Georgia Southern University
Georgia Southern University: Digital Commons@Georgia SouthernNot a member yet
105011 research outputs found
Sort by
Negotiating Disability Stigma in Undergraduate Students with Academic Accommodations
No full textTo understand how undergraduate students diagnosed with a disability who receive academic accommodations negotiate stigma, this phenomenological qualitative study was conducted at a midwestern private university using Gibson\u27s (2006) Disability Identity Development Model. Findings from this study of six undergraduates receiving academic accommodations suggest they qualified for reasonable accommodations to guarantee equal access and mitigate the impact of their diagnosed ADHD, depression, and/or anxiety and were granted academic accommodations such as extended time for testing and assignments. These students also used family, friends, and peers to support the navigation of the negative stigma of being perceived as “lazy” or “taking advantage of the system” because of their educational accommodations. These findings offer implications for practice to support efforts to decrease disability stigma associated with seeking academic accommodations
Research Misconduct Policy
No full textThis policy defines research misconduct and provides a process in conformity with federal regulations to provide for the reporting of allegations of research misconduct and the evaluation of those allegations to determine if a finding of research misconduct is appropriate
Derrick Jerome DeLoach
No full texthttps://digitalcommons.georgiasouthern.edu/willowhillheritage-obituaries/12349/thumbnail.jp
MAT Impact Fellows: A Noyce Scholarship Program for Developing Teachers and Emerging Teacher Leaders in Science and Mathematics
No full textThe persistent shortage of highly qualified STEM (science, technology, engineering, and mathematics) teachers in high-needs school districts remains a pressing concern for the U.S. education system (National Science Board, 2022). This shortage is particularly acute in high schools serving historically marginalized populations, where access to experienced and content-knowledgeable teachers can significantly influence student achievement and career trajectories in STEM fields (Ingersoll et al., 2014; Sutcher, Darling-Hammond, & Carver-Thomas, 2016).
This study explores a Track 2 Noyce Teaching Fellowship project designed to recruit, prepare, and retain post-baccalaureate STEM professionals as master teachers in high-needs high schools in Georgia. The initiative aims to create a sustainable pipeline of skilled STEM educators by fast-tracking selected Fellows through a one-year Master of Arts in Teaching (MAT) program that emphasizes advanced STEM content knowledge, inquiry-based pedagogy, and intensive classroom-based clinical experiences. Unlike traditional preparation programs, this model incorporates robust induction support and ongoing leadership development, positioning these teachers not only as effective practitioners but also as future instructional leaders and agents of change within their schools and districts (Berry, Byrd, & Wieder, 2013; Darling-Hammond, 2017)
Apple for the Teacher, Care for the Kids: The Impact of Quality Teacher-Student Relationships in a Creative Non-Fiction Study
No full textThis qualitative creative narrative examined the lives and educational experiences as it pertains to teacher-student relationships of three teachers. I applied Ethics of Care and Relational Aesthetics as the theoretical lenses in which to explore these experiences and how the lives of the participants were impacted through caring and relationships. Ethics of Care provided a framework to explore the participants’ stories, focusing on care, trust, and growth (Gilligan, 2003; Noddings, 1984). Relational Aesthetic provided the framework and foundation for relationships, what defines relationships (Surrey, 1985), how relationships affect psychological development (Miller, 1986), and how it can be studied and used in the classroom (Raider-Roth, 2005). The literature reviewed data sets associate positive relationships with higher test scores (den Brook et al., 2004; Hughes et al., 2012), higher engagement and academic achievement (Burns, 2020; Martin & Collie, 2019), motivation (Frymier & Houser, 2000; Sethi & Scales, 2020), student self-efficacy (Gehlbach et al., 2012; Prewett et al., 2019; Tormey, 2021), and social competence (Davis, 2003; Baker et al., 2008). The literature review also details how teacher-student relationships are beneficial for teachers such as job satisfaction (Veldman et al., 2013; Hargreaves, 2000) and helps manage stress (Brekelmans et al., 2002; Split et al., 2011). Data was compiled by semi-structured interviews of prescribed questions which were voice recorded, along with researcher notes throughout. The interviews were transcribed and initially personally coded for using descriptive, and in vivo methods (Saldana, 2015), and also digitally coded through NVivo by a pattern coding method. According to the participants’ narratives and the data, teachers play a vital role in the lives of students with whom they share a caring relationship. Based on these findings, curriculum studies scholars should further explore ethics of care in academic relationships to see how relationships affect other age groups and fields of study. Teacher preparation programs should implement studies of care practices in their coursework as well
Chess, Not Checkers : Strategic Navigation of Intersectionality by Black Women in EdTech Leadership
No full textAlthough diversity in educational and technology leadership is increasingly recognized as a factor that can improve student learning outcomes, Black women are significantly underrepresented in these roles. The purpose of this phenomenographic study was to explore the varied ways Black women in educational technology (EdTech) leadership roles within public school districts experience and perceive their positions. Existing literature on Black women in educational leadership and corporate IT highlights pervasive tokenism, technical credibility challenges, and cultural taxation. However, it critically lacks empirical exploration of these specific intersectional realities within K-12 EdTech leadership. Using in-depth semi-structured interviews with seven Black women district leaders, this research investigated the compounded realities they navigate, including gendered cultures, microaggressions, and systemic barriers. The findings identified eight categories of description organized into a four-layered outcome space that models the strategic transformation of these experiences. This structure reveals the proactive resilience and agency, metaphorically described as Chess, Not Checkers, by which these leaders fulfill their mission to drive digital equity. The results advance the understanding of their leadership journeys and provide insights to support the advancement of Black women in EdTech