Josh Hiller, Anil Venkatesh

Journal of Mathematics and Science: Collaborative Explorations

Creating a welcoming and inclusive mathematics classroom is an important responsibility for all college mathematics faculty. But where do we begin? In this paper we present several techniques based on White’s (2024) building inclusive classrooms strategies framework, which the authors have found to be successful in making their own classrooms more inclusive. The techniques include the inclusion of contemporary diverse voices, exploring the history of applications of mathematical concepts, elevating the diverse intellectual history of mathematics, bringing diverse guest speakers into the classroom, and mentoring students as they engage in doing research. For each strategy we provide narrative comments based …

Leveraging Funds Of Knowledge And Funds Of Identity: Exploring Equitable Strategies For Diverse Classroom Settings, Evana Nusrat Dooty

Graduate Theses, Dissertations, and Problem Reports (ETD)

This study explores how elementary teachers in the U.S. perceive and incorporate students’ Funds of Knowledge (FoK) and Funds of Identity (FoI) to promote equity in diverse classroom settings. A review of literature highlights the significance of culturally responsive pedagogy, FoK & FoI frameworks, and equity-oriented teaching practices. Semi-structured interviews were conducted to collect participants’ perspectives on leveraging students’ home and community knowledge in instructional planning and classroom interactions. Lesson plans were collected from all participants to get idea about how they could utilize  FoK and FoI approach in their classroom instruction. The findings highlight the need for teacher preparation …

Not Always Welcomed, Lavaughn Wesley

Electronic Theses and Dissertations

Abstract

This qualitative dissertation explores the systemic barriers faced by adjudicated and long-term suspended youth during their reentry into the public school system, focusing on a local urban community in Pennsylvania. Through the lens of Institutional Complexity Theory, this study examines how interagency disconnection, implicit bias, inequitable disciplinary practices, and inadequate support structures contribute to the marginalization of historically underserved students, particularly Black youth, students with disabilities, and those from low-income households.

The research is driven by two central questions:

(1) What are the barriers for adjudicated youth during the reentry process?

(2) How can the home school reentry process …

Sustaining Momentum While Dissertating: The Journey Of Two Women Scholars, Tasha Egalite, Kristin L. Kew

Intersections: Critical Issues in Education

This paper is a narrative reflection on some reasons for earning a doctorate and writing a dissertation. We are two scholars interested in sustaining educational change and dedicated to better understanding and supporting the process and growth of students in doctoral programs. In our pláticas, we share and reflect on our own doctoral journeys, the critical issues we encountered, and the hoops we jumped through while completing our dissertations.

Clash Of Equity, Diversity, Inclusion (Edi) And Anti‐Woke‐Ism: Reclaiming And Re‐Storying Edi For Thriving Communities, Ardavan Eizadirad, Sabreena Ghaffar Siddiqui

Education Faculty Publications

This commentary examines the evolution of Equity, Diversity, and Inclusion (EDI) discourses, critiquing its shift from grassroots activism to a performative tool co‐opted by institutions and weaponized by politicians. It addresses concerns from the antiwoke backlash and advocates for reframing EDI as a community‐driven framework for thriving communities, fostering belonging and engagement, through data‐driven decision‐making that facilitates transformative systemic change.

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 …

Recruiting, Retaining, And Culturally Sustaining Latine Teachers In A School District With A High Population Of Latine Students, Lisa Garcia Simms

Electronic Theses and Dissertations

Latine students make up 52% of the Denver Public Schools (DPS) population, yet only 23% of its teaching force is Latine. This imbalance has real implications for student experience and opportunity. In 2024, DPS commissioned the La Raza Report, which detailed challenges faced by Latine students and educators and called for systemic improvements. The findings highlighted a clear need to strengthen recruitment, retention, and culturally sustaining support for Latine educators.

This improvement science project investigated how DPS might improve the experiences of Latine teachers—engaging educators across career stages, with a particular focus on supporting early-career Latine teachers —through identity-affirming mentorship …

Sensemaking Opportunities For Students Experiencing Difficulty: A Mixed Methods Study, Rachel Juergensen, Delinda Van Garderen

Journal of Science Education for Students with Disabilities

All students deserve to be engaged in high-quality science instruction that moves beyond memorization and recall of facts and offers opportunities for sensemaking. Science achievement is alarmingly low signifying there is a large percentage of students experiencing difficulty in science. The low science achievement may be symptomatic of gaps in opportunities for sensemaking within the science classroom. Using an explanatory sequential mixed methods design, the current study explored the relationship between middle school science teacher beliefs and opportunities students experiencing difficulty in science had to participate in sensemaking discussions. Integrated findings from the study suggest that teachers’ beliefs influenced the …

Precarious Privilege: Exploring The Intersection Of White Teacher Habitus And Social Justice In International Schools, Kevin L. Workman

Dissertations

This qualitative study explored the underresearched phenomenon of White teacher allyship within an emergent diversity, equity, inclusion, and justice (DEIJ) movement in international schools. Gaining momentum in 2020 as a digital, postcolonial counterstory, the movement exposed structural inequities and racism across the international school ecosystem. Applying an antiracist reading of Bourdieu’s (1977) theory of practice, the study analyzes how White teachers (n = 8) from diverse international contexts understand, experience, and assess their participation in DEIJ activities. Thematic analysis of interview data corroborated the digital voices, explicitly identifying White supremacy as a key force shaping the field’s doxa. The study …

Bleeding Out From The Redlining: An Autoethnographic Study Of Racial Equity Policy Enactment In A Large, Urban School District., Anderson Aven Cook

Electronic Theses and Dissertations

This autoethnographic study investigates the enactment and impact of racial equity policies within Jefferson County Public Schools (JCPS), a large urban school district in Louisville, Kentucky. The research is motivated by the ongoing challenges of achieving true educational equity for Black and Brown students, a struggle rooted in historical injustices such as redlining. Despite over seven years of policy implementation aimed at promoting racial equity, academic and behavioral disparities between Black and Brown students and their White counterparts have shown little improvement. Utilizing a qualitative methodology, this study employs autoethnography to intertwine personal narrative with scholarly analysis, exploring the lived …

Expanding The Role Of Embodiment And Teacher Noticing In Units Coordination And Construction, Claudia Bertolone-Smith, Jonathan Troup, Liza Bondurant, Diana Moss, Hortensia Soto

Journal of Practitioner Research

We aim to expand units coordination and construction assessment by examining the significance of embodiment and teacher noticing, especially in relation to recent developments in equitable mathematics teacher noticing research. We outline our approach as mathematics teacher educators with a wide range of expertise, wherein we investigated how prospective elementary mathematics teachers (PTs) notice students' units construction and coordination through embodied actions and the impact of incorporating a focus on embodiment in assessment. We also address how expanding the understanding of units coordination and construction assessment through embodied noticings can create more equitable classroom spaces. The study emphasizes the need …

Transforming K-12 Classrooms: Ten Essential Strategies For Cultural Responsiveness, Sandra Johnson, Stephanie Johnson, Regina Reber

Journal of English Learner Education

Across the United States, in K-12 classrooms, diverse student populations continue to increase, challenging educators to meet student cultural, linguistic, and academic needs. The study examined the best practices related to culturally responsive teaching (CRT) strategies to better meet all students' needs. A qualitative approach was used to collect data from licensed K-12 educators in New Mexico and Colorado. The findings revealed three essential themes: culturally responsive pedagogy, the positive impact of CRT, and the creation of physical spaces to support inclusivity. The findings revealed the significance of building strong relational capacity, encouraging collaboration, supporting multilingualism, and creating effective physical …

The Slow Leadership Framework: A Humanizing, Social Justice Approach To Leadership, Christine E. Crouse-Dick, Sheryl R. Wilson, Rachel Epp Buller

Feminist Pedagogy

This essay introduces the Slow Leadership Framework as a humanizing, social justice-oriented alternative to conventional leadership models. Challenging Eurocentric, hierarchical approaches that prioritize efficiency over human connection, Slow Leadership integrates three complementary practices: Circle Process, Self-Compassion, and Deep Listening. Circle Process creates equitable spaces for dialogue that value marginalized perspectives; Self-Compassion disrupts internalized patterns of self-criticism and perfectionism; and Deep Listening transforms communication by prioritizing multisensory perception and awareness. Particularly resonant in higher education contexts, this framework offers practical implementation strategies for educators, administrators, and community partners seeking to dismantle systemic barriers, foster inclusive environments, and redistribute power. Through qualitative …

Advancing Equity Through Social And Emotional Learning, Tosha N. Jackson

Dissertations

This study examines how Chicago Public Schools (CPS) promotes equity through social and emotional learning (SEL) within its Healing-Centered and Equity Frameworks. The research aims to evaluate the effectiveness of these frameworks in addressing trauma, fostering equitable learning environments, and implementing culturally responsive practices. Using qualitative methods, data were gathered from semi-structured interviews with four former CPS leaders and a document analysis of CPS frameworks. The analysis revealed the alignment of CPS practices with equity-focused priorities outlined by the Learning Policy Institute (Hammond et al., 2020). Findings suggest that Social-Emotional Learning (SEL) can effectively mitigate the impact of trauma and …

How We Show Up Matters: Transformative Adult Social Emotional Learning To Build Equity-Centered Schools, Samantha L. Rummage-Massey

Dissertations

Transformative Social Emotional Learning (tSEL) expands traditional SEL by integrating equity and social justice to cultivate student development and as a framework for educator growth and systemic change in education (Jagers et al., 2019). Unlike traditional SEL, which primarily targets students, tSEL emphasizes educators’ role in disrupting inequitable practices, making it a powerful tool for reimagining schools as justice-oriented spaces. This qualitative case study explores how tSEL professional development influences educators’ sense of identity, agency, and belonging, along with their reflections on systemic inequities and application of Critical Pedagogy (Freire, 1970) in personal and professional contexts. Data collection included semi-structured …

Toward Discussion Facilitation That Enacts Collective Care. A Response To “Teaching Dobbs Where Divisive Concepts And Abortion Are Restricted”, Jenni Conrad

Democracy & Education

For both teacher candidates and teacher educators, facilitating discussions of contested issues in hyper-polarized climates remains a heavy lift. This response to “Teaching Dobbs…” celebrates the successes apparent in Geller’s team’s work and identifies key features that supported it. While cautioning readers against adopting avatar rehearsals elsewhere, I distill four themes of planning and enactment that show clear promise for broad transference in teacher education. Drawing from research exploring the interfaces of justice-oriented, practice-based, and democratic social studies scholarship, I offer pedagogical and logistical considerations for other teacher educators and researchers engaged in this ambitious and necessary work to sustain …

Building Anti-Racist Teacher Education, Kel Nemetz

Masters Projects

Preschool through twelfth grade education in the United States is ever evolving and has always been influenced by socio-political context. Throughout history, the goals, methods, and values of public education have shifted depending on political ideologies and influence. This thesis acknowledges the major significance and impact decisions like these can make on our students in PK-12 schools and on the educators who teach them, while centering the importance of anti-racism as a foundational goal. Despite the anti-diversity, equity, and inclusion political campaign lead by Trump’s second administration to try to dismantle all DEI efforts in PK-12 schools and beyond, this …

Breaking Barriers: An Educator's Pursuit To Provide Equity In Student Achievement, Christina L. Korsun

Dissertations

There is a sense of urgency to address the widening achievement gaps among minority students, students with disabilities, and English-language learners. This makes immediate school action necessary to create a more equitable learning environment. Without strategic interventions, including improved teacher retention efforts, stronger student support systems, and effective leadership, these challenges will continue to hinder student success and overall school performance. The purpose of this project is to find solutions for schools to institute to narrow the achievement gap by ensuring all students receive the support needed to succeed. Schools can respond to the learning gap by promoting equitable learning …

Centering Equity In An Ai-Generated Literacy Read Aloud Lesson Plan Brought To Life By Preservice Teachers, Denise Farrelly

Open Educational Resources

This resource is a series of in-class activities geared toward preservice teachers (PSTs) focused on how to center equity in their instructional planning and lesson implementation. PSTs will be able to use a generative AI tool to select an appropriate read aloud book and create the framework for a literacy lesson plan that stems from their own students’ interests. While AI will generate the learning objectives, standards, and basic procedures for the lesson plan, the PSTs will integrate the student-centered and culturally-responsive elements such as meaningful and engaging questioning, activities, and assessments. PSTs will consider these factors as they revise …

Transforming Workforce Pipelines: Equity, Credentialing, And Drone-Integrated Apprenticeships In Missouri, Linda S. Stinson

Murray State Theses and Dissertations

This study examines how Missouri integrates drone technology into Registered Youth Apprenticeship and Career and Technical Education programs to develop equitable, credentialed pathways into high-skill careers. Grounded in Human Capital Theory, Credential Signaling Theory, and Transformational Leadership Theory, the research explores how emerging technologies intersect with labor market demands, credential access, and instructional leadership. The literature review highlights both national and international models of scalable apprenticeship systems, emphasizing the role of intermediaries, credential alignment, and early STEM exposure. Missouri’s initiatives, including the Top Drone Academy, serve as a case model for workforce-aligned innovation, yet challenges persist in infrastructure, teacher certification, …

Building Student-Teacher Relational Trust Through The Promotion Of Student Voice Initiatives, Scott Scherquist

Theses and Dissertations

This Dissertation in Practice investigated how student voice initiatives can strengthen student–teacher relational trust within an urban Pre-kindergarten through eighth grade (PreK-8) school serving a predominantly Black student population. Grounded in Khalifa’s (2018) Culturally Responsive School Leadership framework, the study implemented a 90-day cycle of inquiry focused on a three-part pathway intervention: the establishment of a Student Voice Committee, professional development on culturally responsive practices, and Student Consultation for School Change. A convergent mixed methods design was employed, combining two administrations of the 5Essentials Survey with pre- and post-intervention interviews of students and teachers. Findings revealed disparities between student and …

Ability In Physical Education – No, I Can’T Discuss It! Insights From Lower Secondary Physical Education Teachers In Western Australia, Jeffrey Giles, Dawn Penney, Justen O’Connor

Research outputs 2022 to 2026

Ability has been positioned as a crucial concept in the construction of a subject that is inclusive of and meaningful for all students. Almost two decades since Evans (2004) called on the field to re-engage in discourse concerning ability, how ability is conceptualised by physical education (PE) teachers remains relatively unexplored. Furthermore, relatively little is known about how understandings of ability are enacted through curriculum, pedagogy and assessment in PE. This research explored these issues with lower secondary PE teachers in Western Australia through self-recorded audio responses to two research questions. Data from 38 participants revealed the struggles that PE …

A Participatory Action Research Exploring Results Of Explicit Instruction Of Open Task Problem-Solving Through A Mathematical Mindset, Bridget Ferrin

Antioch University Dissertations & Theses

With local assessments showing mathematical achievement below 50% and an increasing need for problem-solving mathematicians, this dissertation investigates instructional methods in math, emphasizing problem-solving skills and fostering mathematical mindsets. The goal was to measure math achievement from the beginning to the end of the year after a Plan, Do, Study, Act cycle at a rural Vermont school serving approximately 600 students from Pre-K through eighth grade. The population in this school is diverse in SES but lacks significant racial and ethnic diversity. Boaler’s (2022) Mathematical Mindset Framework is the underpinning of this Participatory Action Research (PAR), providing the foundation for …

Penetrating The Academic Echo Chamber Through Podcasting, David A. Wilson Phd

Intersections: Critical Issues in Education

The scope and breadth of the content of college courses is often limited to the students who attend them. This is particularly true regarding theoretical courses, such as those involving theories and practices related to bilingual education. A new podcast created by an instructor of such a course aims to expand the reach of the course content to other students, educators, and the general public, who may not have taken such courses. This opinion piece addresses how the podcast came into being, as well as its current and future goals.