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Through the Wire: Examining the Experiences of Formerly Incarcerated Students in Prison Education Programs and the Wraparound Services Needed to Support Their Success
No full textThis qualitative study examines the experiences of formerly incarcerated individuals in Prison Education Programs (PEPs) and the wraparound services necessary to support their success. Through Schlossberg’s Transition Theory, this study explores how incarcerated students navigate educational transitions and how educators facilitate transformative learning. Using case study and narrative inquiry, interviews were conducted with fifteen formerly incarcerated PEP participants and seven educators.
Thematic analysis revealed six major themes: Access to Education in Carceral Settings, the Impact of Education on Incarcerated Individuals, Wraparound Services and Student Support, Experiences of Formerly Incarcerated Students, the Role of Educators and Program Facilitators, and Best Practices and Program Effectiveness. Findings showed that access to prison education depends on institutional policies, leadership, and eligibility criteria. Participation in PEPs promoted identity transformation, skill development, and resilience. Both formal and informal support networks shaped persistence and completion, though institutional resource gaps were noted.
Implications highlight the need for trauma-informed, student-centered program design, specialized training for PEP educators, and comprehensive wraparound support. Policy recommendations include expanding equitable PEP access, restoring Pell grant funding, and strengthening collaborations between higher education and correctional systems. Future research should examine other marginalized groups, assess long-term reentry outcomes, and investigate institutional support for PEP sustainability.
Ultimately, this study underscores that education in a carceral setting is both rehabilitative and transformative. PEPs restore dignity, foster hope, and create pathways forward for incarcerated individuals, reaffirming education as a vital lifeline within correctional contexts
ANALYSIS OF STUDENTS\u27 OPINIONS ON NATIONAL AND INTERNATIONAL PAINTING COMPETITIONS HELD IN SECONDARY SCHOOLS
No full textA Comparison Of The Factors That Affect Graduation Rates Of Students Enrolled In Dropout Prevention Programs
No full textThe purpose of this study was to compare the factors that affected the graduation rates of students enrolled in five charter high school dropout prevention programs that utilized the same online accelerated curriculum model. The overarching research question was: what factors affected the graduation rates of students enrolled in dropout prevention programs? A mixed methods design was employed to evaluate extant data on graduation rates and attendance rates surveys and semistructured interviews were completed by administrators and teachers to compare data across the five schools. This approach allowed for a comprehensive analysis of both quantitative and qualitative data, providing a holistic view of the factors influencing graduation rates in these dropout prevention programs. Analysis of the data from the surveys and interviews revealed a misalignment between administrators and teachers. The findings suggested that administrators and teachers required professional development in differentiated instruction, instructional strategies for literacy development, Multi-Tiered Systems of Support (MTSS), relationship building, and collaboration to ensure consistent program implementation and promote student success to help students graduate with a high school diploma by the age of twenty-one
Gender Differences in Perceived Organizational Support among Veterans with Posttraumatic Stress Disorder
Full text linkPosttraumatic stress disorder (PTSD) is a well-studied issue within the U.S. military, with data showing military personnel face a higher risk of trauma than the civilian population. Many veterans and service members suffer from PTSD related to their military experiences (Renshaw, 2011). As research has largely focused on protective factors such as social and familial support, little attention has been given to organizational support (Meredith et al., 2011). Perceived organizational support (POS) refers to how individuals perceive the support they receive from their employers, with the military as the primary employer for veterans. This study was designed to explore whether gender influences veterans’ perceptions of organizational support using the PTSD Checklist for DSM-5 (PCL-5) and Survey of Perceived Organizational Support (SPOS) in a multiple t test design. Results showed male veterans were more likely to report PTSD than were female veterans, and veterans with PTSD perceived less organizational support. However, gender did not significantly affect the relationship between PTSD and POS in this sample. Implications of the findings are discussed
Uncovering Best Practices for Professional Learning: A Focus on Dialogic Discourse
Full text linkThe education system rests in a paradox with an ever-changing world and classrooms frozen in time. Though technological advancements, societal changes, and policy reforms are continuously reshaping the world, classrooms have remained anchored in traditional teaching and learning practices. This study examined the relationship between professional learning programs and the quality of classroom instruction with a focus on implementing more collaborative and dialogic approaches to both student and professional learning. This research involved a multifaceted program evaluation of the learning environment centered on the learning experiences of both students and teachers. A utilization-focused evaluation approach was implemented to ensure the findings would be applicable to educational leaders and teachers. Data collection included a student survey assessing knowledge and perceptions of effective classroom discussions, the 5Essentials Survey measuring ambitious instruction through the lens of teachers, a researcher-created instructional staff survey exploring the professional learning experiences and preferences of instructional staff, and five one-on-one teacher interviews and a focus group interview comprising paraprofessionals and instructional assistants reporting on their professional learning experiences. The findings indicated that though teachers value learning experiences through collaborative work and demonstrate a strong commitment to student learning, professional learning opportunities often lack clear alignment with teacher and student needs. A more intentional focus on discourse-based professional development can enhance instructional practices and foster meaningful learning discussions. The research recommendations highlight the need for continuous, collaborative professional learning that prioritizes teachers as leaders, student engagement, and the development of instructional discourse practices. Most importantly, results can inspire leaders and educators to commit to reshaping the educational context with ongoing learning and adaptation in a natural and informed way
ACADEMICIAN INSIGHTS ON THE IMPLEMENTATION OF THE SCHOOL FIRST PLACE QUOTA
Full text linkThis study aimed to reveal the perspectives of academics on the competencies of students who are placed in universities through a first-place quota system. The study has been organized within the framework of a qualitative research approach with a phenomenological design. The data collected through a semi-structured interview form were analyzed through a descriptive analysis technique. The participants responded to the concept of competency as competence, knowledge, qualification, effort, development, process, performance, and experience. The participants expressed their views on the results of the university’s first-place quota implementation as language skills, lack of practice, lack of self-confidence, inability to express themselves, isolation, low motivation, and reproach. To improve the implementation of the first place quota, the participants suggested abolishing the implementation of the first place quota, extra proficiency exam, additional assignments, mutual effort, and equal approach. The study found that the implementation of a first-place quota has negative effects on student competency. As a result of the findings, the researchers suggest that the use of first-place quotas be abolished. High school valedictorians should be placed in a university by taking an exam unique to school valedictorians, and academicians should cooperate among themselves
The Role of Affordable Housing in Enhancing Tenants\u27 Economic Stability in Connecticut: A Focus on Income, Employment, and Housing Stability
Full text linkThis study examined the role of affordable housing in promoting economic stability among low- and moderate-income households in Connecticut. Focusing on income security, employment opportunities, and housing retention, this research highlighted the significance of affordable housing as a means to alleviate financial strain, support job retention, and foster community resilience. Utilizing a phenomenological approach, the study gathered insights from tenants, policymakers, and developers through conducting interviews and a focus group. Connecticut was chosen as the study site due to its high cost of living and affordable housing shortage, exacerbated by its proximity to New York City. Findings underscore the economic and social benefits of affordable housing, with implications for policy improvements to address housing insecurity in similar regions. This research was intended to contribute to the understanding of affordable housing as a tool for economic empowerment and guide stakeholders in developing sustainable solutions to housing challenges
Increasing Student Achievement Among Multilingual Learners
No full textThe structural barriers and possibilities for increasing student achievement of multilingual learners (MLLs) in the Metro Heights School District were examined in this research. The research examined the district\u27s current state ( As-Is ) and created a vision for an equitable, inclusive future ( To-Be ) using Patton\u27s (2008) formative assessment principles and Wagner et al.\u27s (2006) 4Cs framework—context, culture, conditions, and competences. The study highlighted several major issues, such as the absence of a standardized English as a Secondary Language (ESL) curriculum, multilingual learners restricted access to advanced coursework, a lack of professional development opportunities, and a shortage of bilingual staff. The study utilized a mixed-methods program evaluation, district-level data, and stakeholder input through a student survey, a student focus group, and teacher interviews. The study offered a strategic change plan backed by pragmatic strategies, a proposed policy, and thorough political, legal, ethical, and economic examinations. The recommended Access for Multilingual Learners Policy, which acts as a framework for integrating district operations with state and federal requirements while promoting educational equity, was at the heart of the dissertation. The results highlight the necessity of inclusive leadership strategies, sustained professional learning communities, improved data-driven decision-making, culturally responsive teaching, a universal curriculum, and inclusive leadership practices. By providing districts looking to enhance multilingual student success via deliberate, systemic change with a replicable approach, this research advances the discipline of educational leadership. The dissertation gives leaders the means to implement revolutionary change, including technical and adaptive shifts, and promote equitable educational opportunities for multilingual learners
Breaking Barriers: An Educator\u27s Pursuit to Provide Equity in Student Achievement
Full text linkThere is a sense of urgency to address the widening achievement gaps among minority students, students with disabilities, and English-language learners. This makes immediate school action necessary to create a more equitable learning environment. Without strategic interventions, including improved teacher retention efforts, stronger student support systems, and effective leadership, these challenges will continue to hinder student success and overall school performance. The purpose of this project is to find solutions for schools to institute to narrow the achievement gap by ensuring all students receive the support needed to succeed. Schools can respond to the learning gap by promoting equitable learning opportunities with data-driven professional development, shared accountability, and inclusive teaching practices. The context of my paper includes research on the achievement gap in U.S. public schools, including the history, contributing factors, key populations affected, and legislative efforts to promote educational equity within the achievement gap. My study includes strategies to close the gap by emphasizing high-quality teaching, culturally responsive practices, and increased support for marginalized students through community and school partnerships. Implementing an action plan focused on improving family involvement, providing culturally responsive professional development for teachers, and establishing ongoing training for teachers in differentiated instruction. My anticipated results are improvements in student achievement, thus narrowing the achievement gap
The Impact of Restorative Practices Intervention on School Culture
Full text linkThe American educational system, historically designed to empower a few while training the majority to be docile workers, is increasingly being called upon to promote greater equity. While some reform efforts promote highly restrictive behavioral policies to boost student achievement, these approaches often serve to recreate the oppressive school systems they seek to reform. Restorative practices, an alternative approach to school reform, emphasizes creating a culture of strong relationships, where children learn the academic and social emotional skills they need to be successful. This paper presents a case study of one urban, public school’s implementation of restorative practices, examining its impact on students, teachers, and the school culture. The study documents the multi year implementation process highlighting that successful implementation required significant time, resources, and a staff member dedicated to overseeing the program. Both quantitative and qualitative data suggest that restorative practices positively influenced students, teachers, and the overall school culture. Considering the strong support for restorative practices in the existing literature alongside the findings from this case study, restorative practices present a promising approach to school reform that supports the development and empowerment of all students