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Structural Barriers to Multilingual Learners’ Literacy Outcomes in Georgia Schools
No full textThis study investigates structural predictors of literacy outcomes for multilingual learners (MLs) in Georgia public schools. Drawing on ecological systems theory and the educational debt framework, it examines how chronic absenteeism, teacher preparedness, and school funding influence MLs’ English Language Arts performance on the Georgia Milestones assessment. Using multilevel modeling with 2024 data from 1,929 schools across 205 districts, findings reveal that chronic absenteeism and underqualified teaching staff significantly predict lower literacy scores, while targeted instructional investment predicts higher outcomes. General per-pupil spending was not a consistent predictor. Results highlight systemic rather than student-level barriers to ML achievement and emphasize the need for policy solutions addressing attendance, staffing equity, and resource allocation to improve literacy outcomes for multilingual learners
Culturally Sustaining Mathematics Teaching: Learning Together
No full textThis project documents the experience of three Latina preservice teachers (PSTs) with mathematics education, working with a Latina professor. The goal was to deepen their understanding of culturally sustaining mathematics teaching (CSMT) by moving from theoretical knowledge to practical application, while mentoring each other.
A central finding of the project was the impact of peer collaboration on the PSTs pedagogical growth. Student 2 reflected: “This experience is really eye opening. Before that, if you would have asked me at the beginning ‘what your teacher style is?’, I probably would have said ‘student centered’. But seeing and hearing people telling me how I did in my class, I realize maybe I am a little bit ‘teacher centered’”. This shows that observing each other and being a part of a community based on trust, helped them grow as teachers.
Another key finding was the growth experienced by the Latina PSTs in regards to CSMT. Initially, the PSTs’ understanding of CSMT was largely academic and superficial. Through the project they were able to brainstorm ideas, share resources, and provide constructive feedback on their lesson plans, even creating teaching materials.
The project concludes that intentional, collaborative spaces are crucial for developing culturally competent educators
Exploring Mathematical Identity: Narratives of Black Female Prospective Teachers
No full textBlack females encounter unique experiences that shape their mathematical identities. As they progress through teacher preparation programs and transition from student to teacher, it is critical to examine how their life experiences in and out of school inform both their own identities and the ways teacher education can support their strengths. Understanding these trajectories provides insight into how Black females’ assets may be leveraged to nurture their positive mathematical identities and, in turn, influence the K–5 students they will teach.
This study focused on two Black female prospective elementary teachers, purposely selected as future educators of students at the early stages of mathematical identity development. Prospective teachers’ mathematical identities shape their dispositions toward mathematics and their instructional practices. Data were collected through autobiographical videos and interviews, which were transcribed, segmented into message units, and organized into chronological “stories” that highlighted place, plot, and scene.
Themes emerged for each participant. For the first: culture and parent expectations, teachers, academic performance, and helping others. For the second: support, positioning in society, and teacher interactions. A synthesis of these narratives revealed commonalities across participants. Findings highlight the role of life experiences in shaping identity, offering implications for teacher preparation and directions for future research
The Use of Praise to Encourage Behaviors in a Kindergarten Classroom
No full textWhen it comes to classroom management, teachers often struggle with knowing what effective strategies can proactively help their students. Behavior-specific praise is an evidence based practice where a teacher directs praise towards a specific learner based on their behavior. In this study a general education kindergarten teacher will be observed on her use of BSP during the school day. The purpose of this study is to observe how the use of BSP encourages target behaviors in a kindergarten classroom. The teacher being observed has 29 years of experience teaching kindergarten. Observing this teacher will be useful in understanding when an experienced teacher implements BSP versus general praise to her students. The observations were conducted by an undergraduate special education teacher candidate in a rural school district in Georgia
SLA to Stay: Confronting Struggles in Content, Calling, and Connection through Structured Learning Assistance as a Sustainable Student Retention Model at Resource-Limited Institutions
No full textStudent success at institutions serving associate-seeking students remains a pressing concern, particularly in the post-COVID landscape where persistence and completion challenges have intensified. Nationally, almost two-thirds of students at universities complete a bachelor’s degree within 150% of time (six years), while fewer than one-third of students at community colleges earn a credential within 150% of time (three years). Additionally, these disparities disproportionately affect at-risk populations—first-generation, low-income, and underprepared students—who enroll in these institutions at nearly twice the rate of their university peers.
This study examines the role of Structured Learning Assistance (SLA), a model adapted from Supplemental Instruction (SI) to address the realities of small, resource-limited institutions. Guided by Tinto’s (1993) framework of student departure, reaffirmed by the University System of Georgia in 2019, and later reframed by Braswell (2024) as content, calling, and connection, this analysis integrates national research with local implementation at South Georgia State College (SGSC).
Findings highlight that SLA: (1) supports underprepared students in high-risk courses, (2) embeds career relevance into instruction, (3) fosters belonging through micro-cohorts, and (4) aligns outcomes with institutional goals while underscoring the need for expanded qualitative research. Taken together, SLA emerges as a sustainable student retention model at resource-limited institutions by confronting struggles in content, calling, and connection
R.E.A.L. AI: Reflective, Ethical, and Authentic Learning with Artificial Intelligence in HBCU Teacher Education
No full textDeveloped from research within HBCU education programs, this work explores Reflective, Ethical, and Authentic Learning (R.E.A.L.) with Artificial Intelligence as a transformative framework for teacher education. Grounded in culturally responsive pedagogy and practitioner inquiry, this work examines how generative AI tools—such as ChatGPT and Gemini—can enhance curriculum design, instruction, and assessment when implemented with intentionality and ethical discernment. Researchers engaged with research-based strategies and developmentally appropriate approaches that position educators as reflective practitioners and ethical innovators in AI-integrated classrooms. Drawing from case studies, digital toolkits, and collaborative exemplars, this work highlights how HBCU teacher preparation programs cultivate future educators who merge human-centered values with technological fluency. Ultimately, R.E.A.L. AI affirms that equitable and meaningful innovation in education emerges when artificial intelligence is used not to replace teachers, but to empower authentic, culturally sustaining, and socially just learning experiences
Where the Rubber Meets the Road: A Pilot Assistive Technology (AT) Lending Partnership Between Georgia College & State University and Putnam County Middle School
No full textIn April 2024, the presenters established a pilot Assistive Technology (AT) Lending Program with Putnam County Middle School in order to lend AT devices to teachers wishing to explore the devices’ effectiveness with P-12 students. The AT Lending Library was begun through College of Education funds allocated to Dr. Kim Muschaweck, which enabled the purchase of a variety of new AT devices to be made available for cost-free loan to local districts. If teachers find the devices useful with specific students, the teachers and IEP teams may then consider adding them to students’ subsequent IEPs to impact academic growth. After a series of discussions, in April 2025 an agreement was finalized when Principal Monica Macklin and her Special Education Lead Teacher met with the presenters, evaluated the school’s needs as well as the AT Lending Library, completed user agreement paperwork, and checked out several AT devices for students’ and teachers’ use at Putnam County Middle School during the 2025-2026 academic year. This effort has impacted the university’s relationship with this partner school, its district, and most importantly, the P-12 students it serves. Upon completion of the pilot year, the program will be offered to other partner school districts
Cultivating a Culture of Mentoring: Strategies for Sustainable Support in Higher Education
No full textMentoring in higher education is often framed as an individual responsibility or an informal practice, yet its potential as a transformative institutional culture remains underexplored. This session proposes a framework for cultivating a culture of mentoring that is intentional, inclusive, and sustainable across academic departments and administrative units. Drawing on research and practice, the presentation will highlight how institutions can move beyond basic mentoring into the fabric of their organizational identity.
This session will explore key components of a mentoring culture, including leadership buy-in, structural support, equity-minded practices, and recognition of mentoring labor. Participants will engage in discussion about mentoring practices and formats at their institutions. This session will also address challenges such as mentor burnout, lack of institutional initiatives, and disparities in access to mentoring.
Attendees will leave with actionable strategies for designing mentoring ecosystems that support students, faculty, and staff across career stages. This proposal is especially relevant for academic leaders, program directors, and faculty committed to fostering belonging, retention, and professional growth in higher education
College Students’ Openness Towards Mobile-Based Mental Health Applications: Addressing the Counseling Deficit in Higher Education
No full textNationwide, over 45 million adults ages 18 and older have a mental illness, yet only 40% seek professional help. Marginalized groups are at higher risk of experiencing personal and health problems. University and college counseling centers are overwhelmed, and college students face both availability and accessibility barriers to accessing mental healthcare. We surveyed 103 college students about their attitudes towards mobile mental health applications (MHA). Results found that college students are largely unfamiliar with mobile mental health applications, yet are generally open to using them. Additionally, we found that female college students are more interested in using stress and anxiety self-help apps because they are conveniently available for use on their phone, specifically, and White students are more likely than their Black, Indigenous, and People of Color (BIPOC) counterparts to download mental health self-help apps that have been recommended by friends/family and healthcare professionals. Findings suggest that raising awareness of MHAs and providing accessible, affordable, and acceptable options are crucial. Additionally, findings provide insight into policy reform for universities and counseling centers. Future research should identify what motivates students to download and consistently use MHAs and explore how colleges can better implement these applications across campuses