Teacher Education and Professional Development Commons^™

A Descriptive Study Of Culturally Responsive Practices In Positive Behavioral Interventions And Supports (Pbis) In West Virginia Elementary Schools, Janna Rae Coleman

Theses, Dissertations and Capstones

This descriptive mixed-methods study examined elementary teachers’ implementation and perceived effectiveness of culturally responsive practices within existing Positive Behavioral Interventions and Supports (PBIS) systems in a West Virginia school district. Guided by Leverson et al.’s (2021) Culturally Responsive PBIS (CRPBIS) framework, the study explored five components of culturally responsive practice: identity, voice, supportive environment, situational appropriateness, and data for equity. Both quantitative and qualitative data were collected from 86 elementary teachers using the researcher-developed Culturally Responsive Practices in Existing PBIS Survey. Findings indicated that teachers reported frequent implementation and perceived effectiveness across all five components, with the supportive environment receiving …

Teachers' Perspectives On Inclusive Education For Children With Special Needs, Abakah Francis, Ava-Gay Annakaye Morgan, Emmanuel Ogheneovo Sodje, Francis Dugbartey, Gabriel Lagbel, Okezie Chika Chibundu

Educational Leadership & Workforce Development Faculty Publications

Inclusive education is widely recognized as a key approach to ensuring equitable access to quality education for children with special needs, requiring teachers to possess adequate knowledge, skills, and supportive resources. In the Nigerian context, particularly in private schools, gaps in teacher training, limited resources, and insufficient institutional support continue to hinder the effective implementation of inclusive education practices. This study investigates teachers' perspectives on inclusive education for children with special needs in Nigerian private schools. The primary purpose is to assess teachers' understanding of inclusive education, their familiarity with effective teaching strategies, and their preparedness to implement inclusive practices. …

Designing Faculty Standards For Technology Integration In Higher Education Institutions: A Design-Based Research Study, Helen Crompton, Diane Burke, Christine Nickel

STEMPS Faculty Publications

This design-based research study responds to the call from scholars, organizations, and institutions to address the gap in scholarly knowledge regarding the lack of technology standards for faculty in higher education. These standards cover the three areas of faculty workload: teaching, research, and service. Conducted over two iterative macro cycles, this unique study engaged 114 participants, including faculty from a range of disciplines and institutional types, accreditation organizations and coordinators, and education and technology organizations. The outcome is a framework comprising six faculty standards; Instructor, Coordinator, Leader, Researcher, Learner, and Contributor. Each outcome is accompanied by practical indicators that support …

Bilingual Teacher Advocacy, Agency, And Leadership: A Model For Teacher Education And Professional Development, Grace Jue Yeon Kim, Zhenjie Weng, Jingyi Zhu

Faculty Journal Articles

Research has examined bilingual teachers’ work and their

experiences through the theoretical lens of teacher advocacy,

teacher agency, and teacher leadership. This research synthesis

analyzes the current research on the three frameworks in bilingual

education and examines how they intersect. Bilingual teachers

advocated for educational change to address the needs of

emergent bilinguals. Despite various context-specific constraints,

bilingual teachers agentively created bilingual spaces for

linguistically diverse students. Furthermore, bilingual teachers

actively took up leadership roles, demonstrated increased

consciousness, and developed leadership identities. Through this

exploration, this paper proposes a model that integrates the three

frameworks for bilingual teacher education and …

How Teachers Learn Strategies To Support Students With Individualized Education Programs Through The Use Of Multi-Tiered Systems Of Support, Behrose Foroughi

CGU Theses & Dissertations

This dissertation study captured how teachers learn strategies to support students with Individualized Education Programs (IEPs) through the use of Multi-Tiered Systems of Support (MTSS). In the MTSS framework, Tier 1 serves approximately 80–85% of students with high-quality evidence-based core instruction (e.g., science of reading curriculum, social emotional curriculum); Tier 2 serves approximately 10–15% with targeted small-group interventions (e.g., data-informed small-group math/reading groups, check-in/check-out behavior programs); Tier 3 serves approximately 5% with intensive individualized support (e.g., Orton-Gillingham reading intervention groups, individualized behavior plans). Special Education is a separate, legally mandated service outside the tiers for students with identified disabilities under …

From Professional Learning To Classroom Impact: Continuous Professional Development And Student Learning Outcomes, Nyagwegwe Wango, Jane Rarieya

Book Chapters / Conference Papers

Purpose: This study examines how Teacher Continuous Professional Development (TCPD) initiatives implemented through the Strengthening Education Systems in East Africa (SESEA) and Foundation for Learning (F4L) projects influence teaching practices and foundational learning outcomes in Tanzania, Kenya, and Uganda.

Methodology: The study employed a mixed-methods research design using longitudinal data from classroom observations, teacher questionnaires, student assessments, and key informant interviews. Data were collected from trained teachers, teacher educators, school leaders, and learners across selected project regions to evaluate changes in instructional practices and learning outcomes.

Findings: The findings indicate that TCPD significantly improved teachers’ adoption of child-centered, play-based, …

High School Students’ Uses Of Ai In The Writing Process: A Qualitative Study, Sydney S. Thomas

Williams Honors College, Honors Research Projects

The purpose of this Honors Research Project was to examine how Artificial Intelligence (AI) impacts the quality of student writing and to provide educators with insight into how AI-assisted work may differ from independently produced writing. This study includes a review of current literature on the growing use of AI in education, along with concerns related to student dependence and the limitations of AI-detection software. Anonymous archived student writing samples were then analyzed using a researcher-developed rubric that measured grammatical accuracy, sentence complexity, vocabulary, organization, use of evidence, and voice/originality. Results showed that AI-assisted writing consistently performed strongly in grammatical …

Designing Classroom Routines To Reduce Math Anxiety: A Growth Mindset And Productive Struggle Toolkit For Middle Schoolers, Heather Carey

Williams Honors College, Honors Research Projects

Math anxiety is an evident barrier to the success of students in middle school mathematics which often leads to decreased confidence, lower achievement overall, and avoidance of more challenging tasks. Research in mathematics education advocates that the instructional approaches that are more grounded in growth mindset and productive struggle can positively influence students’ attitudes toward learning and their engagement with solving more complex problems.

This project examines how researched-based strategies can be rendered into practical classroom applications. Using a qualitative design-based approach, this study integrates math anxiety, growth mindset, and productive struggle existing literature to inform the development of instructional …

Classification, Service Provision, And Early Academic Skills Of Early Elementary School Students Who Received Services As A Preschool Student With A Disability, Meghan Conboy

Electronic Theses & Dissertations (2024 - present)

Youth with disabilities benefit from coordinated supports and services, particularly during early childhood when they are developing foundational abilities that will influence their developmental trajectory (Early Childhood Technical Assistance Center, 2015; Sandall et al., 2005). Preschool-aged students who enter kindergarten with adequately developed pre-academic skills are more likely demonstrate high performance levels in academic domains throughout compulsory education compared to peers with low pre-academic skills (Christensen et al., 2020; Fitzpatrick, 2017; Hair et al., 2006; Tavassolie et al., 2022). However, despite the knowledge that both preschool programs and high-quality and effective early intervention benefit children across their lifetime, limited research …

Mit 815: Ai In Education, Elodie Jones

All Open Educational Resources

MIT 815: AI in Education is a comprehensive 3-hour graduate course exploring the transformative intersection of artificial intelligence and educational practices, designed for educators, instructional designers, and leaders. The curriculum covers essential topics, including the history and foundation of AI, a framework for AI Literacy, AI ethics and safety, and practical skills for implementing and evaluating AI-driven educational solutions, including AI-based education policies or guidelines.

The Impacts Of Mentoring On Mentor Teachers In A Teacher Residency Program, Eric J. Lindley

Theses and Dissertations

Teacher shortages across the United States have made educational researchers consider strategies for teacher retention. Teacher Residency Programs (TRPs) are a compelling focal area in which to study mentorship as it relates to teacher shortages and teacher retention because of their intentional preparation, development, and support for participating mentor teachers. For my dissertation study, I was interested in exploring mentors’ perceptions of their roles, relationships, and preparation as well as the impacts that mentoring had on them beyond what has already been reported in the literature. Using a qualitative interview design study approach, I conducted semi-structured interviews with 13 experienced …

Gamification For Learning At Wvu Tech: Examples From Engineering And Biology, Tamara Floyd-Smith, Aida Elisabet Jiménez-Esquilín

2026 Scholarly Teaching Conference: Poster Session Papers

At WVU Tech, gamification is intentionally implemented by many faculty as a broad, multi-modal instructional approach rather than a single tool or activity. Faculty employ a range of gamification strategies, including the digital platform Kahoot but also analog, hands-on games (e.g., discipline-specific board games). These approaches are used for multiple instructional purposes, including supporting students in checking their understanding, practicing recall, working through challenging concepts, and developing problem-solving skills. Here we present applications of gamification for learning in engineering and biology courses at WVU Tech. Student feedback was collected regarding the use of Kahoot quizzes as a valuable and enjoyable …

Rethinking Student Feedback: Separating Instructor And Course Evaluation To Improve Teaching Practice, Cameron Rusnak

2026 Scholarly Teaching Conference: Poster Session Papers

Student evaluations of teaching are commonly used to inform instructional improvement, personnel decisions, and course development. At many institutions, including those using the Student Perceptions of Teaching (SPOT) instrument, instructor effectiveness and course structure are evaluated within a single, unified survey. While efficient, this approach can unintentionally conflate student perceptions of course difficulty, content sequencing, or assessment design with perceptions of instructor performance. As a result, feedback intended to support reflective teaching practice may become ambiguous or difficult to interpret.

This poster proposes an effective teaching practice centered on distinguishing between instructor-focused and course-focused feedback within traditional SPOT reviews. Rather …

From Prompt To Practice: Designing Custom Ai Bots For Interpersonal Skill Development, Alaina Michelle Schrader

2026 Scholarly Teaching Conference: Concurrent Session Papers

Developing strong interpersonal, leadership, and professional communication skills is foundational in counselor and education preparation programs (Fecke et al., 2023; Lateef, 2010; Stamer et al., 2023). Despite this reality, students often have limited opportunities for repeated, low-stakes practice before engaging with real clients, students, families, administrators, and other stakeholders (Lateef, 2010; Maurya, 2024; Stamer et al., 2023). This session describes a teaching practice that uses custom AI bots as simulated clients, parents, group members, and school administrators to create realistic, structured practice environments where students can rehearse counseling skills, consultation conversations, advocacy, boundary-setting, and professional decision-making without the pressure or …

Research In Progress: Using Pdsa Cycles To Support Faculty Teaching Development, Aida Elisabet Jimenez Esquilin

2026 Scholarly Teaching Conference: Poster Session Papers

Primarily undergraduate institutions (PUIs) are rich environments for faculty-driven instructional innovation where instructors routinely engage in informal, embedded formative assessment as part of everyday teaching practice. In these settings, faculty may notice recurring themes in student explanations, misconceptions, and questions as instruction unfolds and make in-the-moment instructional adjustments. Faculty also frequently implement active learning strategies; however, the evidence generated through these practices is not always systematically captured, analyzed, or documented to inform subsequent instructional decisions. This project builds on these existing practices by applying an improvement science framework using Plan-Do-Study-Act (PDSA) cycles-to support faculty by providing a structured approach to …

Research In Progress. Why Physiology Feels Hard: Supporting The Transition To Self-Directed Learning In Post-Secondary Physiology, Jaelyn Zoe Rohrbaugh, Mark Paternostro

2026 Scholarly Teaching Conference: Poster Session Papers

Physiology is widely recognized as one of the most challenging courses for STEM students. Contributing factors include the discipline’s inherent complexity, instructional methods, and student preparedness, with both faculty and students identifying the nature of the discipline as the primary challenge. Many undergraduates enter college having experienced predominantly teacher-directed, pedagogical instruction, whereas success in college-level physiology requires self-directed, andragogical learning strategies. We hypothesize that students’ difficulties arise more from a lack of self-directed learning skills than from content complexity alone. To investigate this, we administered an anonymous survey to 340 students spanning freshman to professional levels, achieving a 93% completion …

Bringing Real Research Into Large-Enrollment Biology Labs, Katrina Klugh Stewart, Mathilda Corbett

2026 Scholarly Teaching Conference: Poster Session Papers

Hundreds of WVU students in a large-enrollment introductory biology laboratory course (BIOL 115L) participated in an authentic research experience through the Prevalence of Antibiotic Resistance in the Environment (PARE) Project. This national crowdsourced research initiative engages students in generating environmental DNA data to identify potential antibiotic resistance hotspots. For the Fall 2025 semester, we designed a multi-week lab module to implement a cost-effective, scalable version of the PARE model suitable for a course serving approximately 900 students annually.

The three-week sequence integrates core scientific practices, including hypothesis generation, field sampling, DNA extraction, PCR amplification of antibiotic resistance genes, gel electrophoresis, …

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 …

Exploring Recruitment And Retention Of Mathematics Teachers In Southwest And South-Central Virginia, Anthony Dove

Journal of Mathematics and Science: Collaborative Explorations

This study examines the recruitment and retention of secondary mathematics teachers in rural southwest and south-central Virginia public schools from the perspectives of school principals. Guided by three research questions focused on retention, recruitment, and opportunities for improvement, the study employed a constant comparative analysis of semi-structured interviews conducted with principals from 10 rural middle and high schools. Findings indicate that many schools have historically benefited from long-term teacher retention reinforced by strong community ties and supportive school environments. However, anticipated retirements, salary competition within the region, and increasing challenges in recruitment are beginning to place strains on schools. Principals …

Full Issue

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

Practicing Professionalism Framework: A Coherent Course Structure Aligned With Effective Practices For Physics Programs (Ep3) Guidelines, Martha-Elizabeth Baylor, Suzanne White Brahmia

Physics and Astronomy Faculty Work

Many physics educators seek to improve their courses but feel constrained by traditional post-secondary structures and norms. Instructors often perceive a false tension between fostering inclusive learning environments and maintaining the rigor central to the discipline. The Effective Practices for Physics Programs (EP3) Guide synthesizes decades of research-based recommendations for improving physics education. However, it offers limited guidance on how to integrate these diverse recommendations into a coherent, course-level approach—a responsibility that falls to individual instructors, whose graduate training prepared them primarily as researchers rather than as educators. This paper begins by motivating and introducing the Practicing Professionalism Framework (PPF), …

Meaningful Work: A Phenomenological Study Of Embedded Writing Peer Mentors, Susan S. Detwiler

Electronic Theses & Dissertations (2024 - present)

This phenomenological case study examines the experiences of writing peer mentors who are embedded in a first-year inquiry-based writing seminar. It aims to understand how peer mentors who are engaged in the complex practice of supporting first-year writers in a writing classroom make sense of themselves and writing. At a large R-1 diverse university, I interviewed 6 writing peer mentors 3 times over 1 calendar year. I traced their development from mentees, (first-year writing students), through their three semesters of peer mentoring. They also shared written reflections from their training praxis course (a course for peer mentors focusing on their …

Generative Ai Peer Tutoring To Support Peer-Reviewed Source Identification And Evaluation, Rae Mair, Michelle Kelley, Taylar Wenzel, Andrea C. Borowczak, Yuqing Li, Mike Borowczak

Faculty Scholarship and Creative Works

This chapter explores the design and evaluation of a generative artificial intelligence peer tutor prompt to support college students in identifying and evaluating peer-reviewed sources for academic research. Grounded in literature on peer tutoring, Socratic dialogue, and AI-supported learning, the authors describe an iterative prompt engineering process designed to transform large language models (LLMs) into Socratic-style peer tutors capable of scaffolding student reasoning without completing tasks for them. Five guiding criteria for an effective peer tutor shaped development and evaluation: cognitive congruence, step-by-step guidance, avoiding giving answers, adaptability to student level, metacognitive transparency, and following assignment directions. Across multiple human-centered …

Interrupting Inequity: A Systems Change Approach To Reducing Discipline Disproportionality, Jesse Raymond Ault, Jacqueline Theresa Barber, Tara Alexis Hodges, Brittnei Nicole Mckeithen-Barnes, Marleny Perdomo

Doctor of Education Capstones

Disproportionate discipline in public schools remains a persistent and complex challenge, particularly for Black and Hispanic students, male students, and students with disabilities. This capstone project examined patterns of racial discipline disproportionality within a large, suburban school division, referred to throughout the project as Polaris County Schools (PCS), to better understand the systemic conditions contributing to these disparities. Using a mixed-methods approach grounded in the Public Education Leadership Project (PELP) framework, the research team conducted document and literature analysis, school board observations, partner consultations, and a review of disaggregated discipline data. The team also engaged in external interviews with experts …

Teachers, Dispositions, And Classroom Management: Social Origins, Professional Development, And The Datafication Of School Discipline, Paul L. Poggemeyer

Theses and Dissertations--Sociology

How do teachers’ social backgrounds and professional orientations shape the disciplinary and relational dimensions of their work? This dissertation takes up that question across three related but self-contained studies in the sociology of education, set in Central School District, a public school district in the southeastern United States. Each study examines a different facet of how teachers establish authority, manage behavior, and exercise care: the social origins of their orientations toward classroom management, the experience of becoming professionally competent in the early career, and the use of digital tools that increasingly govern how school discipline is recorded. Drawing broadly on …

I Am Because We Are: A Narrative Inquiry Of Waiver Teachers’ Sense Of Belonging In Title I High Schools, Bernard Young

College of Graduate Studies: Theses & Dissertations

This qualitative narrative inquiry examined how former waiver teachers in low-performing Title I high schools in Georgia experienced a sense of belonging within their school communities and how that sense of belonging influenced their engagement in professional learning and their perceived effectiveness in supporting student achievement. Grounded in the Belongingness Hypothesis and guided by narrative inquiry methodology, the study framed participants’ experiences through the Bildungsroman structure to explore their journeys of professional becoming. Data were collected using a life-story interview protocol that combined open-ended narrative invitations with responsive follow-up questioning and were analyzed through a multi-phase narrative inquiry process informed …

School-Based Mental And Emotional Support For Urban Students Experiencing Traumatic Loss, Britney Daniel-Harris

West Chester University Graduate Theses, Dissertations, and Final Projects

This study explores the perception of educational staff members on school-based mental and emotional resources for urban students experiencing traumatic loss. With increased levels of research centered on enhancing training protocols to educate teachers on identifying, supporting, and guiding traumatic care through evidence-based resources, there is an opportunity to understand their experiences by hearing their voices through a narrative inquiry qualitative research design. The Substance Abuse and Mental Health Services Administration (SAMHSA) has six principles of a trauma-informed environment, which were utilized to analyze participant stories. Five teachers, one social worker, and one special education leader participated in one-on-one interviews …

Teaching For Autonomy: Helping Young Students Define, Create, And Fight For A Better World, Riley Mcgowan

West Chester University Graduate Theses, Dissertations, and Final Projects

I define an Autonomous Student as a learner detached from the capitalist mindset, who learns not just to reproduce the working world but to better themselves and the future. A learner who is independent, flexible, civically engaged, connected with their community, and has their own idea of success that is not tied to the school or the economy. A learner who can uncover injustice and knows how to fight back. As it is currently set up, the education system in the US does not work toward creating autonomous students. Instead, the focus is on reproducing society as it is and …

Preparing Students For What Comes Next: A Qualitative Study Of District Approaches To Postsecondary And Career Readiness, Amanda C. Pelsor

Dissertations of Practice

PREPARING STUDENTS FOR WHAT COMES NEXT: A QUALITATIVE STUDY OF DISTRICT APPROACHES TO POSTSECONDARY AND CAREER READINESS

This qualitative study examines how Illinois school districts support students’ readiness for postsecondary success and career planning and exploration. Despite longstanding state and federal efforts to improve college and career readiness, many students continue to face challenges after high school, including lack of workforce readiness, underpreparedness for postsecondary education, unclear career pathways, and difficulty navigating complex transitions. Using semi-structured interviews, this study explores how districts conceptualize and implement career readiness frameworks, the ways readiness work is embedded within district systems, and the barriers …

How-To: Academic Job Interviews (In The United States), Erin K. Peck, Kendall Valentine, Serina S. Wittyngham, Jessie S. Turner

OES Faculty Publications

[Introduction] "I (EKP) bombed my first interview on the tenure-track academic market. After I entered the Zoom room filled with search committee volunteers, the chair performed a quick round of introductions, and I was told that I would have strictly five minutes to answer each question. I smiled nervously, wringing my hands under the desk, and waited to be asked to derive a diagenetic equation or defend the methods I used in my recent manuscript.

“We'll start with something easy. Tell us about yourself,” began the chair.

I opened my mouth. I closed my mouth. My mind went blank. “Um …