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Approaches to Enhancing University Rankings
No full textOwing to the intense globalization of higher education, competition between universities in national and international settings has increased in speed, and in parallel with this development, a demand for tools has emerged to meet the information needs of stakeholders of higher education institutions. Currently, a large part of this need is met by university ranking systems. Today, there are several types of these systems, which have been subjected to intense criticism with their popularity and wide audience. In this study, which was designed as a qualitative research; in-depth interviews were conducted with local and foreign researchers, policy makers, system administrators working on ranking systems and quality commission members at different universities to determine what can be done to improve these systems. The results of the data analysis were presented, discussed, and policy recommendations were proposed at the end of the study. The findings draw attention to solutions related to university rankings themselves, higher education institutions, stakeholders and quality assurance issues. It is expected that this study will contribute to world higher education system as well as ranking systems
Culturally Responsive Intimate Partner Violence (IPV) Service Needs Among African Immigrant Women: Examining the Impact of Cultural Norms and Psychosocial Barriers on Safety Perceptions and Help-Seeking Behaviors
No full textIntimate Partner Violence (IPV) remains a pervasive public health and social justice issue globally, with African immigrant women in the United States facing compounded challenges as they navigate cultural, structural, and systemic barriers, including migration-related vulnerabilities and attachment to cultural values that shape their decisions and experiences. Although formal IPV services exist, they often fail to address the lived realities and culturally specific needs of this population, leading to underutilization and barriers in seeking help. This qualitative study examines how cultural norms, psychosocial barriers, and systemic inequities influence safety perceptions and help-seeking behaviors among African immigrant women survivors of IPV. Findings from in-depth interviews with frontline service providers and community leaders highlight the disconnection between existing IPV services and culturally anchored realities of African immigrant women. Participants pointed out the need for culturally relevant and community-informed strategies for enhanced service provision, such as safe communal spaces, inclusion of informed faith and spiritual leaders as change agents, co-educational prevention programs, and linguistically accessible outreach from trusted community organizations and service providers who understand the cultural contexts of African immigrant women. The insights provide the opportunity to potentially align services with the needs and values of African immigrant communities. This study contributes novel qualitative data that reflects an understanding of how cultural norms and psychological barriers shape African immigrant women’s IPV experiences. The findings offer an interpretive synthesis that can serve as a foundation for dialogue, co-creation, and partnership development of practical community-informed pathways and culturally relevant consideration for service provision. It also contributes to the growing discourse on equity-driven service design and supports future collaboration with communities in developing responsive, attuned frameworks. Sustainable change needs to be co-created with the communities it serves, amplifying their voices, respecting their values, and restoring their agency. Culturally attuned, these approaches ultimately promote equity and safety for African immigrant women
Motor and Phonic Tic Severity and Its Relationship to Social, Emotional, and School Functioning in Children With Tourette Syndrome From the Caregivers’ Perspective
No full textAbstract
Tourette Syndrome (TS) is a neurodevelopmental disorder characterized by motor and phonic tics that is frequently associated with functional impairments. The present study examined the relationship between motor and phonic tic severity, comorbid conditions, academic accommodations, and the social, emotional, and school functioning of children with TS. Caregiver data were collected on tic severity, comorbid conditions, social, emotional, and school functioning, academic accommodations, and grades. Overall, social, emotional, and school functioning fell within the moderate range, with school functioning positively associated with social and emotional functioning. Phonic tics were linked to social functioning, whereas both motor and overall tic severity were related to emotional functioning. In contrast, tic severity, comorbid conditions, and accommodations were not significantly associated with school functioning or academic performance. The results of the current study highlight the importance of assessing functioning across multiple areas and considering tic severity rather than relying on a child’s grades
Learning from Indigenous Knowledge and Research
Full text linkThe goal of this sabbatical research is to learn more about non-Western ways of knowing and learning (epistemologies) and to become a more effective culturally responsive teacher. I investigated how Indigenous Knowledge and research practices can enrich current definitions and practices of Information Literacy and integrate them into the research process. Information Literacy is part of a larger and more complex research process that involves connecting researchers’ questions and purpose with literature reviews and the resulting new knowledge.
I am continuing my research journey that started with my dissertation work on Culturally Relevant Information Literacy and Critical Information Literacy (CIL). CIL integrates elements of Critical Theory (CT) where information is understood to be constructed culturally and socially and is a process that includes examining assumptions where learners critically reflect on the social and political influenced structures of information. Critical Information Literacy is also informed by liberatory theory and critical pedagogy (Freire, 2000) where information is situated in particular societies and influenced by power and culture. Critical Information Literacy helps learners develop “critical, reflective habits of mind” (Jacobs, 2008, p.256). I defined Culturally Relevant Information Literacy as a process where culture heavily influences the information-seeking process. This sabbatical is a deeper dive into different knowledge bases that expands my perspective on Information Literacy
Identifying Success Characteristics of First-Generation College Students: A Framework for Early Intervention in K-12 Education.
Full text linkThis dissertation examines how K–12 educators can better support first-generation college students by identifying the characteristics that promote success and developing early interventions using Wagner et al.’s (2006) 4 C’s model: Competencies, Conditions, Culture, and Context. Guided by Michael Quinn Patton’s Utilization-Focused Evaluation (UFE), it closely investigates how factors such as family background, academic preparation, finances, and social support shape first-generation students’ capacity to persist and excel in college. The research draws on interviews with first-generation doctoral students, offering a detailed, first-hand account of their educational journeys from early schooling through advanced degrees. Notably, the findings highlight the importance of strengthening core academic skills that include reading comprehension, math proficiency, and executive functioning at the earliest stages, creating school environments that truly foster high-impact learning, cultivating a culture characterized by resilience and self-advocacy, and aligning the broader learning context with first-generation students’ lived experiences. This dissertation proposes targeted strategies across elementary, middle, and high school settings, including mentorship programs, financial literacy initiatives, and project-based learning opportunities that help clarify pathways to higher education. The policy recommendations address systemic funding gaps and underscore the importance of strong local community partnerships, ensuring that all students, particularly first-generation college students, receive the support needed to become college-ready. By integrating the 4 C’s framework and aligning this framework with current research on first-generation student development, the dissertation offers practical, evidence-based guidance for K–12 schools aiming to enhance college preparedness, close achievement gaps, and support each student’s long-term academic success
Technology Infusion in Higher Education Curriculum: A Case Study of the Strategic Educational Leadership Program
Full text linkThis program evaluation examines the integration of technology-infused curricula in the Strategic Educational Leadership (SEDL) program at National Louis University (NLU). With the growing need for digital competence in educational leadership, especially highlighted during the COVID-19 pandemic, the study used the International Society for Technology Education (ISTE) Standards for Education Leaders to guide recommendations for curriculum enhancement. A mixed-methods approach explored how faculty currently infuse technology, key outcomes of aligning with ISTE standards, essential digital skills for doctoral students, and challenges faculty face in implementation. Findings revealed a shared interest among faculty and students in practical, real-world technology applications. The study concluded that the SEDL program would benefit from a more intentional focus on technology in instruction and student application. To meet evolving educational demands, the researcher proposed a six-step plan to make the curriculum more engaging, relevant, and aligned with current educational technology trends and best practices
Role-Ing While BIPOC: Understanding the Experiences of Table Top Role Playing Game Players of Color
Full text linkIn 2015, controversy surrounded the interactive computer game Mission US: Flight to Freedom. The game was unveiled as an accessible way to teach about American chattel slavery by mixing elements normally associated with roleplaying games (RPGs), Tabletop Roleplaying Games (TTRPGs), and social studies curriculum. The conversations surrounding the game exemplify the complicated history of RPGS/TTRPGs and the limitations of gamification in educational settings. This qualitative study aimed to analyze aspects of gaming culture through a critical race lens by documenting the experiences of Tabletop Roleplaying Game (TTRPG) players identifying as Black, Indigenous, and a Person of Color (BIPOC). Using a phenomenological approach, the study aimed to discover answers to the overarching research question, “How do BIPOC table top role-playing game (TTRPG) players describe their experiences and make meaning of their self-created characters as a party engaging in a prolonged RPG campaign?” Responses were coded to generalize themes related to their interactions with various adventure modules, created characters, and interactions in gaming groups. The findings illuminated how participants\u27 identities shaped overall gameplay experiences and their approach to character creation. Notably, respondents emphasized the necessity of moderators in maintaining healthy and safe virtual and in-person settings. There have been attempts to improve racial representation in these games; however, the research revealed that significant improvements are still needed to approach equitable representation. Ultimately, implications for gamification in schools and hobby settings and steps for creating more inclusive spaces were revealed
Analyzing The Impact Of Motivational Interviewing In A School Counseling Setting With Academically At-Risk High School Students
Full text linkThis study investigates the impact of motivational interviewing (MI) on the academic performance and motivation of academically at-risk high school students over an eight-week period. The primary research questions examine whether there is a statistically significant impact of using MI in a school counseling setting on academic performance and internal motivations. Data collection methods included academic performance, the Self-Reported Academic Beliefs, Behavior, and Self-Efficacy questionnaire, and the MI Pre and Post Meeting Questionnaire to assess students’ motivation and engagement. The study employs a quantitative approach using Friedman’s rank sum test and a paired t-test with a Wilcoxon Signed-Rank test, to analyze the relationship between MI exposure and academic outcomes. This research aims to address the gap in literature regarding MI’s application in educational settings, particularly with high school students struggling academically. It seeks to provide empirical evidence on the feasibility and effectiveness of MI as an intervention strategy for improving academic performance and motivation among at-risk students. The study’s findings have potential implications for implementing MI as an intervention strategy. Additionally, it contributes to the broader understanding of MI’s applicability in educational contexts and its potential impact on student motivation and academic achievement. By exploring the use of MI in a school counseling setting, this research not only aims to enhance the academic outcomes of at-risk students but also to offer school counselors an efficient approach to address the challenges posed by high caseload numbers in educational institutions
Gender Considerations When Examining the Association Between Military Sexual Trauma and Chronic Pain Conditions
No full textMilitary sexual trauma (MST) amongst veterans is a growing concern for the Veterans Health Administration (VHA). Veterans who screen positive for MST receive VHA care for any injuries caused as a result of MST, psychological or physical, free of charge. MST is difficult to track, can result in long-term disability, and the burden of illness varies across genders. Current data highlights discrepancies seen across the literature of actual detected MST cases, with rates varying vastly. Efforts to track prevalence of MST identify additional concerns over the various comorbidities seen in MST cases. When examining symptom sequalae of MST, there is a myriad of documented health-related adverse outcomes. One commonly cited possible consequence of MST is the development of chronic pain. Additional gaps in the literature include a lack of understanding of gender differences (presentation and symptom severity). This literature review will examine the relationship between comorbid chronic pain and a history of military sexual trauma, and how this relationship differs among genders. More specifically, the prevalence of MST across the literature will be examined. Also, the literature review will focus on determining how comorbid diagnoses vary across gender. Additionally, the review will attempt to identify clinical implications for treating chronic pain following military sexual trauma
An Analysis of the Process Utilized to Determine Special Education Service Delivery Models for Elementary-Aged Students with High Incidence Disabilities
No full textThis dissertation examines the processes used by elementary schools in District A to determine effective service delivery for students with high-incidence disabilities. The study utilizes a mixed-methods approach, including interviews with special education teams and an analysis of student growth data, to evaluate the impact of various delivery models, such as co-teaching and services provided outside of the general education setting. The primary research question investigates the consistency and effectiveness of these decision-making processes across the district’s schools. Findings indicate that inclusive education practices enhance student outcomes, though inconsistent collaboration and data usage present challenges. Recommendations focus on norming decision-making protocols, enhancing professional development, and promoting collaborative frameworks to optimize both academic growth and equitable service delivery