Submissions from 2024
To What Extent Does Attending a Predominantly White Suburban Public High School Shape the Racial Identity Development of Black Students?, Ross T. Hamilton Jr.
Teaching STEM for Social Justice: An Exploration and Analysis of Teachers’ Pedagogical Content Knowledge, Zachary Minken
An Exploration into Urban Middle School Teachers’ Perspectives on Student Voice and Their Classroom Management Approaches, Gina D. Upshaw
Submissions from 2022
Exploring Caregivers’ Perceptions of Their Trans Children’s Elementary School Experiences, Kylene Phillips
Submissions from 2021
The Effect of Responsive Classroom on the Social Emotional Learning of Preschool Children: A Mixed Methods Study, Jacqueline Barnhart
Mindfulness & Mindset: The Winning Combination? The Exploration of The unSTUCK Method® on Developmental Math Students: A Mixed Methods Study, Edite Birnbaum and Edith L. Birnbaum
Submissions from 2020
The Impact of Parent Training on Access to Care for Children with Autism Spectrum Disorder, Rian Brown-Beasley
Text Messaging Between School Counselors and Students: An Exploratory Study, Nicholas R. Gilly
Examining New Teachers’ Perceived Reality Shock and Stages of Concern upon Entering the Profession, Meghan Markle
Attitudes, Beliefs and Self-Efficacy of Elementary Teachers Towards Inclusive and Equitable Education in a Diverse Suburban School, Rachel Mcclellan-Kirksey
Developing Teachers’ Intentions of Incorporating Socioscientific Issues in Lesson Design, Zachary Minken, Augusto Z. Macalalag Jr., and Greer Richardson
Students’ Perceived Cultural Intelligence Outcomes based on their Participation in Undergraduate Courses that Embed Short-term International Travel: A Case Study, Margaret Arrison Nolan
Public-school systems are criminalizing our young people: Giving voice to the marganilized, Carrie Stoltzfus
Submissions from 2019
PBIS Social Culture in an Alternative Education Setting: What Do Students Know About Their Language, Experiences, and Values?, Maria P. Kreiter
Chinese International Learners’ Acculturation at an American University, Zhuofeng Shen
Finding Umoja: Reimagining Mentoring of New Black Teachers, Hyacinth Wood
Submissions from 2018
Submissions from 2017
Teachers’ Knowledge, Use, and Opinions of Online Resource Centers for Evidence-Based Practices for Students with Learning Disabilities, Meredith Gapsis
The Positive Actions Curriculum as a Special Education Intervention for Students with Emotional Disturbance, Erin Gibbons
Submissions from 2016
Differentiating Instruction through Math Stations and Literacy Centers, Olivia Bates
Inclusion of Students with High Need Autism: General education teachers’ attitudes and beliefs versus practice, Joanna Davis
An Examination of a Self-Determination Strategy on Academic Engagement for Students with Emotional Support Needs At Risk of Dropout, Edward Sczesniak
The Impact of Reflective Dialogue Between a Mentor and a New Teacher on the New Teacher’s Instructional Practices, Susan Silver
Developing Costa and Kallick’s Habits of Mind Thinking for Students with a Learning Disability and Special Education Teachers, Daniel Vollrath
Submissions from 2015
Science Based Education for Students Who Are Deaf and/or Hard of Hearing, Francine Patalano
Submissions from 2014
Culturally relevant pedagogy: Utilizing Hip Hop’s intrinsic quality of storytelling to encourage student identity, engagement and empowerment in the urban classroom., Ruth B. Patterson