Teacher Education and Professional Development Commons^™

Interview With Orca Award Winner Karen Kunc, Unl Art; Abstract Print Artist, Mark Griep, Karen Kunc

UNL ORCA Interview Series

Emeritus Prof. Karen Kunc the Outstanding Research and Creative Activities Award in 1998. She was born in Ralston, Nebraska, in the Omaha Metro Area. Something in her youth must have sparked an interest in art because she earned her bachelor of fine arts degree from the University of Nebraska-Lincoln in 1975. Next, she ventured 800 miles east to Ohio State University in Columbus, where she earned a master of fine arts. For the next six years, she enhanced her teaching credentials as a printmaking instructor at the Columbus College of Art & Design. From there, she joined the University of …

General Education Teachers' Perspectives And Practices For Supporting English Language Learners In Memphis Charter Schools, Ijiah Hargrove

Dissertations

The growing enrollment of English Language Learners (ELLs) in U.S. schools, particularly within urban charter settings, presents unique challenges for general education teachers who are often underprepared to meet both linguistic and academic needs. The purpose of this study was to explore the instructional strategies, perspectives of their ability of self-efficacy, and institutional factors that shape how K–8 charter school teachers in Memphis support ELLs. This work is significant because teachers’ beliefs, preparation, and available resources directly impact ELL achievement and equity in education.

A qualitative single-case study design was employed, with twelve general education teachers recruited through purposeful sampling. …

Do They Matter? What Role Do 5th-12th Grade Teachers' Attitudes Have In The Academic Success Of Black Girls In Classrooms?, Kamita R. Thigpen

Dissertations

There is a recognized need to focus on the intersectionality of race and gender to determine the specific needs of Black girls in education and for them to gain more academic success. This study set out to determine teachers' attitudes towards Black girls in the post-racial era. A combined quantitative and qualitative methodological approach was used to determine if the attitudes of teachers towards Black girls maintain racial barriers that have been found in education.

Exploring Faculty Perspectives Of Roadblocks To Accommodating Students With Disabilities In Community Colleges, Shalither S. Cushenberry

Dissertations

This qualitative study explores faculty perspectives on student accommodation in the community college setting. The one-on-one, semi-structured, in-depth interviews with faculty and perspectives of accommodation experts will result in outcomes that better prepare faculty, as a workforce, to support students with accommodations. The study utilized the social cognitive career theory (SCCT) to understand how increasing faculty awareness and engagement through professional development can enhance their ability to provide services to students with accommodation requests. The study underscores the critical importance of understanding the rationale for students with granted accommodations and faculty members supporting their academic success. The findings revealed gaps …

Teaching Note - Embedding The Human Library Experience Within Social Work Curriculum, Emily M. Paine

Social Work Faculty Works

The Human Library is a global initiative designed to challenge stereotypes and foster dialogue through storytelling and presents a unique opportunity for experiential learning within social work education. This teaching note explores how the Human Library framework can be integrated into social work curriculum in alignment with the 2022 Council on Social Work Education’s Educational Policy and Accreditation Standards, with particular emphasis on Competency 3: Engaging in Anti-Racism, Diversity, Equity, and Inclusion practice. When embedded in coursework, the Human Library enables students to engage in brave and authentic conversations with storytellers who share aspects of their lived experiences, promoting mutuality, …

Using The Time We Have: Exploring Collaborative Instructional Planning For 8th Grade Georgia Studies In A Title I School, Bambara Timmerman

Dissertations

Teacher collaboration in middle schools is often emphasized in educational research and policy, yet content-specific collaboration, specifically for Georgia Studies (GAS), remains underexplored. This participatory qualitative case study explored how middle school GAS teachers perceive the influence of collaborative planning on their self-efficacy, the obstacles they face when attempting to collaborate, and what they perceive would foster a culture that supports ongoing collaborative planning. Grounded in constructivist theory, including social learning theory, situated learning, and social constructivism, this study focused on teachers in a rural Title I middle school. Data collection included demographic questionnaires, interviews, observations, document analysis, and researcher …

Teacher Leadership And Specially Designed Instruction: A Phenomenological Study Of The Lived Experiences Of Teacher Leaders And Special Education Teachers In Elementary Settings, Tangie M. Rahming

Dissertations

This qualitative phenomenological study examined the lived experiences of teacher leaders and special education teachers as they implemented Specially Designed Instruction (SDI) in elementary school settings. Despite SDI being a federally mandated component of the Individuals with Disabilities Education Act (IDEA), research consistently shows wide variation in how teachers interpret, deliver, and sustain SDI in real classrooms. Limited professional development, inconsistent coaching structures, and varying understandings of SDI across schools contribute to persistent gaps in implementation fidelity. To address these challenges, this study explored how teacher leaders support SDI implementation and how special education teachers make meaning of their instructional …

Civics Teachers’ Perceptions Of Disciplinary Literacy Strategies That Use Primary Sources: A Case Study, Whitney Williams

Dissertations

This study has been designed as a case study to examine teachers’ perceptions of document-based strategies when combined with primary sources as pedagogical tools. The participants were ninth grade civics teachers. Semi-structured interviews, focused observations, and artifact collection were the sources of collected data. As the researcher, my constructivism guided this study through the lens of Albert Bandura’s social cognitive theory (SCT). Therefore, the participants’ perception will be interpreted through SCT concepts such as personal influences, behavioral influences, and environmental influences. Findings show a handful of disciplinary literacy strategies that occurred most often across all participants. Teachers valued an emphasis …

Educational Methods For Fostering Sustainability Competencies: A Toolkit For Integration Of Sustainable Education In Engineering, Clara Hallgarth

Master's Theses

This thesis proposes a framework to assist in developing educational activities targeting the longitudinal growth of sustainability skills, knowledge, and attitudes (cumulatively known as competencies), contextualized in a Toolkit for engineering educators. This framework is applied to three civil engineering classes in a teaching-oriented university to demonstrate potential applications and limitations. Sustainability integration in higher education institutions has been recognized as increasingly important as complex sustainability challenges continue to develop and arise. Sustainable education, a pedagogical framework and collection of educational methods, has been shown to produce students with the key sustainability competencies needed to address sustainability challenges and promote …

Table Of Contents - Jaepl - Volume 30, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

No abstract provided.

Front Matter - Jaepl - Volume 30, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

No abstract provided.

Full Issue Of The Journal Of The Assembly For Expanded Perspectives On Learning Volume 30, Wendy Ryden, Jonathan M. Marine

The Journal of the Assembly for Expanded Perspectives on Learning

No abstract provided.

Writing Without Peter: Reflections On Peter Elbow And His Legacy: Peter Elbow The Philosopher, Irene Papoulis

The Journal of the Assembly for Expanded Perspectives on Learning

On the occasion of Peter Elbow’s passing, we read many tributes and praises commemorating him and the foundational contributions he made to the multi-faceted field of writing studies. But as we know, even as Peter’s ideas were lauded and embraced, they were also questioned by many, including other renowned members of our profession.

“Narrative Medicine Saved My Life”: Writing Is A Verb As Well As A Noun, Marian M. Maccurdy, Sarah Robinson

The Journal of the Assembly for Expanded Perspectives on Learning

Dedicated to Professor Peter Elbow 4/14/1935 – 2/6/2025

I, Marian, began my career as a graduate student in medieval literature who had a teaching assistantship to fund her degree. As a graduate student I lived in a world that saw writing as a noun, something done and finished, not as a verb, a process that shows us a world that is as ever-changing as we are. But as a writing teacher I found myself sliding into the world that writers inhabit, and

The Giving And The Receiving: Spiritual Traditions And Teaching, Aepl Summer Conference 2025, Estes Park, Co., Bhushan Aryal, Beverly Brannon, Geri Deluca, Nate Mickelson, Laurence Musgrove, Kristin B. Rajan, Adrian Matt Zytkoskee

The Journal of the Assembly for Expanded Perspectives on Learning

Editor’s note: This past year, AEPL held its first full, in-person conference since the pandemic at our beloved Estes Park location in the Rockies. To commemorate the return of this staple event for our organization, here’s a snapshot of one of the workshops, led by immediate past AEPL Chair, Geraldine DeLuca, “Writing Our Spiritual Autobiographies,” in which DeLuca asked attendees to consider, where and how did we begin, spiritually? What sustains us now? Deluca provided three prompts by Wallace Stevens, Karen Armstrong, and Audre Lorde to aid attendees in their reflection and writing processes. These prompts appear at the end …

Review: Williams, Bronwyn T. Literacies In Times Of Disruption: Living And Learning During A Pandemic., Ashna Singh

The Journal of the Assembly for Expanded Perspectives on Learning

This review is structured around three central concepts that Williams develops throughout this book: affect, assemblages, and the connection between memory and identity. In Literacies in Times of Disruption: Living and Learning During a Pandemic, Williams focuses on the narratives of over thirty university students at the University of Louisville to examine how their literacy practices and emerging identities were influenced by physical, emotional, and structural crises.

Bringing Mindfulness Into First-Year Composition, Matt Lemas

The Journal of the Assembly for Expanded Perspectives on Learning

I first stumbled upon the relationship between mindfulness and writing sometime after college. I had been meditating for a few years—not perfectly, but enough to notice the way it softened the inner critic and procrastinator that usually accompanied me to the page.

James Moffett’S Basic Principles, Jonathan M. Marine, Stephen Lafer

The Journal of the Assembly for Expanded Perspectives on Learning

The tricky part about trying to distill James Moffett’s basic principles is that there are so many of them. In literature, the “major” poets are separated form the “minor” for a number of reasons, but one critical criteria is development; major poets have to develop across the span of their careers, either writing in new forms, or about and with new ideas or themes. Suffice to say, Moffett developed a great deal across his career, from a focus on pedagogy to a focus on spirituality and mindfulness along with increasing consideration of educational assessment and policy. Of course, I’m overgeneralizing …

Book Reviews Introduction: Is It Just Me?, Curtis Porter

The Journal of the Assembly for Expanded Perspectives on Learning

Each of the reviews in this issue of JAEPL focus on a book that was published long before this particular crisis. The books span very different academic fields and very different research methodologies. Yet each reviewer gives a glimpse of how the research behind each book emerged from lived challenges and illustrates how that research sheds light on the daily work and daily struggle that we collectively face.

Contributors: Jaepl - Volume 30, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

Contributors: JAEPL - Volume 30

Review: Cope, Emily M. Evangelical Writing In A Secular Imaginary: The Academic Writing Of Christian Undergraduates At A Public University., Kelly M. Sauskojus

The Journal of the Assembly for Expanded Perspectives on Learning

Emily Murphy Cope’s Evangelical Writing in a Secular Imaginary: The Academic Writing of Christian Undergraduates at a Public University (2024) empirically considers how evangelical students negotiate their identities in their academic writing.

Revolutionizing Teacher Preparation Through Gender- Responsive Pedagogy In Tanzania’S Teacher Education System, Jane Rarieya, Mary Oluga, Nyagwegwe Wango

Institute for Educational Development, East Africa

This study investigates the revolutionization of teacher preparation throughthe integration of Gender Pedagogy within a Teacher Training College inTanzania. Recognizing the urgent need for teachers equipped with gender-responsive skills, this initiative seeks to establish effective teaching methods,enhance student motivation, and cultivate gender-sensitive educationalleadership. The core objective is to understand how this pedagogical shiftcan create a community of educators capable of significantly improvinglearning outcomes across diverse educational contexts. Employing aqualitative research design, this study explored the insights and experiencesof participants regarding the implementation of the revolutionized teachereducation program. Findings indicate the practical application of Gender,Diversity, and Inclusion Pedagogy by student teachers, …

Back Matter - Jaepl - Volume 30, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

Back Matter - JAEPL - Volume 30

Mindful Administration: Toward A Theory Of Academic Leadership We Can Live With, Sue Doe, Janelle Adsit

The Journal of the Assembly for Expanded Perspectives on Learning

This article names barriers to faculty leadership and identifies specific ways that faculty can harness tools and resources needed to lead well. Through mindful and relational leadership practices, faculty can ensure that the values that academic communities espouse are made manifest.

An Impact Study Of Young Women's Leadership Development: A Case Study Of Kosovo, Linda Gjergji

Theses & Dissertations

This study explores the leadership development trajectories of young women in Kosovo engaged in a global leadership program, offering significant insights into their capabilities, aspirations, and the barriers they face in pursuit of leadership roles. Using a qualitative instrumental case study approach, this study examines how participation in global leadership initiatives fosters skill development, self-awareness, and civic engagement among young women in a traditionally male-dominated society. The conceptual framework of the study is comprised of Erikson's theory of Psychosocial Development (Erikson, 1968) and Positive Youth Development (Lerner, 2005). Data was collected through online semi-structured interviews and an arts-based method, revealing …

Understanding Regional, Rural And Remote Teacher Wellbeing Narratives Through Podcasting: A Qualitative Analysis Of Multiple Stakeholder Perspectives, Narelle Lemon, Marnie Harris

Research outputs 2022 to 2026

Highlighting the strengths-based approaches to supporting pre-service teachers, this study explores the diverse and effective wellbeing and self-care practices embedded within regional, rural and remote (RRR) professional experience placements. Drawing on rich qualitative data from podcast conversations, the research emphasises the value of contextually responsive support. Inductive thematic analysis revealed five key enablers of wellbeing: structured support systems, personal wellbeing management, community integration, environment adaption, and professional resilience. These interconnected themes demonstrate that wellbeing in RRR contexts is nurtured through both formal frameworks and individual agency, as well as through meaningful engagement with place and community. Podcasting as method enabled …

Review: Poetter, Thomas S. Curriculum Fragments: A Currere Journey Through Life Processes., Joseph Wiederhold

The Journal of the Assembly for Expanded Perspectives on Learning

Poetter’s book Curriculum Fragments—and the stories shared within— have changed the way I think about education. Redefined it. Recentered it on what matters most—the human experience, the life processes at the center of Poetter’s book: losing, knowing, forgiving, relating, hoping, growing, loving. Each of Poetter’s fragments—reflective narratives written following the Currere methodology (Pinar)—caused me to reevaluate my practice.

Peer Mentoring And Teacher Collaboration: A Case Study Of Practices And Self-Efficacy In A Rural Title I School, Whitney Ensley

Dissertations

This qualitative case study examined how peer mentoring influences teacher self-efficacy at a rural elementary school in southeastern Georgia. Using Bandura's self-efficacy theory and Wenger's communities of practice framework, the research investigated how teachers engage in mentoring relationships and how these practices contribute to professional growth.

Semi-structured interviews and reflection journals were conducted with ten elementary teachers representing diverse experience levels (1-21+ years) and grade levels. Findings revealed that meaningful peer mentoring occurred primarily through informal, trust-based relationships within grade-level teams rather than formal programs. Teachers engaged collaboratively in lesson planning, data analysis, and problem-solving.

Results demonstrated that peer mentoring …

Early Childhood Educators' Perception Of Burnout: Impact On Educator Self-Efficacy, Teacher-Child Relationships, And Children's Emotional Regulation, Isaac M.D. Bowman

College of Education and Human Sciences: Dissertations, Theses, and Student Research

Early childhood educators (ECE) play a critical role in the academic advancement and nurturing care provided to children in their care, a distinct difference in role and responsibilities compared to traditional K-12 schooling. Published by the Buffett Early Childhood Institute, a report pertaining to ECE turnover revealed a nearly 40% annual turnover rate. Factors ECEs previously attributed to their exit of the early childhood education field involve low wage, low self-efficacy, and dealing with challenging behaviors. While not an exhaustive list, in a field relying predominantly on routine and consistency, ECE turnover rate highlights a necessity in exploring potential indirect …

From Vision To Practice: Implementing An Instructional Model Through Teacher Experience And Leadership Support, Stefanie Novotny

Dissertations and Doctoral Documents, University of Nebraska-Lincoln, 2023–

Implementing change in any organization is challenging. It requires careful planning, effective communication, and strong leadership. Principals provide support and empower stakeholders to take ownership of the change process. They create opportunities for others to contribute ideas, take on leadership roles, and drive innovation, fostering a culture of shared responsibility and collective action. Change leaders inspire creativity and encourage teachers to think outside the box, leading to the development of new ideas and processes that drive growth and success. This mixed-methods action research study investigated how teachers can enhance educational practices by implementing an instructional model to improve teaching strategies …