Education

Permanent URI for this collectionhttps://hdl.handle.net/10323/11888

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Preparing elementary education teacher candidates in michigan to teach multilingual learners: insights from curricular alignment and teacher preparation strategies
(2025-01-01) Super, Angela Komsic; Smith, Julia; Nidiffer, Jana; Carver, Cynthia
Growing linguistic diversity in U.S. schools and the emergence of new policies and teaching standards have increased the need for all teachers to be prepared to teach multilingual learners in a linguistically responsive manner. In Michigan, the Michigan Department of Education (MDE) revised its Standards for the Preparation of Teachers of Lower Elementary (PK-3) Education and Standards for the Preparation of Teachers of Upper Elementary (3-6) Education in 2020 to address this need. The revised standards emphasize preparing all general education teacher candidates to support English learners across content areas while allowing flexibility in curriculum design. This exploratory, descriptive case study examined how Michigan’s undergraduate elementary education teacher preparation programs aligned their programs with the revised state standards and the principles of linguistically responsive teaching theory (Lucas & Villegas, 2011, 2013). I collected survey data from elementary education teacher preparation program leaders and faculty to learn more about the strategies, challenges, and successes that they experienced in preparing teacher candidates to teach multilingual learners since 2020 and the extent that these efforts reflected linguistically responsive teaching practices. In addition, I conducted document analyses of three programs with the highest reported levels of teacher candidate preparedness to meet the needs of English learners. The findings revealed substantial variation in how program leaders integrated multilingual learner preparation into their curricula as well as in the strategies, challenges, and successes that they described. The three programs with the highest reported levels of teacher candidate preparedness to meet the needs of English learners appeared to demonstrate comprehensive integration of all seven tenets of the framework across coursework and field experiences, as reflected in their publicly available materials. Overall, the findings contribute to the literature by highlighting a theoretical framework for teacher preparation leaders to use in self-assessing and strengthening their curricula and by offering practical guidance for aligning programs with state standards to improve the preparation of future teachers to serve English learners at all proficiency levels.
The impact of a semester-long positive psychology course on high school students’ mental health and well-being
(2025-01-01) Sepetys, Jennifer; Smith, Julia; Wells, Caryn; Mohiyeddini, Changiz; Abbott, Christine
There is an increasing need to provide mental health support for adolescents as they struggle to manage high levels of stress and anxiety and often lack the coping skills to navigate the challenges of high school. Supporting and guiding students with their mental health challenges has become an ongoing concern, as many students reported being overwhelmed by academics, the highest ranked stressor in this study. The purpose of this mixed-methods case study was to examine the impact of a semester-long Positive Psychology course on high school students’ mental health and well-being. From 2022 to 2025, 490 students completed the Positive Psychology course and identified the interventions and strategies that most influenced their well-being during the semester and ones which made a lasting impact. Quantitative data were collected through surveys administered four times: at the beginning of the semester, the end of the quarter, the end of the semester, and through a follow-up survey in 2025 that was sent to prior students. Qualitative data included student reflections from final papers, a focus group, and individual interviews where students described the interventions that supported their well-being and reduced anxiety. A control group of 100 students who did not take the course was compared to their peers who had enrolled in Positive Psychology. Findings revealed that students who completed the Positive Psychology course reported decreases in anxiety and increased use of coping strategies compared to the control group. The course concepts demonstrating the most growth were mindfulness, gratitude, flow, PERMA, and learned optimism. The findings of this study suggest that integrating a Positive Psychology course into a high school curriculum may foster resilience, reduce anxiety, and enhance adolescents’ well-being through evidence-based interventions.
Interrogating mutual benefit in urban school-university partnerships
(2025-01-01) Patillo-Dunn, Mary Lee; McMillon, Gwendolyn T; Brock, Cynthia; Moore, Jason; Caylor, Emily; Ligocki, Danielle
Principals prioritize the most pressing needs in the school, often with a focus on literacy achievement. Although universities establish partnerships with elementary schools to enhance the literacy development of preservice teachers in teacher education programs, these collaborations do not consistently result in measurable improvements in the school’s own literacy outcomes. This study employs a multiple case study design to examine the factors that influence prioritization of mutually beneficial literacy partnerships in urban elementary schools. Guided by Social Capital Theory and Maslow’s Hierarchy of Needs, data were collected from principals, classroom teachers, university faculty, and preservice teachers, through interviews, observations, and document analysis. Findings revealed three central themes: the influence of school culture and climate, stakeholders’ conceptualization of mutual benefit, and the strategic vision required to sustain effective partnerships. The study contributes to the growing literature on school-university collaboration by illuminating the conditions under which such partnerships can advance both school improvement and teacher education. Implications are offered for principals and university faculty seeking to cultivate sustainable, reciprocal, literacy-focused partnerships.
The Impact of the Degree of Standardization and Stratification on Student Achievement, Equity, and Access
(2025-01-01) Hernandez, Jennifer Ann; Strubler, David C.; Cintron, Alexander M; Martin, Robert A
Over the past several decades advancements in technology have created a global economy, influenced by political trends. Globalization has increased the demand for higher skilled workers, intensifying competition in the labor market. In 2018, 79 countries representing about 90 of the global economy participated in the The Programme for International Student Assessment (PISA) to understand performance differences and promote collaboration on education issues. This study used a mixed methodology approach to examine the impact of the degree of standardization and stratification on student achievement, equity and access. The study used international comparative data to identify key indicators of a highly standardized and stratified education system to develop a survey that was distributed to Career and Technical Education teachers and administrators across the state of Michigan. In addition, 5 CTE teachers were interviewed using a presentation of the findings.
Asexuality and Disability: Structuring and Exploring Education-Centric Theories and Research through Combined Experience
(2025-01-01) Archer, Matthew Wayne; Smith, Julia; Cuthbert, Karen; Groomes, Darlene
This dissertation-by-publication introduces and examines historical and theoretical foundations of asexuality and its potential use as a critical theory set in higher education and Human Resource Development (HRD) contexts, including critical asexuality's applied use when combined with queer theory and disability theory (aka, "crip" theory). The three articles contained within included (1) a conceptual piece discussing concepts of Homonormativity and applications within queer studies in education, (2) a qualitative study of 19 college-aged participants representing varied gender and sexual identities navigating online consent conversations as mediated through dating apps, and (3) a qualitative study of 9 Critical HRD scholars discussing critical research and teaching, including the lack of proliferation of critical applications outside of academia. Collective findings of the three articles were filtered through the theoretical lenses of asexuality and crip theory, including (1) queer definitions and re-definitions, (2) concepts of expansiveness, (3) hypersexualization and de-sexualization, (4) disaffiliation, disaggregation, and disidentification, and four different definitional/conceptual understandings of asexuality: (1) oppositional understandings, (2) relational understandings, (3) embodied understandings, and (4) social understandings. Collective implications were filtered through the lens of current sociopolitical climate, and include discussion of asexuality and crip theory's (1) broad applicability and interaction with existing frameworks, (2) interactions with powerful systems, and (3) requirements for a change in approach, including the need for Tolerance for Error (a Universal Design concept), the lack of reflexive self-critique of DEI applications, and the need for restorative practices both applied to and expanded beyond current research
Accessing Grade-Level Mathematics Curriculum for Tier-Three-Heavy Urban Classrooms
(2025-01-01) Moore, Cassandra; Johnson, Eileen; Martin, Robert; Ligocki, Danielle
This dissertation explores the instructional strategies that elementary mathematics teachers employ to support large groups of students who function two or more grade levels below in tier-three-heavy urban classrooms. With a focus on teacher efficacy, teacher agency, and attribution theory, this study investigates how educators navigate the challenges of optimizing grade-level mathematics curriculum for students who struggle to meet proficiency benchmarks. Utilizing a comparative case study approach, classroom observations and semi-structured interviews were conducted with teachers in both tier-one-heavy and tier-three-heavy classrooms. The findings highlight the instructional scaffolding, differentiated teaching methods, and motivational strategies that teachers implement to bridge academic gaps while managing resource limitations and time constraints. This research contributes to the discourse on equitable mathematics education by providing insights into the realities of teaching in urban public schools and advocating for more effective interventions to enhance student achievement.
“What You Know About Transferring?”: Exploring Transfer Experiences of Black Transfer Students at Historical White Institutions
(2025-01-01) Johnson, Raenece D; Sulé, V. Thandi; Smith, Julia; Beam, Maria
The ongoing underrepresentation of Black students, especially during transitionslike transferring from community colleges to historically White institutions (HWIs), highlights critical systemic inequities requiring urgent action. Black transfer students often face unique challenges rooted in racialized and institutional barriers, including microaggressions, racism, and inadequate advising, that threaten their sense of belonging and academic success. Despite these obstacles, Black transfer students demonstrate resilience, agency, and strength, leveraging cultural assets and support networks to navigate their transfer journeys. This qualitative study examines the lived experiences of Black transfer students transitioning from community colleges to HWIs, highlighting their agency, strengths, and the resources they utilize to navigate their academic journeys. This study also examines the racialized and systemic challenges Black transfer students encounter and the resilience they draw upon in the face of adversity. Guided by Critical Race Theory (CRT) and Community Cultural Wealth (CCW), this study examines how vii race, culture, and social capital influence Black transfer students’ perceptions, challenges, and successes during their transition from a community college to their initial semester at the HWI. Data were collected through semi-structured interviews with purposefully selected participants, allowing for an in-depth exploration of their lived experiences. Guided by Critical Race Methodology, the analysis uncovered five key themes: Belongingness, Capitalizing on Support, Shock and Confusion: Navigating the Unknown, Agentic Advocacy, and The Blueprint: Black Transfer Student Experiences that Shape Success. This approach enabled a nuanced understanding of how race, power, and systemic inequities influence students’ perceptions and pathways, emphasizing their agency and resilience within racially charged institutional contexts. Findings highlight barriers such as microaggressions, racism, and insufficient advising, which threaten Black transfer students’ sense of belonging and academic persistence. Conversely, the mobilization of cultural assets, proactive self-advocacy, and culturally responsive institutional support act as vital resilience factors. This study highlights the importance of higher education institutions implementing inclusive practices, increasing representation, and developing targeted support systems to promote equitable pathways for transfer. By centering the voices of Black transfer students, this research offers critical insights for policymakers and practitioners seeking to dismantle systemic inequities and foster a more equitable and supportive educational environment.
Exploring the challenges faced by Islamic higher learning institutions in obtaining accreditation
(2024-01-01) Hammami, Abdul Fattah; Smith, Julia B; Nidiffer, Jana; Alhawary, Mohammad T
The Muslim population is increasing in the U.S. and is expected to be the second largest religious group shortly. The demand for learning Islamic studies and Arabic by Muslims and non-Muslims was behind the formation of several Islamic colleges and universities. Although many Islamic higher learning institutions have been operating in recent years to serve Muslim and non-Muslim students, only one has obtained accreditation. The primary goal of this study was to explore the challenges Islamic higher learning institutions face in obtaining accreditation. This study adopted the case study approach and depended on three data tools: interviews, surveys, and documents collected from three Islamic higher learning institutions. Three participants participated in the interviews, and nineteen responded to the survey. Many documents were also collected from three institutions, allowing the researcher to triangulate the data to achieve better and more accurate results. The results revealed several challenges Islamic colleges and universities face in obtaining accreditation. Among the challenges were financial constraints, retaining faculty, the absence of support by the Muslim community, accommodating students' needs, and misperception of Islam and Islamic institutions. However, biases toward Islamic institutions were denied neither by the accrediting agencies nor by others
Exploring mediation in literacy development: peer, teacher, and robot interactions in early learning contexts
(2024-01-01) Bakhoda Lakalayeh, Iman; McMillon, Gwendolyn Thompson; Louie, W. Geoffrey; Leigh, S. Rebecca
This dissertation presents three studies focused on mediated literacy interventions to support emergent bilingual and young learners' reading comprehension and vocabulary development. Chapter Two examines teacher-student interactions during read-aloud sessions, analyzing how specifice mediations enhance bilingual students' engagement and comprehension, as submitted to the Journal of Literacy Research. Chapter Three, published in The Journal of Literacy and Technology, explores how children learn to use digital features in app books during buddy reading sessions, emphasizing peer mediation's role in developing digital literacy skills. Chapter Four investigates robot-mediated read-alouds, focusing on the feasibility of a robot providing instructional support to young children, which highlights both opportunities and challenges in robotic engagement with literacy tasks. Collectively, these studies underscore the significance of diverse mediated learning approaches - teacher-guided, peer-supported, and robot-facilitated - in enhancing literacy outcomes, offering insights for educators and researchers in developing innovative, inclusive literacy interventions
Starting college during COVID: examining whether summer bridge programs’ initiatives, goals, and outcomes translate to a remote environment
(2024-01-01) Thompson, VaNessa Patricia; Smith, Julia B; Martin, Robert A; Sulé, Thandi; Brown-El, Omar
This dissertation investigates the experiences and outcomes of students who participated in remote summer bridge programs during the COVID-19 pandemic which was the 2020-2021 and 2021-2022 academic years. The study aims to evaluate the impact of these programs on overall student persistence. Student persistence is the participants’ attributions, retention, self-efficacy, and sense of belonging. The remote summer bridge program cohorts will be compared by in-person cohorts in years previously and following. Utilizing a sequential mixed-methods approach, the research examines quantitative data on retention rates and GPAs, alongside qualitative insights into students’ personal growth, confidence, and sense of belonging. The findings reveal that remote summer bridge programs enhanced students’ preparedness for college-level work and fostered strong social connections and community despite negative attributions about the remote facilitation. Lastly, recommendations are provided for incorporating remote learning into future summer bridge programs and suggests longitudinal assessments to evaluate the long-term impact on student success.
Parents' opinions on using applied behavior analysis (ABA) to increase neurotypically developing children's level of physical activity
(2024-01-01) Faheem, Ahlam Mohammed E; Korneder, Jessica; Smith, Julia; Ricks-Doneen, Julie; Kranak, Michael
Physical activity is important to reduce the risk of several diseases and in some cases death. Early childhood theorists stressed the importance of physical activity, lowering its cost, and rewarding physical movements. ABA interventions were an essential part of this paper because of its importance in altering the behavior and keeping the desired change even after the intervention. In general, parents and teachers’ motivations and engagement with children were the most effective way to increase physical activity in both ABA and ECE articles. Results of this research found that general knowledge of ABA is low and there is a need to increase ABA awareness and usage in the society before directing toward specific interventions. Finally, the cost of ABA interventions without insurance coverage is astronomical, yet all children have the right to receive behavioral treatments and live in an altered environment that ensures them the best overall development
Understanding the lived experiences of Saudi Arabian international students in the United States during the first strike of the COVID-19 pandemic: a phenomenological study
(2024-01-01) Aldaej, Sarah Adel I; Smith, Julia; Nidiffer, Jana; Johnson, Eileen
This research aimed to explore the lived experiences of Saudi Arabian international students studying in the United States during the first strike of the coronavirus (COVID-19) pandemic. Three research questions guided my study: What challenges did Saudi Arabian international students studying in the United States experience at the onset of the COVID-19 pandemic? What type of support or services did the students receive from their institutions or the government? How did the students cope and adjust as the COVID-19 pandemic persisted? This research applied segmented assimilation theory to the students' integration theory and drew on higher education research literature to suggest some indicators that could be employed to study international students' perceptions of their higher education experiences. The aim was to gain a deeper understanding of students' experiences from underrepresented groups better. I employed a qualitative research design to develop an understanding and identify common challenges Saudi Arabian international students experienced during the first strike of the coronavirus pandemic. I collected data from 10 participants by conducting in-depth phenomenological interviews. I developed the interview protocol with a list of semi-structured interview questions prepared in advance and used to guide the interviews. The findings revealed six major themes: (a) Financial impact, (b) Impact on academic life, (c) Institutional communication and support, (d) Impact on social life and social support, (e) Emotional and psychological impact and support, and (f) Strategies for adaptation and persistence. The themes from the participants' experiences revealed intersections with and ties to the scholarly literature. My research developed an understanding of the perspectives expressed by Saudi Arabian international students in the early stages of the COVID-19 pandemic. Understanding the lived experiences of underrepresented groups is crucial for policymakers and regulators, as well as for those developing support initiatives, to effectively serve these populations. The recommendations for future research and professionals provide a clear direction in developing support programs for international students and enhancing the services provided to them, with the aim of promoting their well-being and facilitating their progress
Leading Chinese Heritage Schools: A Case Study Exploring the Leadership of Effective Transmission of Culture
(2025-01-01) Huang, Shuo; Smith, Julia; Bills, Patricia; Flumerfelt, Shannon
The purpose of this study was to examine the leadership effectiveness of a nonprofit, volunteer-based weekend Chinese heritage language school, focusing on its Board of Trustees and Administrative Committee. This research explored the dynamics of leadership and collaboration within the school, specifically through the lens of a curriculum reform event. This study used a qualitative case study approach, collecting extensive data through 17 one-on-one interviews, two board meeting observations, one administrator office observation, a review of the bylaws, and parent survey data with 78 responses. A multi-step coding process identified key themes related to leadership and administration, revealing the situational factors that influence the school’s performance, including its challenges and achievements. Key findings revealed that the leadership team demonstrated effectiveness in both weekly operations and during the curriculum reform, although small conflicts existed. Their collaborative efforts and structured approaches enabled the school to navigate complex challenges while fulfilling its mission of promoting Chinese language and culture. Their work reflected transformational and distributed leadership, fostering a shared vision and empowering stakeholders through collective decision-making and responsibility. Implications of these findings suggest that improving governance, communication, and operational efficiency is crucial for the sustainability of nonprofit heritage language schools. Clearer registration processes, structured meeting schedules, and regular curriculum discussions could enhance stakeholder satisfaction and instructional quality. Strengthening leadership accountability and exploring hybrid governance models may also improve long-term stability. Future research on leadership in diverse heritage language schools could offer valuable insights into best practices for organizational effectiveness and cultural preservation.
Returning to “Normal” After the Covid-19 Pandemic: An Examination of How One Midwestern Suburban Middle School Returned to In-Person Learning
(2025-01-01) Radcliffe, James Brian; Smith, Julia B.; Smith, Julia B.; Klein, C. Suzanne; Miller, Karen AJ
The COVID-19 pandemic highlighted the role that schools play in the development of adolescents. During this time in their lives, the social and emotional aspects of learning are highlighted as students struggle to "fit in" with their peers. Along with this struggle, adolescents are developing their own unique identity. Taken together, these aspects of adolescence often result in the manifestation of what are considered to be inappropriate behavior in school. This case study examined the changes that were made at one midwestern middle school in the wake of the COVID-19 pandemic and the consequences of those changes, perceived or otherwise. This research was conducted using a mixed methods descriptive and explanatory case study approach. The research questions that for this study were: Did the changes that were implemented at this school have an impact on student behavior? What were the perceptions of staff members, students, and administrators of the changes and how they impacted student behavior? What did the objective office referral data show about student behavior? What can we learn from this experience that might be used in the future? Using data gathered from student focus groups and staff and administrator interviews, I discovered three prevalent themes: health and safety issues, increase in behavior issues, and decreased behavior expectations and enforcement. An analysis of the office referral data showed that the themes referenced above were not supported by the number of office referrals during the time period in question and the office referral data did not match perceptions of students and staff
Effective Instructional Practices: Secondary School Teachers View about Teaching Secondary Mathematics with Technology
(2024-01-01) Sandhu, Surinder Kaur; Smith, Julia B.; Nidiffer, Jana; Abbott, Christine
The study explores the integration of technology in teaching mathematics, providing current secondary mathematics teachers with effective practices and guiding future mathematics teachers toward a technology-pedagogical approach. In this study, I focused on effective teaching practices with technology in teaching mathematics to current secondary mathematics teachers to guide future mathematics teachers in adopting a technology-pedagogical approach. This research addressed secondary mathematics’ preparedness level to implement effective teaching methods in the digital age. A district from a Midwest state was used to collect data using a sequential explanatory method; a survey was sent to the secondary mathematics teacher with an option for those who wanted to participate in the interview. The results indicated that current teachers have some knowledge of technological tools but not to the full extent that they can integrate them into their daily instruction. The study suggested that current secondary mathematics teachers require ongoing professional development to enhance their technological knowledge and use it effectively.
Saudi Parents’ Perspective on the Role of Social Media Platforms in Promoting Parenting Knowledge
(2022-01-01) Alahmadi, ٍRima Abdulilah D; Wakabayashi, Tomoko; Oden, Sherri; Bhargava, Ambika; Smith, Julia
The purpose of this research was to assess social media, and specifically a podcast entitled Consultation with Sarah, as a source for parents obtaining knowledge about children’s development, and to consider the factors that influence the use of social media to acquire knowledge on parenting in Saudi Arabia. The questions inquired about sources of information Saudi parents perceive as beneficial for learning about parenting, and which factors, such as gender, age, number of children, marital status, education, and employment status, are related to knowledge seeking behaviors. The research questions also sought to understand if there was a difference reported by Saudi parents who use social media for parenting knowledge before the COVID-19 pandemic. The Using Social Media for Parental Knowledge Survey was distributed to 353 Saudi parents. A mixed method survey design was used, as the survey included both multiple choice and open-ended questions. SPSS was used for quantitative data analysis. Findings indicated websites and social media were the two most common sources parents utilized to obtain parenting information. Results also indicated there were differences in knowledge seeking or reported parental knowledge based on gender, age of parents, marital status, education level, and employment status. Findings also indicated there was a statistically significant difference in respondents’ use of social media before COVID-19, although there was not a difference with regard to Consultation with Sarah. Finally, the results suggested listening to the Consultation with Sarah podcast made a significant difference in parenting knowledge, and there was a statistically significant difference reported by parents or caregivers who listened to the Consultation with Sarah podcast. The qualitative findings shed light on the reasonings behind the relationships. These findings may provide valuable information for parents, caregivers, podcast leaders, influencers, and educators.
A Different World: an Examination of the Relationship between Student Involvement and Student Well-Being in Black and White Students at a Predominantly White Institution
(2023-01-01) Millet, Mackenzie Janelle; Smith, Julia; Close, Stacey; Sulé, V. Thandi
The purpose of the study was to compare the relationship between student involvement and student well-being in Black and White students at a Predominately White Institution. Research has shown that students who are involved in organizations have more positive collegiate experiences. The primary areas of the study focused on student involvement, student well-being, and student racialized experiences and the relationship with anxiety, self-esteem, depression and psychological stress. Ultimately, this study examined the factors that contributed positively or negatively to the experiences of students on campus and provided recommendations for increasing the emotional well-being of Black students at Predominantly White Institutions. The methods for this study used a quantitative, cross-sectional approach. Data collection involved survey data which explored relationships between variables and the testing of differences between groups for significance. More specifically, it used descriptive statistics, cross tabulations (chi-square), one-way ANOVA, correlations between continuous measures and compared the size of correlations. The key findings of this study were that the majority of students were involved in at least one organization on campus. Both races of students stated their reasons for joining were due to enjoyment in the organizations, positive feelings of connectedness, sense of belonging, and celebration of cultural traditions. Additionally, students reported to have lower levels of depression and anxiety when they were involved in organizations on campus. This finding suggests that it is not the quality or number of organizations in which students are involved that impacts their emotional well-being; rather, it is the quality of experiences. Students indicated that negative experiences with microaggressions resulted in stress, anxiety, and depression, and a decrease in self-esteem. Furthermore, students reported having higher levels of self-esteem when they felt integrated within the university community
Exploring the Experience of Using the Madrasati Platform to Deliver Instruction
(2024-01-01) Alsubaie, Abdullah Saad S; Smith, Julia; Nidiffer, Jana; Flumerfelt, Shannon R
This research explored the impact of the Madrasati platform on the performanceand role of high school teachers in Saudi Arabia, with a focus on the Jazan region. Utilizing a mixed-methods approach, the study addressed the key research questions, including the extent of the Madrasati platform contribution to teacher support and its impact on content delivery, communication, evaluation, motivation, autonomy, and knowledge sharing. The research design of this study incorporates both qualitative and quantitative methods. The purpose of using mixed methods was to provide a comprehensive understanding of teacher experiences. The study setting in the Jazan region is characterized by diverse terrain, a growing population, and significant developments in educational infrastructure. The choice of this region allows an in-depth exploration of how the Madrasati Platform aligns with the cultural and educational context. Participants of this study were 333 high school teachers from various disciplines, ensuring a diverse sample for robust statistical analysis. Data collection involved a structured survey with multiple-choice and open-ended questions, addressing demographic information, platform experiences, and suggestions for improvement. The researcher has followed ethical guidelines, secured approvals from the Institutional Review Board and the Ministry, and emphasized participants’ confidentiality. The data analysis was done by using statistical software and qualitative methods to derive meaningful insights into the platform impact. This research contributed to the broader understanding of educational technology in Saudi Arabia, particularly in the context of government initiatives to enhance teaching practices. The findings of this study aimed to inform educational policies and improve the Madrasati Platform, ultimately benefiting high school teachers and students in the Jazan region and in other parts of Saudi Arabia.
A Case Study of the Role of Universal Design for Learning in Impacting Teacher Professional Development and Instructional Design
(2022-01-01) Wozniak, Carrie Marie; Johnson, Eileen S.; Martin, Robert; Flummerfelt, Shannon
Educators continue to try to address the many different learning styles, disabilities, and intelligences of the students who enter their classroom. With each new year, the ask of our teachers becomes greater. Consequently, designing instruction from the start that addresses the many differences found in a classroom is a challenge for educators. Therefore, professional development centered around creating a flexible learning environment that reaches many types of learners has become the new expectation. The purpose of this mixed method case study was to understand the impact of professional development using the Universal Design for Learning framework on changing teacher practices, and thereby increasing perceived student engagement at three local middle schools.The findings of this study were analyzed through the lens of four data sources: Teacher Focus Groups, Teacher Lesson Plans, Teacher Formative Assessments - Understanding the Role of Lesson Design, and the Technology Usage Perception Survey. My study revealed the challenges that teachers had with identifying students unique learning needs and shows the importance of schools having a systemic learning framework. Teachers understood the importance of student engagement and good instructional design; however, designing the lessons to create a learner-centered classroom required them to completely rethink their lesson design process. This study concludes with recommendations for redesigning professional development, job embedded coaching, and systemic implementation of the UDL framework within a school district.
White Man White Space to White Man Black Space: A Critical Autoethnography by a Privileged White Educational Leader
(2023-01-01) Rabbideau, David E.; Smith, Julia B; Johnson, Eileen; Martin, Robert
The purpose of this critical autoethnographic study was to explore, (a) therole that race played in shaping my responses to demographic changes in the public school district that I served, (b) how I could use this new understanding to improve my practice as an educational leader, and (c) how my research and experience could serve as a model for other White leaders, who like me, represent most educational leaders serving all students and in particular, African American children.

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