Teacher Education and Professional Development Commons^™

Liberatory Love: Exploring Educators’ Perspectives In Alternative Education, Kamala J. Mallipudi

Dissertations

Establishing an operational understanding of love is difficult. The struggle is magnified when attempting to create a shared vision of love across a group of educators. As Freire (1970/2005) and Darder (2011) affirmed, academic success is advanced when educators demonstrate love as part of their praxis. Continuation high schools represent a population of at-promise students who stand to gain much when their educators employ liberatory love practices. This study examined how educators’ perceptions about liberatory love are shifted or formed when they read, discuss, and reflect on the topic with their colleagues. This study drew on critical pedagogy and engaged …

Becoming A Beloved Community: A Restorative Reckoning For A Radical Conversion To Transform Discourse In Higher Education, Latasha Tomay Varlack-Butler

Dissertations

This dissertation critically examines the misappropriation of Restorative Justice Discourse (RJD) within three predominantly white institutions (PWIs), analyzing 59 institutional documents through Critical Discourse Analysis, Relational Critical Discourse Analysis, and Rhetorical Criticism (Fairclough, 1995; Vaandering, 2021; van Dijk, 2008). Tribal Colleges and Universities and South African institutions have emerged as exemplars of authentic RJD, countering co-optation within PWIs. The findings demonstrate that RJD as applied in PWIs is framed in ways that attenuate its transformative potential, perpetuating color-evasiveness (Bonilla-Silva, 2017) and obscuring the intersectional experiences of Black, Indigenous, and disabled communities (Crenshaw, 1991; Million, 2009).

Grounded in decolonial praxis (Smith, …

Restricted Access: Structural Gatekeeping And The Black Student Experience In Accounting Education, Richard W. Hurt Iii

Dissertations

This study explores the experiences of Black accountants as they reflect on their memories of the pipeline to their profession and the affective dimensions of their educational experiences as accounting majors in college. Grounding into Unapologetic Black Inquiry (UBI), a framework rooted in critical race theory, this investigation integrates narrative inquiry as a tool to capture rich descriptions from participant interviews and written reflections. Furthermore, this descriptive qualitative study explores how the structures and values of accounting education are rooted in a form of professionalism that prioritizes technical proficiencies over cultural knowledge, thus ignoring community forms of assets related to …

Understanding And Engaging In Equity Work: A Phenomenological Action Research Study Of Community College Esol Instructors, Emily E. Packer

Dissertations

Community colleges (CCs) are regarded as accessible and affordable pathways to higher education and financial mobility, offering significant potential to promote educational equity (Fink et al., 2023). These institutions enroll the largest number of English for Speakers of Other Languages (ESOL) students in adult education; however, CC ESOL students face lower rates of degree completion and transfer compared to their non-ESOL peers (David & Kanno, 2021; Fink et al., 2023; Raufman et al., 2019). While research has examined factors contributing to low CC ESOL student persistence and interventions to improve overall CC student outcomes, research on specific efforts to support …

Post Racial Reckoning: Montessori Instructors' Perspectives On Teaching Through An Antibias Antiracist Lens, Jasmine E. Williams

Dissertations

Prior to the racial reckoning of 2020, Montessori teacher education programs (MTEPs) have only narrowly focused on social justice education (Aronson et al., 2020; Bartolomè, 2004; Cook, 2015; Cross, 2005; D’Cruz, 2022; King, 1991). Although MTEPs began to respond differently post-reckoning, support for implementing practices like antibias antiracist (ABAR) instruction was often absent. This study sought to understand how the racial reckoning and efforts to include an ABAR lens impacted the teaching practices of instructors in MTEPs. While ABAR-related studies exist in general teacher education (Blanchard et al., 2018; Madkins & Nazar, 2022; Martinez-Alba, Herrera, & Hersi, 2022), few focus …

Leading Through Crisis: San Diego County Schools' Response To The Social Emotional Needs Of All Students, Johana Bielma

Dissertations

The COVID-19 pandemic led to unprecedented school closures, forcing administrators to take decisive action to radically change the educational system. The imperative to switch to remote learning transformed the dynamics of teaching and learning, leading to both immediate and long-term academic and social emotional consequences for all stakeholders. When schools reopened, administrators faced the challenge of reintegrating students into in-person learning while addressing the pandemic’s lasting effects on academics, mental health, and school safety. While academic regression was evident, the extent of students’ emotional struggles was less anticipated. Many students exhibited increased irritability and mental health issues such as depression …

Quest For Purpose In Education: An Autoethnographic Study Of A Chinese Student’S Cross- Cultural Journey Through Logotherapy And Culturally Relevant Leadership, Bingsheng Chen

Teacher Education, Educational Leadership & Policy ETDs

This autoethnography examines a Chinese student's search for meaning while transitioning between Chinese and U.S. academic systems, shaped by the interplay of cultural values, societal pressures, and personal agency. Guided by Viktor Frankl’s logotherapy and Culturally Relevant Leadership (CRL), the study uses reflexive narrative analysis to explore how this personal quest for purpose intersected with institutional structures and cultural contexts (e.g., St. John's College, University of New Mexico). Illuminating profound challenges—including cultural shock, systemic inequities, and the emotional toll of adaptation—the research reveals a transformative journey of navigating dissonance, reframing adversity, embracing a dual cultural identity, and ultimately finding meaning …

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 …

Maybe It Really Is Those Damn Phones, Sarah F. Garvin

Honors Projects

Technology is an integral part of modern life and has extended into elementary classrooms where one-to-one device programs have become the norm. While technology can increase accessibility to education, its widespread integration in learning environments raises concerns about its long-term impact on students and teachers. This research critically examines gamified learning applications and technology use in elementary education, questioning whether they enhance learning, curiosity, and problem-solving skills. A qualitative methods approach was employed, using surveys and interviews conducted with educators in Seattle Public Schools to assess the effects of technology-driven instruction. The resulting data were analyzed through thematic analysis to …

Building Early Phonemic Awareness, Tessa K. Sutfin

Journal of Curriculum, Teaching, Learning and Leadership in Education

Alphabet knowledge and phonemic awareness skills are strong predictors of later reading ability (Stanley and Finch, 2018). Therefore, phonemic awareness and letter-sound relationships are skills that Kindergarteners have a limited amount of time to master. As a result, educators must think critically about the strategies and forms of assessment implemented to ensure they are setting young readers up for lifelong success in reading. The purpose of my study was to determine if explicit instruction in phonemic awareness and letter-sound correspondence would increase student ability to isolate, segment, blend, and decode grade-level text. Strategies included kinesthetic movements of the hands and …

Teaching Engaging Grammar Instruction In The High School English Classroom, Emily A. Erlbacher

Journal of Curriculum, Teaching, Learning and Leadership in Education

Grammar is a fundamental component in the content area of English Language Arts. Having a strong foundation in grammar is a critical stepping stone to writing clearly and communicating with success. Despite its importance, grammar is historically not the most engaging topic for high school students. My study, consisting of a seven week action plan involving the ninth graders in an English Language Arts classroom, sought to recognize this disengagement and work to combat it in order to improve students’ writing capabilities. More specifically, the purpose of my action research was to evaluate different grammar instructional strategies recommended in existing …

Introduction: Action Research In The Pk-12 Classroom, Julie Bell, Amanda L. Steiner, Christina L. Wilcoxen

Journal of Curriculum, Teaching, Learning and Leadership in Education

This is an introduction to the special issue of the Journal of Curriculum, Teaching, Learning and Leadership in Education on action research in PK-12 classrooms. The editor and guest editors provide commentary and describe each article in the issue.

A Novel Surgical Technique For The Management Of Recurrent Thyroglossal Duct Cysts Using Dakins Solution Packing, Jay Szekely, Meghan Tracy, Janelle R. Noel-Macdonnell, Elie Khalifee

Research Days

Background: Thyroglossal duct cyst (TGDC) is the most common congenital midline neck anomaly occurring in 7% of the population more commonly in infants or adolescents with no predilection to sex. [1] This anomaly consists of epithelial remnants due to failure of obliteration of the thyroglossal duct, a structure that forms as the thyroid gland originates at the foramen cecum of the tongue and is displaced caudally, anterior to or through the hyoid bone, towards its final position in the lower neck. Successful surgical management of TGDCs requires complete removal of the cyst and the duct. Initial surgery for these lesions …

Decreasing Time To Antibiotics In Febrile Oncology Patients With Central Line In The Pediatric Emergency Department; A Quality Improvement Initiative, Abbigayle Carlson, Leslie Hueschen, Stephanie Clark, Christopher Kaberline, Joel Thompson

Research Days

Background: Oncology patients are at a high risk for sepsis, due to chemotherapy-induced immunosuppression and neutropenia as well as presence of a central venous catheter. Due to the high risk of sepsis, these patients require antibiotics within 60 minutes of Emergency Department (ED) arrival. During our baseline period, Sept 2022-May 2023, we only achieved this 38% of the time at Children’s Mercy ED.

Aim: By April 30th, 2024, we will increase the percentage of ED febrile oncology patients receiving antibiotics < 60 min of arrival from 36.6% to 80%, stratifying by race and ethnicity, to monitor for inequities.

Methods: Our outcome measures were the percentage of ED febrile oncology patients with antibiotics given < 60 min of arrival and the median time to antibiotic administration. Our process measures were the percentage of standard order-set usage and percentage of patients with critical information notes. Our balance measure was time from arrival to ED triage. We created a process map and fishbone diagram and identified several delays in antibiotics administration. We performed interventions with Plan-Do-Study-Act methodology. First, we implemented standing nursing orders to decrease the time spent waiting for a provider to order antibiotics (June 2024). Next, the outpatient oncology providers created a Critical Information Note, which directed prompt antibiotic administration prior to labs or consultation (August 2024). To engage physicians, we made this a Maintenance of Certification (MOC) project, with monthly review of run charts (Oct 2024). Next, we prioritized timely access of the patients’ central line, with a nursing script to communicate with families the importance of accessing their child’s central line as soon as possible (Oct 2024). We created a Central Line Note, identifying the type of central line and needle size required to access the line (March 2024).

Results: With the implementation of …

Examining Learner Preferences Of Teaching Techniques By Phm Attendings And Fellows On Multilevel Teaching Rounds, Sian Best, Jacqueline M. Walker

Research Days

This study describes the teaching techniques used on morning rounds by pediatric hospital medicine faculty and fellows at an academic institution, and describes reported effectiveness by learners of the various teaching strategies.

Time From Triage To Imaging In Stroke Activations At Children’S Mercy Hospital, Annie Altschul, Marcie Files, Jennifer Flint, Brooke Fridley Phd

Research Days

Background: Stroke affects 2-3 per 100,000 children annually. Timely diagnosis is vital to provide the highest quality care to pediatric stroke patients. Features that contribute to delays in diagnosis of pediatric stroke include complex or subtle signs and symptoms, limited exams in young children, broad differential and frequent stroke mimics, low awareness in the community, and sedating or paralytic medication use in critically ill children. The establishment of stroke activation protocols for children has led to improvements in care for pediatric stroke across numerous centers, expediting time to imaging and treatment.

Objective: We aimed to quantify the time …

But, It's Just A Uti, Gillian Long

Research Days

A case report of a 12 year old female presenting to the emergency room with rash, hematuria and shortness of breath, ultimately found to have a life changing diagnosis.

What Happens After They Leave The Ed? Following Up Acute Asthma Exacerbations After Changes In Clinical Practice Guidelines For Treatment, Phillip S. Wozniak, Jade B. Tam-Williams

Research Days

In 2022, Children’s Mercy Hospital (CMH) implemented a new clinical practice guideline (CPG) recommending single-dose dexamethasone as the first line oral steroid for treatment of mild to moderate acute asthma exacerbations. We assessed the impact of this CPG change on readmission rates after discharge from emergency department/urgent care (ED/UC). We hypothesized that single-dose dexamethasone would be non-inferior to a 5-day course of prednisone/prednisolone with respect to 7-day and 30-day acute care readmission rates and need for additional outpatient steroid courses.

Bilateral Buccal Myomucosal Flap Palatoplasty For The Management Of Velopharyngeal Dysfunction In Children, Jay Szekely, Meghan Tracy, Janelle R. Noel-Macdonnell, Jill M. Arganbright

Research Days

Background: The use of bilateral myomucosal buccal flap palatoplasty (BMBFP) for velopharyngeal insufficiency (VPI) has increased in popularity. Despite the increasing popularity, there is a paucity in research examining their outcomes, especially in reference to the pediatric population.

Objectives/Goal: The objective of this paper was to investigate the utility of BMBFP for the correction of VPI in children.

Methods/Design: Retrospective chart review was performed using CPT codes to locate patients with BMBFP performed at our pediatric institution between July 2020 to July 2024. Data collected included demographics, associated syndromes, complications, pre-operative and post-operative resonance outcomes, and the need for revision …

Posterior Pharyngeal Flap For The Management Of Velopharyngeal Dysfunction: Comparing Outcomes For Children With 22q11.2 Deletion Syndrome To Those Without, Jay Szekely, Meghan Tracy, Janelle R. Noel-Macdonnell, Jill M. Arganbright

Research Days

Introduction (including objectives): Velopharyngeal dysfunction (VPD) is one of the most common clinical features of 22q11.2 deletion syndrome (22q11.2DS) and often requires surgical intervention; due to the multifactorial nature of VPD, these patients present unique and often complex surgical challenges. Prior studies have generally demonstrated poorer speech outcomes postoperatively in children with 22q11.2DS. The posterior pharyngeal flap (PPF) is often considered first-line surgical choice for correction of VPD in children with 22q11.2DS. The aim of this study is to compare PPF outcomes for children with 22q11.2DS to those without.

Methods: Retrospective review for pediatric patients diagnosed with VPI who underwent …

Book Review: A Modern Take On Mere Christianity, Shawn M. Bielicki

Journal for the Scholarship of Teaching & Learning

No abstract provided.

Beyond Lecturing: Christian Higher Education Faculty Perceptions Of Professional Development Expectations And Its Impact On Job Satisfaction, Andrea Lynn Smith, Diane S. Garber, Vhuthuhawe T. Madzinge, Folashade O. Odedina, Joshua E. Wilson, Daniel P. Yerrington

Journal for the Scholarship of Teaching & Learning

This research study was conducted to ascertain possible connections between higher education faculty expectations of professional development and how these relate to their perceived job satisfaction. Several theories were used as the foundational framework, which included Bruner’s (1960) constructivist worldview theory, Herzberg’s (1966) two-factor theory, and Dockery’s (2012) faith learning integration. The research design for this qualitative study was a phenomenological hermeneutical study. The participants answered the two primary research questions: (a) What are the perceptions of Christian higher education faculty regarding professional development expectations? (b) How do Christian higher education faculty’s perceptions of professional development affect their job satisfaction? …

Beyond Lecturing: Revealing Faculty Perceptions Of Technology Expectations And Job Satisfaction In Christian Higher Education, Jerry L. Pitts, Charlene Geisler, Mark D. Granger, Jessica E. Kuehne, Roger W. Mackey, Erica D. Moore

Journal for the Scholarship of Teaching & Learning

The purpose of this phenomenological study aimed to understand higher education faculty perceptions and job satisfaction related to technology integration expectations in a changing academic environment. This study asked two research questions: 1. What are the perceptions of Christian higher education faculty regarding technology expectations? 2. How do Christian higher education faculty’s perceptions of these technology expectations affect their job satisfaction? Six full-time residential faculty members participated in the study. The lived experiences of faculty were studied using individual interviews, focus groups, and journal entries. Data analysis revealed that faculty perceived that institutions have additional technological expectations that go beyond …

Beyond Lecturing: Christian Higher Education Faculty And Faculty Support Staff Perceptions Of Institutional And Committee Service Expectations And How These Affect Job Satisfaction, Andrew F. Milacci, Alisha Castaneda, Janet Brown, Alex Mason, Annik Miller, Christopher Sneeringer

Journal for the Scholarship of Teaching & Learning

Job satisfaction among faculty members and faculty support staff in higher education is a complex phenomenon influenced by various factors, including institutional and committee service expectations. This qualitative study gauged feedback from Christian higher education faculty members and faculty support staff regarding the institutional and committee service expected of them, as well as how their engagement with these expectations affects their job satisfaction. Using a hermeneutic-phenomenological schema, 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. During the analysis of the resultant …

A Time-Strapped Reality: Christian Faculty Perceptions On Research Expectations And Job Satisfaction, Hailey A. Manicone, Bruce K. Bell, Roger B. Bingham, Jacob T. Byrd, Kimberly S. Cashman, Sherri Ann Walker

Journal for the Scholarship of Teaching & Learning

There are many factors related to faculty perceptions of expectations and demands to conduct research that can significantly impact their job satisfaction. While much research has been done on the relationship between a faculty member’s ability to perform research and their job satisfaction, limited research on this relationship exists in the context of Christian higher education. To address this problem, this study asks the following questions: 1. What are the perceptions of Christian higher education faculty regarding research? 2. How do Christian higher education faculty’s perceptions of these research expectations affect their job satisfaction? Data were collected from six faculty …

Weary Yet Willing: Unveiling Faculty Perceptions Of Christian And Community Service Expectations And Their Impact On Job Satisfaction, Thomas W. Doss, Alexander Lagos Choquecahua, Jason Donahoo, Kjell Fenn, Diana J. Schwerha, Deidra M. Simspon, Amber L. Wilson

Journal for the Scholarship of Teaching & Learning

This research investigates Christian higher education faculty perceptions of Christian and community service expectations and the impacts on job satisfaction. Six participants completed interviews, discussion boards, and a journal entry with specific questions related to Christian and community service expectations and how those expectations affect job satisfaction. A phenomenological methodology using rich textual data generated six themes: benefits, service types, balance, motivations, expectations, and resources related to job satisfaction. Results indicate that faculty believe that involvement in Christian and community service can yield personal benefit, improving job satisfaction. However, the uncertainty related to the expectations of such service may create …

Faith Learning Integration In Christian Higher Education And Faculty Job Satisfaction: A Hermeneutical Phenomenological Study, Brad Burgess, Grace Michele Baker, Jamaica Conner, Jonathan Giles, Rachel Joseph, Kevin Layell

Journal for the Scholarship of Teaching & Learning

Faith learning integration (FLI) in Christian institutions of higher education contributes to job satisfaction (JS) for faculty. This study explores FLI and JS among interdisciplinary faculty in a Christian university in the Southeast US. Researchers used a hermeneutical phenomenological approach to collect data from six faculty from varying disciplines, using interviews, focus group discussions, and journaling. Manual coding was utilized to uncover three primary themes: (a) clear expectations for FLI; (b) challenges to implement FLI; and (c) faculty JS from FLI. Two subthemes emerged from the primary theme of clear expectations for FLI: standards set by the organization and classroom …

Editorial: Beyond Lecturing: Faculty Perceptions Of Expectations Outside The Classroom, Shawn M. Bielicki, Alexandra Barnett

Journal for the Scholarship of Teaching & Learning

No abstract provided.

About This Journal, Shawn Bielicki

Journal for the Scholarship of Teaching & Learning

No abstract provided.

Enhancing Digital Accessibility For Deaf Or Hard Of Hearing Learners- Innovative Strategies For Inclusive Education, Felicia Rutledge Ph.D.

Developmental Disabilities Network Journal

This research-to-practice brief explores innovative strategies to enhance digital accessibility for Deaf or Hard of Hearing (D/HH) learners, focusing on practical applications for inclusive K-12 education. Despite advances in digital learning, D/HH learners face unique barriers due to auditory-centered designs. Accessibility legislation such as the ADA, Section 504, and IDEA mandate educational inclusion for these learners. Key strategies include the integration of assistive technologies (e.g., captioning, ASL video interpretation), the application of the Universal Design for Learning (UDL) 3.0 guidelines, and adherence to WCAG 2.1 principles for accessible content design. The research-to-practice brief provides actionable insights for educators, administrators, and …