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Submissions from 2021

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“Communication is important. I learned that on the Fresh Prince show.” Soft Skills Portrayed in Five Prime-Time Television Comedies: A Quantitative Content Analysis, Jacquelyn Bader

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The Effect of Responsive Classroom on the Social Emotional Learning of Preschool Children: A Mixed Methods Study, Jacqueline Barnhart

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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

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The Impact of Parent Training on Access to Care for Children with Autism Spectrum Disorder, Rian Brown-Beasley

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Text Messaging Between School Counselors and Students: An Exploratory Study, Nicholas R. Gilly

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Examining New Teachers’ Perceived Reality Shock and Stages of Concern upon Entering the Profession, Meghan Markle

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Attitudes, Beliefs and Self-Efficacy of Elementary Teachers Towards Inclusive and Equitable Education in a Diverse Suburban School, Rachel Mcclellan-Kirksey

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Developing Teachers’ Intentions of Incorporating Socioscientific Issues in Lesson Design, Zachary Minken, Augusto Z. Macalalag Jr., and Greer Richardson

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Students’ Perceived Cultural Intelligence Outcomes based on their Participation in Undergraduate Courses that Embed Short-term International Travel: A Case Study, Margaret Arrison Nolan

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Understanding Teacher Experience with Instructional Coaching to Inform Program Improvement Reflecting the Principles of Adult Learning Theory: A Mixed Method Case Study, Shay Reitz

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Hopes and Struggles: Cross-generational Metamorphosis of Educational Beliefs and Practices between Two-Generations of Korean-American Parents, Haewan Rho

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Public-school systems are criminalizing our young people: Giving voice to the marganilized, Carrie Stoltzfus

Submissions from 2019

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PBIS Social Culture in an Alternative Education Setting: What Do Students Know About Their Language, Experiences, and Values?, Maria P. Kreiter

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Chinese International Learners’ Acculturation at an American University, Zhuofeng Shen

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Finding Umoja: Reimagining Mentoring of New Black Teachers, Hyacinth Wood

Submissions from 2018

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Comparing the Process Oriented Guided Inquiry Learning (POGIL) Method to an Independently Developed Guided Inquiry Method (InDGIM) in a High School Academic Chemistry Course., Scott Zgraggen

Submissions from 2017

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Teachers’ Knowledge, Use, and Opinions of Online Resource Centers for Evidence-Based Practices for Students with Learning Disabilities, Meredith Gapsis

Submissions from 2016

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Differentiating Instruction through Math Stations and Literacy Centers, Olivia Bates

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Inclusion of Students with High Need Autism: General education teachers’ attitudes and beliefs versus practice, Joanna Davis

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An Examination of a Self-Determination Strategy on Academic Engagement for Students with Emotional Support Needs At Risk of Dropout, Edward Sczesniak

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The Impact of Reflective Dialogue Between a Mentor and a New Teacher on the New Teacher’s Instructional Practices, Susan Silver

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Developing Costa and Kallick’s Habits of Mind Thinking for Students with a Learning Disability and Special Education Teachers, Daniel Vollrath

Submissions from 2015

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Effective Practices and Teacher Self-efficacy in Teaching Reading Comprehension to Learners with Autism Spectrum Disorder, Amy Accardo

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Science Based Education for Students Who Are Deaf and/or Hard of Hearing, Francine Patalano

Submissions from 2014

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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