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The Effects of Phonological and Phonemic Awareness Interventions: A Systematic Review
No full textA key element in early reading development is phonological and phonemic awareness, and explicit instruction is necessary to the development of these sound-based skills (National Reading Panel, 2000). The goal of this review was to examine the effects of interventions for K-3 students to determine the instructional characteristics and features that are effective in building phonological and / or phonemic awareness skills for early elementary students. Data was collected and analyzed from 35 experimental, quasi-experimental, or single case primary studies and found multimodal explicit instruction delivered daily for 20-30 minutes in whole-class settings for students in general education classrooms had effective outcomes for early literacy skills. When multimodal, explicit, and systematic instruction targeted code-based skills in small groups or one-on-one settings for 20-30 minutes each day, English learners, students with disabilities, and at-risk students achieved phonological, phonemic awareness, or word decoding skills. Computer-based instruction for early literacy skills also produced effective results across all student groups
A Preliminary Exploration of Math Anxiety Experienced by Generation Z College Students in Introductory Math Courses
No full textThe preliminary proposed research has been informed by a mixed-methods approach, and the conceptual moorings of transformative initiatives of the late Bob Moses Algebra Project will serve as the contextual Framework for this research on Generation Z and the implications of mathematics engagement and experiences in selected African American communities.
Many people lack an understanding of basic math concepts and related reasoning skills. Misinterpreting numbers can lead to poor decision-making. For example, selected research findings by James-Gallaway (2022) related to the black community of the post-segregation era suggested that the implementation of school desegregation promoted a tacit curriculum of Black intellectual ineptitude. For Generation Z students, who have experienced the COVID-19 Pandemic during their educational matriculation toward college, there may be more variables and factors needed for investigation by educators and society to advance math preparation.
In an era of global competitiveness, financial illiteracy and innumeracy can significantly hinder the ability to assess risks and accurately perceive probabilities. In a world where many significant life decisions may have financial implications, possessing strong math skills may influence the future aspirations and opportunities for Generation Z students in general and for Black, Brown, and all students without adequate fundamental math skills and generational wealth for effective math educational acquisition and support
Modeling What We Expect: Co-Teaching as Practice-Based Preparation for STEM Education
No full textThis presentation highlights the collaborative teaching partnership between two teacher education faculty members, one teaching a mathematics education course and the other teaching a science education course, in an undergraduate elementary program. Situated within a teacher preparation program at a regional university, this interdisciplinary model seeks to bridge the often-siloed approaches to math and science instruction by modeling inquiry, problem solving, and cross-disciplinary connections. Through a co-teaching framework, the faculty members intentionally designed learning experiences that emphasized real-world applications, learner-centered pedagogy, and the integration of literacy and technology to support diverse learners.
Drawing from teacher candidates\u27 reflections and surveys, focus groups, course artifacts, and faculty observations, the presentation will highlight how co-teaching fosters deeper candidate engagement, enhances modeling of instructional practices, and encourages future teachers to view math and science as complementary disciplines rather than isolated content areas. Initial findings suggest that the co-teaching model provides a platform for teacher candidates to develop greater confidence in lesson design, classroom discourse, and the use of hands-on, inquiry-based strategies. Implications for teacher preparation programs include the value of faculty collaboration in blending disciplinary practices in preparing teacher candidates for integrated STEM instruction and creating a more cohesive vision of elementary teaching practice
Rotation Rhythm: Examining the Impact of Middle School Scheduling Models on Student Achievement and Teacher Well-Being in Forsyth County Schools
No full textForsyth County middle schools use four distinct scheduling models (weekly rotation, quarterly rotation, semester rotation, and fixed order) and vary placement of the flex/WIN block. This natural variation enables a low-burden, ex post facto mixed-methods study of how schedule design relates to student achievement and teacher well-being. Quantitatively, we will link schedule model and flex placement to Georgia Milestones and quarterly grades (2024–2025) using one-way ANCOVA and multilevel models (students nested in schools), controlling for prior achievement and demographics. Qualitatively, we will administer the 8-item Teacher Subjective Wellbeing Questionnaire (≈5 minutes) to all instructional staff (grades 6–8; ~11 schools), and conduct optional, small teacher focus groups to contextualize workload, planning, and climate. Grounded in Carroll’s Model of School Learning and Bronfenbrenner’s Ecological Systems Theory, the study asks which rotation frequency and flex placement yield the best balance of academic impact and teacher sustainability. Findings will be returned via an executive brief and interactive dashboard to guide evidence-based scheduling decisions statewide
I\u27m Him : The Impact of Call Me MiSTER on Black Male Educators
No full textCurrently, Black males comprise less than 2% of teachers nationally and 4% of teachers in Georgia. Call Me MiSTER® is a national scholarship network established to address this shortage. Georgia Southern University applied for and was licensed to operate a Call Me MiSTER® chapter in fall 2021. It has provided scholarships and learning experiences for 15 students and produced 5 graduates who currently teach in Georgia public schools. This qualitative study aims to capture how Georgia Southern’s Call Me MiSTER® program influences the experiences and outcomes of Black male students in its teacher education program. Using interview and focus group data this study seeks to address the following questions: (1) How does participation in Call Me MiSTER® influence the academic and personal experiences of Black male teacher education program participants? (2) What co-curricular experiences do Call Me MiSTER® program participants consider most impactful? Data will be obtained from five current scholarship recipients who have actively participated in the program for at least one full academic year. This research project will fill a gap in the literature by providing insights on how targeted educational initiatives can best support the academic, personal, and professional development of Black male teacher education students
Mapping the Global Self: Digital Autobiographies of Black Male Students in Diaspora
No full textAcademic identity describes the way that one sees themselves in reference to academics. including self-confidence and individuals’ beliefs about their future (Sheptoski & Tucker, 2019). Extant research suggests a strong relationship between learners’ academic identities, academic performance, and culture (Freeman et al., 2019; Rouland, 2017). Not only that, culture has been shown to be an important construct in improving students’ academic performances. At Albany State University, the majority of students are of African descent (ASU Fact Book, 2025). Introduction to African Diaspora (HIST 1002) exposes students to information about identity and geographies as ways of interrogating historical subjects and migrations across time and space. Through assignments that include mapping such movements, students are able to reflect upon themselves within their own academic migrations in ways that shape how they perceive themselves. This study elucidates impacts of HIST 1002 on students’ self-perceptions. The study’s research questions are: (1) How does exposure to an African Diaspora course impact students’ perception of self? (2) What do students believe to be true about themselves before and after course exposure? And, (3) What is the relationship between these perceptions and the students’ understanding of their academic identities
Comparing the Implementation of Behavior Specific Praise in Differentiated Classroom Settings
No full textClassroom management can be challenging for educators, particularly in differentiated classrooms that include diverse academic and behavioral needs. Research has demonstrated that behavior-specific praise (BSP) is an evidence-based practice that improves student behavior and increases academic engagement. However, there remains a disconnect between research findings and the actual application of evidence-based classroom management strategies. The purpose of this study was to examine how BSP was implemented across instructional contexts and analyze how consistently praise statements aligned with desired behaviors in differentiated classrooms.
While interning in a differentiated classroom setting, I observed the implementation of BSP and how its use varied based on students’ academic needs. This study focused on a fourth-grade teacher observed during large-group instruction in ELA, Reading, and Social Studies to examine BSP in a classroom serving general education, special education, and English language learner students. The methodology included observations of 30–45 minutes of instruction, documenting both the frequency and accuracy of praise statements. A tally system was used to record frequency and accuracy, while detailed notes captured the context and content of praise to confirm alignment with the operational definition of BSP.
This study, conducted by an undergraduate special education teacher candidate, seeks to identify strategies to strengthen BSP use in differentiated classrooms and promote equitable support for all learners. Findings are expected to help close the research-to-practice gap by offering practical guidance for teachers and supporting equitable classroom management practices that foster student success
Faculty Perceptions of Teacher Preparation for Teaching Mathematics to Students with Disabilities: A Preliminary Investigation
No full textThis study examined perceptions of teacher preparation program (TPP) instructors regarding how preservice teachers (PSTs) are prepared to teach mathematics to students with disabilities (SWD). A nationwide survey yielded 69 responses, with 24 meeting inclusion criteria (15 special education, 7 general education, and 2 dual). Findings revealed that special education instructors were more likely to view themselves as responsible for preparing PSTs to teach mathematics compared to general education instructors. Instructional practices aligned with What Works Clearinghouse (WWC) recommendations showed minimal differences, with general education instructors placing greater emphasis on the use of number lines for special education PSTs. Across groups, instructors identified discrepancies between recommended and actual coursework hours, with PSTs completing fewer hours than recommended
Teacher Identity Beliefs Among Homeschool Parents.
No full textThis research explores how Black homeschooling parents develop teacher identities through alternative educational pathways. Drawing on research in teacher identity development, parental involvement, and culturally responsive pedagogy, the study situates Black parents’ experiences within broader theoretical and social contexts. The study includes frameworks such as the Hoover-Dempsey and Sandler Model and employs concepts from Critical Parental Engagement and Critical Race Theory. Through analysis of existing studies the author demonstrates that Black homeschooling parents construct educator identities by expanding parental roles, fostering self-efficacy, and intentionally providing culturally affirming instruction. The findings highlight advocacy, asset-based pedagogies, and reflective practice as central to this teacher identity formation. The presentation will conclude with recommendations for supporting Black homeschooling families, insights on technology integration, and implications for educational policy and practice that honor the agency and expertise of Black parent-educators
