Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons^™

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

Dissertations, Theses, and Projects

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

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 …

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 …

Thinking Local Through Sources: Implementing Place-Based Education & The Inquiry Design Model, Kelli L. Knight

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

Place-based educational methods are utilized across subjects to connect students with their local communities, and tasking them to grapple and solve real-world issues. Since place-based education (PBE) centers the students’ sense of place, this allows for the social studies disciplines to provide opportunities for place-based practices to take root. Through the use of the Inquiry Design Model (IDM), specifically through source material, place-based methods can be incorporated into the social studies classroom. The purpose of this paper is to provide a practical way in which, both pre-service and in-service, can modify IDMs to make them place-based by using local sources. …

Book Review: A Literacy Coach’S Playbook: Building A Winning Team To Improve Student Achievement, Kirsten Burke Smith

The Language and Literacy Spectrum

This scholarly book review of A Literacy Coach’s Playbook: Building a Winning Team to Improve Student Achievement (Brieske-Ulenski & Kelley, 2025) provides a detailed overview of a new clinical model of literacy coaching. The proposed approach, a Clinical Literacy Coaching Framework (CLCF), draws upon a medical model to build Literacy Leadership Teams (LLT) to improve data-informed and culturally-sustaining instruction.

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 …

Examining The Learns Act And Its Effect On Teachers' Pursuit Of Advanced Degrees In Arkansas, Demetre Calhoun

ATU Theses and Dissertations 2021 - Present

The focus of this study was to examine the relationship between the Arkansas LEARNS Act and public-school teachers’ choices on their intent to pursue an advanced degree. The results provide insight into the potential impact of changes to the salary structure and financial incentives for completion of an advanced degree and the implications for teachers, school districts, and higher education programs.

The results indicated that while salary considerations were significant factors for teachers in their thinking about advanced degree completion, professional goals and career plans for teachers were ultimately the guiding factors. This suggests that compensation reform will not sufficiently …

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 …

What Keeps Teachers: A Systematic Review Of Induction And Early-Career Teacher Retention In Rural Schools, Bobbie Jean Mcdonough

Teacher Education, Educational Leadership & Policy ETDs

Teacher retention remains a persistent challenge in United States education, particularly in rural K–12 public schools. This systematic review synthesized empirical research on induction and early-career teacher retention in rural United States settings published between 2000 and 2025. Guided by a postpositivist framework and aligned with PRISMA 2020 standards, 56 studies met inclusion criteria following structured database searches and multi-stage screening. Findings across the included studies indicate that retention was most consistently associated with induction, mentoring, professional learning, responsive leadership, collegial relationships, and teachers’ integration into their school and community, with no single support appearing sufficient in isolation. Across research …

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.

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, …

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 = …

The Effect Of Occupational Roles, Burnout, And Efficacy On Job Satisfaction Among K-12 Teachers, Chloe Schwahn

Masters Theses

The aim of this study was to investigate variables that may impact the ratings of job satisfaction by practicing Illinois K-12 teachers specifically examining if the variables of occupational roles, burnout, efficacy, and other relevant covariates are correlated and/or have predictive utility on teacher job satisfaction. A secondary goal was to raise awareness about the stressors teachers face in their work environments. Survey materials included a demographics questionnaire, an occupational roles catalog, the Copenhagen Burnout Inventory, the Teacher Sense of Efficacy Scale, and the Teacher Job Satisfaction Scale. Seventy-six practicing Illinois K-12 teachers completed the study. Results of the current …

The Teacher Shortage Crisis: How Workplace Relationships Influence Retention, Attrition, And The Education Labor Market, Jeremy Brooks

University of the Pacific Theses and Dissertations

This study took a closer look at how high school teachers perceive the ongoing teacher shortage, with particular attention to how workplace conditions and the broader school climate impact whether they choose to stay in the profession. Special focus was given to teachers in their first five years, a group especially vulnerable to early attrition. As the conversation around teacher turnover grows louder, this research seeks to better understand what’s driving teachers’ decisions from their own perspectives, not just policy data or administrative assumptions.

The study used a basic qualitative research design, relying on one-on-one, in-depth interviews to gather insights …

Developing A Classroom To Support Culturally Responsive Teaching: A Culturally Responsive Aspiring Teacher Assignment, Steven K. Sharp, David L. Conrad

Journal of Applied Disciplines

Following the development of the [State] Culturally Responsive Teaching and Leading Standards (CRTL), one University teacher preparation program created an assignment to challenge aspiring educators to think critically about culturally responsive teaching. With structural challenges such as tracking and culturally biased standardized testing, the program needed to evaluate how aspiring teachers would address those challenges while delivering a diverse curriculum, connecting with home and families, and valuing different linguistic backgrounds. Within a course on cross-cultural education, we developed a four-part assignment aligned with the course textbook by Nieto and Bode (2018). First, candidates created a reasonably diverse classroom to simulate …

Investigating The Relationship Between Noun Classes And Plant Folk Taxonomy In Chasu Language Of Kilimanjaro Region In Tanzania, Peter Rabson Mziray

Journal of Humanities and Social Sciences

The current study investigates the relationship between noun classes and plant folk taxonomy in Chasu (G 22). The study focuses on two objectives: the first objective is to describe the plant folk taxonomy in Chasu and the second objective is to determine the relationship between noun classes and plant folk taxonomy in Chasu. Data were collected from rural villages in Same and Mwanga districts by using free listing, field interviews (jungle-walk-and-identify), and written texts containing Chasu plant names. The findings reveal that Chasu folk taxonomy reflects different ethnobotanical categories; including a unique beginner which is mmea/mimea ‘plant(s)’, and three life …

Rethinking Civic Education. A Review Of Education For Liberal Democracy: Using Classroom Discussion To Build Knowledge And Voice, Jordan Garner, Colton Morton, Palak Shah

Democracy & Education

In his book Education for Liberal Democracy: Using Classroom Discussion to Build Knowledge and Voice, Walter Parker (2023) takes a centrist approach to redesigning civic education. Throughout the book, Parker provides valuable strategies teachers can implement into the K–12 social studies classroom to teach for democracy. While we believe Parker's instructional strategies lay the groundwork for reshaping civic education, we contend that the book does not adequately address issues of inequality and inequity. We would also challenge Parker to think about how teachers can educate for democracy outside of the social studies curriculum in the United States and globally. …

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.

Pinterest Can Help Teachers Cook A Casserole, But What About Lgbtqia+ Affirming Lesson Plans For Students Of Color?, Denise Villarrial Nealon

Deliberately Queer Journal

We have learned to be crafty homemakers, small space decorators, and even teachers through the eye-catching appeal of sites like Pinterest or Teachers Pay Teachers (TPT). The accessibility and ease of searching for a preset lesson saves time, and in a society where teachers are paid far less than what they are worth and asked to work longer hours than they are paid for, this makes sense. Using the theoretical frameworks of CRT, QueerCrit, and CRP, along with the concepts of intersectionality, can build learning tools for new teachers to disrupt previous exclusionary practices that prevent LGBTQIA+ students of Color …

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 …

Administrators’ And Teachers’ Perceived Importance Of The Holistic Framework For Professional Development Elements: Survey Research, Adrianna Cate

Dissertations, Theses, and Projects

This study researched the six elements of the Holistic Framework for Professional Development (HFPD) to understand administrators’ and teachers’ perceived importance and how demographic variables impacted those perceptions. This was done to contribute to the current gap in the literature regarding how to design and carry out effective professional development. The quantitative survey research utilized exponential, non-discriminative snowball sampling to recruit participants. Fifteen administrators, 64 teachers, and six participants working in ‘other’ roles in their school participated. These participants were citizens of fifteen different countries and worked across eleven countries worldwide. Even given this diverse sample, the results of this …

Call For Manuscripts, Michele J. Koomen, Thomastine Sarchet-Maher, Jessica Williams

Journal of Science Education for Students with Disabilities

No abstract provided.

Call For Manuscripts, Michele J. Koomen, Thomastine Sarchet-Maher, Jessica Williams

Journal of Science Education for Students with Disabilities

No abstract provided.