Other Teacher Education and Professional Development Commons^™

Exploring Digital Media Literacy And Its Impact On Pedagogical Innovation And Creativity, Suparno Suparno, Tuty Sariwulan, Bagus Shandy Narmaditya, Ari Saptono, Saparuddin Muchtar, Muhammad Ridlo, Dingot Hamonangan Ismail

Journal of Media Literacy Education Pre-Prints

Enhancing teachers’ innovative work behavior is prominent in promoting educational quality. This exploratory study aims to understand the linkage between digital media literacy, creativity, and innovative work behavior among teachers in Indonesia. The data were obtained from teachers using an online self-administered survey. In addition, the data were analyzed using structural equation modeling with AMOS software. The results of this study indicate that there is a positive and significant influence between digital media literacy and teachers’ innovative work behavior. Indeed, creativity can also be a predictor of innovative work behavior among teachers in Indonesia. This study also notes the connection …

Access In Teaching Stem Subjects To The Blind, Ashley E. Neybert

Journal of Science Education for Students with Disabilities

There are still many gaps in the literature regarding the difficulties faced by instructors of students who are blind and low vision and who teach Science, Technology, Engineering, and Math (STEM) subjects. We surveyed 26 K-12 STEM teachers about accessible materials they are aware of versus which accessible materials they use in their classrooms, their thoughts on how common challenges identified in the extent literature affect them in their teaching, and their perspective on how much extra time may be required for blind and low vision students (if any) to effectively learn STEM subjects.

What Makes Implicit Bias Training Effective? An Examination Of Training Program Interventions And K-12 Educator Experiences, Kyleigh K. Mcaloon

McNair Summer Research Program

Differences in disciplinary referrals based on race have led many to argue that bias may influence disciplinary decisions. Implicit bias (IB) training is designed to address such disparities by raising awareness of biases that may impact assessment of behavior and disciplinary decisions. In recent years, many have questioned the validity of IB as a construct and also the potential impact of training. Some scholars argue that these programs fail to produce meaningful behavioral change and may unintentionally reinforce or increase bias. The aim of the present study was to investigate how individuals receive and respond to such training. Sixteen K-12 …

The Impact Of Mentoring: Professional Growth, Reflection, And Retention In Secondary Science Education, Summer M. Landreth

All Dissertations

Teacher attrition threatens the stability of the U.S. education system, with science teachers experiencing particularly high turnover rates. While research has primarily focused on early-career teachers, less is known about the factors influencing mid-career and veteran science teachers’ decisions to remain in or leave the profession. This study explored mentoring student teachers as a potentially transformative experience for cooperating teachers, offering opportunities for professional development, identity development, and enhanced retention. Guided by Mezirow’s Transformative Learning Theory, the study examined how mentoring may function as a productive experience that prompts critical reflection, revitalizes pedagogy, and reconnects teachers with their professional purpose. …

Using Assessments Intentionally With Consideration For English Language Learners, Elizabeth Ropp

Masters Projects

Assessment systems in the United States are failing English Language Learners (ELLs), and it has become apparent that action must be taken to try and right this injustice. There is a wide achievement gap between native English speakers and non-native English speakers when it comes to performance on state, local, and classroom assessments. Unfortunately, many teachers report that they do not feel adequately prepared to support ELLs both on classroom assessments and on mandatory state or local tests. With an ever-growing increase in ELL enrollment in American schools, it is imperative that teachers are given tools to help them better …

Listening To Learn: Preservice Teachers’ Voice On What Matters Most In Their University Preparation Programs, David Wolff, Scott Klimek, Elizabeth Y. Dale

The Interactive Journal of Global Leadership and Learning

This study explores the perspectives of preserviceteacher candidates on the topics in education they perceive as the most important and urgent as they prepare for their first year of teaching. Utilizing quantitative methodology, the study aims to identify and prioritize educational topics sixty (n = 60) preservice teacher candidates believed were critical to their professional development. Participants are asked to rate the topics based on two criteria: urgency and importance. Each topic is rated on a scale from 0 to 5, where 0 indicated unfamiliarly with the topic, 1 indicated low urgency or importance, and 5 indicates high urgency …

Preparing Teachers To Read The Data: Strengthening Data Literacy For Early Literacy Decision-Making, Tevia Q. Strand

The Interactive Journal of Global Leadership and Learning

Teachers are increasingly expected to use literacy screening and benchmark data to guide instruction, identify student needs, and participate in multi-tiered systems of support. However, pre-service and early-career teachers may enter the profession without sufficient preparation to interpret assessment data or connect benchmark patterns to instructional action. This white paper examines the gap between teacher preparation and the realities of K-12 data use, with particular attention to early literacy decision-making. Drawing from Bradbury’s discussion of teacher preparation and the changing realities of education, this paper argues that data literacy is an essential part of preparing teachers for equitable classroom practice. …

The Role Of Perceived Academic And Peer Support In Mitigating Imposter Syndrome Among Adhd Students, Eden Morley Dr

Journal of Science Education for Students with Disabilities

Background: Attention-Deficit/Hyperactivity Disorder (ADHD) in higher education is associated with significant executive functioning deficits and performance inconsistencies. These challenges, alongside heightened rejection sensitivity, may predispose students to the Imposter Phenomenon (IP)—the persistent belief that one’s success is undeserved. While social and academic supports are known to buffer psychological distress, their specific role in mitigating IP within the ADHD student population remains under-researched.

Objectives: This study investigated the severity of IP among undergraduate students with ADHD and examined the protective roles of Perceived Social Support (PSS) and Perceived Academic Support (PAS), while exploring gender as a potential moderator.

Methodology: A cross-sectional …

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

Journal for the Scholarship of Teaching & Learning

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

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

Journal for the Scholarship of Teaching & Learning

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

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 …

Layers Of Representation: A Multidimensional Book Analysis, Mariah Pfundheller, Nikki Logan, Amy E. Lein, Sydney Bueno

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

This study evaluates how educators interpret the Multidimensional Framework for Inclusive Literature (MDFIL), a tool for evaluating and selecting multicultural literature for their classrooms. Participants self-identified as current, former/retired, or student teachers, or as undergraduates pursuing a teaching license at the time of the survey. Incorporating multicultural literature into educational settings has a positive impact on children's development. Multicultural literature fosters feelings of acceptance, cultural awareness, and empathy among students. By exposing children to diverse cultural perspectives, multicultural literature not only enhances their understanding of their own identities but also cultivates a greater appreciation of others' experiences. The benefits of …

Building Capacity And Inspiring Change: The Impact Of Louisiana’S Ucedd Across The Lifespan, Alicia Kowitz, Constance Alphonse, Phil Wilson, Maria Blanco

Developmental Disabilities Network Journal

The Louisiana State University Health Sciences Center Human Development Center (HDC), as the state’s University Center for Excellence in Developmental Disabilities (UCEDD), serves as a catalyst for inclusive systems change through interdisciplinary training, community engagement, and evidence-based service delivery. This manuscript highlights the breadth and impact of HDC’s initiatives across early childhood, education, transition, and community inclusion. Through programs such as Inclusive Practices in Early Childhood, PAYCheck, and LEND, HDC builds capacity among professionals, empowers individuals with disabilities and their families, and strengthens systems to be more responsive and equitable. The stories and outcomes shared illustrate how intentional, collaborative efforts …

The Effects Of Behavior Skills Training To Teach A Clinician To Implement A Structured Work System, Megan E. Bowling

Masters Theses, 2020-current

Many children with autism spectrum disorder present with deficits in completing daily living tasks, which may be due to the sequencing of information required to complete these skills. Structured work systems present a support for children to visually organize and sequence events, though they are most used in the classroom setting. The study tested the effectiveness of behavior skills training to teach a behavior support clinician to implement a structured work system via least-to-most prompting. Data was collected on the clinician’s percent of accurate implementation, which was then analyzed across three daily living behaviors in a multiple probe design. Results …

Enhancing K-2 Teacher Effectiveness In Reading Instruction: An Improvement Inquiry Into The Roles Of Self-Efficacy, Growth Mindset, And Evidence-Based Practices, Kellie F. Dawson

Electronic Theses and Dissertations

School districts across the United States have increasingly adopted structured literacy initiatives in response to growing concerns about early reading outcomes and policy mandates grounded in the science of reading. Despite substantial investments in professional development, less is known about how teachers experience implementation demands within authentic classroom contexts. This improvement study examined how evidence-based professional development influenced K–2 teachers’ self-efficacy, the barriers teachers encountered during structured literacy implementation, and the supports teachers perceived as most critical for sustained instructional change within Eagle Stone School District.

Grounded in Bandura’s Self-Efficacy Theory and Dweck’s Mindset Theory, this qualitative study explored teachers’ …

Is The School Environment The Leading Cause Of The Rise In Burnout Rates Among Tenured Teachers?, Jazalyn A. Brown

Honors College Theses

Teacher burnout has become an increasingly significant issue within the field of education, affecting not only teachers themselves but also the learning environments within schools. Many educators face growing pressures, including overwhelming workloads, limited resources, and a lack of consistent administrative support, which can lead to emotional exhaustion and frustration over time. As more teachers report experiencing burnout or leaving the profession altogether, it becomes increasingly important to better understand the factors that contribute to this issue and how schools can respond to it. This thesis explores how school environments and leadership practices influence teacher burnout and why stronger support …

Exploring Researcher-Practitioner Authorship Collaboration In English, Foreign Language, And Mathematics Education, Rachel Cullen, Joseph Taylor, Matthew Laney, Mohamed Nouri

Journal of Practitioner Research

This study examined collaboration and bidirectional relationships between researchers and practitioners in the context of journal publications. Through exploration of research and practitioner journals in the areas of English, Foreign Languages, and Mathematics, we aimed to understand how authorship patterns and types of references illustrate the gap between research and practice. Findings indicate that collaboration between researchers and practitioners in the context of journal publications is minimal, and practitioner presence is scarce in research. The types of references included in publications are high quality regardless of authorship, but there is a problem of exposure that limits the research from reaching …

Retaining Teachers In High-Need Schools, Myram Chapman Brady

Morehead State Theses and Dissertations

A capstone submitted in partial fulfillment of the requirements for the degree of Doctor of Education in the Ernst and Sara Lane Volgenau College of Education at Morehead State University by Myram Chapman Brady on April 9, 2026.

Examining The Impact Of Professional Development On Paraprofessional Self-Efficacy In Rural Settings, Elise Murray, Moriah Smothers, Tori L. Colson, Stacey Keown-Murray

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

Due to an increasing reliance on special education paraprofessionals in rural schools, this study examines their self-efficacy beliefs before and after professional development. Using a mixed-methods approach, findings suggest no significant change in self-efficacy post-training. Paraprofessionals’ confidence was more influenced by on-the-job experiences than by a single professional development session.

Teaching Iep Development To Preservice Teachers Using Real-World Scenarios And Kentucky Resources, Laura S. Clarke, Dusty Columbia Embury

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

When considering all of the content and pedagogy required for preservice teachers to master before they begin teaching students with disabilities, candidates at public, regional university report that one of the most complex components is understanding Individualized Education Programs (IEPs) and how to write them. In this article, we will provide a program description of the structure, components, and outcomes of a model preservice personnel preparation program designed to address the pedagogical needs of university teacher education candidates in this rural state university. We will describe the plan and initial results from a small pilot study in which faculty in …

Critical Incident Analysis: A Methodological Approach For Teaching Trauma Informed Practices, Penny B. Howell, Mary S. Thomas, Shantel D. Crosby, Khirsten Scott

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

Drawing on sociocultural theory, a transdisciplinary, multi-racial team of teacher educators, a social work educator, and a scholar of English and rhetoric, designed a study focused on developing teacher candidates’ understanding of trauma-informed practices during their teacher preparation program. Qualitative data from teacher candidates’ reflections on Critical Incident Descriptions (CID) completed during student teaching reveal their developing understanding of trauma-informed practice with Timing, Maintaining Relationships, Holding High Expectations, and Engaging Students so they Remain in the Classroom as prevalent themes across all CIDs. Findings suggest that Critical Incident Analysis promotes teacher candidates’ reflection practices as they make connections …

Development Of Problem-Based Teaching Modules On Linear Systems Of Equations And Inequalities To Improve Mathematical Problem-Solving Skills, Elsya Suharnita, Kartini Kartini, Sehatta Saragih

Jurnal Pendidikan Sains

This study addresses the low mathematical problem-solving competency among Indonesian students, as evidenced by the PISA 2018 results that showed 71% failed to meet the minimum mathematical competency level. This study aims to develop a problem-based learning (PBL) module for systems of equations and inequalities content to improve Phase E students' mathematical problem-solving abilities. Using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model, this study involved expert validation, a small group trial with 12 students, and field implementation using a posttest-only control group design with 24 students in the experimental group and 25 students in the control group. The results …

Copyright Information

Journal of Science Education for Students with Disabilities

Publication rights to works is granted to Journal of Science Education for Students with Disabilities, however, full copyright for works published in this journal is retained by the author(s). The author(s) may post their works online in an institutional repository, on their university departmental website, or on their own personal websites.

From The Editors..., Thomastine Sarchet-Maher

Journal of Science Education for Students with Disabilities

No abstract provided.

Call For Manuscripts, Thomastine Sarchet-Maher

Journal of Science Education for Students with Disabilities

The Journal of Science Education for Students with Disabilities is a peer-reviewed, open access, multi-disciplinary online journal with an international focus. We publish articles that reflect the best of research and practice related to inclusive science education, including works submitted by science and special education researchers, teacher educators, and teachers. Interesting topics have included innovative curricular ideas, instructional adaptations, research-based modifications, best practices, and management strategies in science education. JSESD adopts the philosophical perspective that all students can achieve in science, and that science benefits from the full participation of all students.

A Mixed-Methods Study Of Teacher Collaboration In A Steam Professional Development Program, Katherine B. King, Justina R. Jackson, Talia C. Kessler, Meltem Alemdar

Journal of STEM Teacher Education

Teacher collaboration can be a powerful but challenging practice for K-12 educators. This is particularly true in the context of STEAM (science, technology, engineering, arts, and math) education, in which disciplines are integrated through innovative, student-centered teaching strategies. A sequential explanatory mixed-methods approach was employed to understand the impacts of a 5-year STEAM professional development program on K-12 teachers’ collaboration efforts. Using quantitative and qualitative methods and social network analysis (SNA), the study explored the nature of STEAM collaboration and identified aspects that supported and hindered successful collaboration. Quantitative analyses demonstrated that, after participating in the program, the teachers engaged …

Enhancing Science Accessibility And Engagement For Students With Visual Impairments: A Randomized Trial Of The Talking Labquest In Nigerian Schools, Sariat A. Adelakun Dr

Journal of Science Education for Students with Disabilities

Students with Blindness in Nigeria are often erroneously perceived as incapable of engaging with science at the basic education level, contributing to their low enrolment in science-related careers. Although various techniques and materials have been proposed to support students with blindness in science, many lack empirical validation. This study investigated one such approach by examining the impact of the Talking LabQuest on the interest of Students with blindness in science subjects.

A randomized controlled trial was conducted in inclusive junior secondary schools in Nigeria, involving 20 classrooms over an 18-week period. Twelve classrooms were randomly assigned to the intervention group, …

Human-Centered Leadership Coaching For School Redesign & Career Connected Learning, Monica White

Bank Street Education Center

Focusing on the Bank Street Principal Innovation Fellowship’s first cohort, this report examines how coaching supported principals as they implemented FutureReadyNYC, the district’s career-connected learning initiative. Through case studies of four principal-coach pairs, the report identifies an emerging leadership coaching model—including key principles, practices, and outcomes—that contributed to meaningful school-level progress and offers insights for school systems seeking to use coaching to strengthen principals’ capacity to lead complex change.

Multimedia-Based Interventions To Improve Science Learning Outcomes For Deaf Students At Wangsel Institute For The Deaf., Cheten Tshering Mr., Tshering Wangchuk

Journal of Science Education for Students with Disabilities

Efforts have been made to ensure inclusive learning opportunities for all students, including those from diverse backgrounds. One key strategy to enhance children’s learning and academic performance involves the thoughtful selection and application of instructional tools tailored to meet learners' specific needs. This study examines the impact of multimedia-based instruction on science achievement among deaf students at Wangsel Institute for the Deaf in Bhutan. Using a quasi-experimental design, the research compared pretest and post-test results between a control group and an experimental group. Data analysis included descriptive statistics (t-test) and ANCOVA. The findings indicated a statistically significant differences (p = …

Ai In Pk-12 Education: Implications For Teaching And Learning, David Naff, Meleah Ellison, Casey Bailey, Tzu-Wei Wang, Kiana Bradford

MERC Publications

This research and policy review from the Metropolitan Educational Research Consortium (MERC) explores the implications of artificial intelligence (AI) for teaching and learning in public PK-12 education. It is part of a two part series with a companion report focused on AI implications for PK-12 policy. The report explores two questions:

1. How is AI shaping teaching and instructional practice?
2. How is AI shaping student learning and development?

It concludes with a series of key takeaways and recommendations for PK-12 policy and practice.