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Review: Archivist Actions, Abolitionist Futures: Reimagining Archival Practice Against Incarceration
No full textReview: Archivist Actions, Abolitionist Futures: Reimagining Archival Practice Against Incarceration, CLIR Pocket Burgundy series. Edited by Alison Clemens and Jessica Farrell. (Alexandria: Council on Library and Information Resources, 2025), 47 pages. Reviewed by Lauren Goodley
Georgia Teachers’ and Leaders’ Perceptions of Teacher Evaluations
No full textThis research is a quantitative, non-experimental study that analyzes teachers’ and leaders’ perceptions of teacher evaluations in Georgia. The goals were to identify similarities and differences in teachers’ and leaders’ perceptions and to determine what factors may contribute to any identified differences. The study was conducted in a high-performing, suburban school district using two similar surveys and Likert scale questions to assess levels of agreement with various statements about the teacher evaluation process. This work was rooted in Self-Determination Theory and Postpositivism.
The study found that teachers and leaders have several common perceptions, like a general disbelief in evaluations’ capacity to improve teacher performance, lack of faith in the tool’s ability to effectively evaluate teachers, and recognition that the system is not personalized to teachers’ needs. It also found several key differences, including what teachers and leaders believe the primary role of an administrator should be, whether pre-evaluation conferences are beneficial, and whether evidence of student learning should be included in a teacher’s evaluation.
This study is significant because it explores the perceptions of both teachers and leaders without prioritizing or favoring the perspectives one group. It also contributes to the existing body of literature by analyzing the perspectives of suburban public school teachers, who educate the majority share of the state’s students but who are often underrepresented in the current research
Title I School Principals and Academic Coaches’ Perceptions of School Strategic Planning, Implementation, and Monitoring on Plan Outcomes: A Case Study
No full textThis qualitative case study involved a sample of Title I elementary schools, their principal, academic coach, and district Title I supervisor, who are involved in the school strategic planning process. The study aimed to explore the strategies and processes Title I schools use to develop, implement, and monitor their school strategic plans to grow student achievement. Data collection methods included a demographic questionnaire, a document analysis of each school’s strategic plan and mid-year monitoring plan, and one-on-one semi-structured interviews. The findings highlighted the importance of well-developed plans that incorporate implementation processes and strong monitoring used to adjust, if needed, the plan during the year. Participants emphasized the need for plans to be fluid documents that can be adjusted based on data throughout the year as needed. Additionally, they noted that when a plan is developed with a specific focus and not too many goals, actions, and strategies, implementation and monitoring are more successful and can lead to better outcomes. The findings from this study have implications for growing strategic planning practices in Title I schools, specifically focusing on how monitoring can impact the outcomes when applied consistently and used to course correct and further highlight the value of the strategic planning process.
Keywords: School strategic planning, School improvement practices, monitoring school strategic plans, evaluating school strategic plans, quality strategic plans, Title I plan
African American Males’ Academic Experiences While Enrolled in College Algebra
No full textThis qualitative phenomenological study examined the academic experiences of African American male students enrolled in College Algebra at a southeastern Historically Black College and University (HBCU). The purpose was to understand the perceived factors shaping students’ performance in this gateway mathematics course and to explore how prior preparation, instructional experiences, racial identity, and support systems influenced their success. Semi-structured interviews with five participants provided insight into their K–12 mathematics backgrounds, learning preferences, family expectations, and perceptions of the college environment.
Findings indicated that early family support, strong home expectations, self-motivation, and exposure to rigorous high school mathematics significantly contributed to students’ confidence and achievement. Institutional support, including mandatory Study Table sessions, tutoring, faculty accessibility, and Office Hours, further reinforced persistence. The HBCU environment played a meaningful role by fostering belonging and creating academically affirming spaces.
Key recommendations include adopting culturally responsive pedagogical practices that affirm identity and connect algebraic concepts to real-world applications. To address uneven K–12 preparation, universities should strengthen partnerships with feeder high schools through summer bridge programs, mentorship opportunities, and early initiatives to reinforce or build math identities through first year experiences. Expanding peer-led study groups, cohort models, athletics-academics collaborations, and embedding structured resource use, such as required Study Tables, tutoring integration, and embedded peer tutors within College Algebra courses, can further promote belonging, normalize help seeking, and improve overall outcome
Printz Award Titles in Mississippi Public Libraries: A Collection Analysis
No full textThe Michael L. Printz Award is presented annually by the Young Adult Library Services Association (YALSA) to recognize one book as the Printz Award winner and up to four books as Honor books. In areas of rapid growth like young adult (YA) publishing, librarians may add books recognized by an award as part of their collection development practice. The number of Printz Award winner and Honor books in a Mississippi library’s holdings can be viewed as a standard to see if Mississippi is falling behind or keeping up with trends in young adult publishing. Building on research completed for an unpublished 2011 master’s project exploring the same topic, this online library catalog study examines which public libraries in Mississippi have copies of Printz Award winner and Honor books from 2000-2025. This collection analysis explores the connection between Printz titles held and young adult collection building in Mississippi public libraries
UC-1196 Verocity: A Reactive Combat Framework
No full textVerocity is a Minecraft plugin designed for fast-paced, visceral combat, where interactivity and FUN take center stage. The complex mathematics and system design required to build this plugin push the limits of standard Minecraft development, providing a reactive framework for advanced combat interactions. New Actions and Combat Features: Enhanced Basic Attacks – Smooth, responsive, and satisfying to chain together. Throwable Items – Every item can be thrown. Swords lodge into enemies on impact, ready to be recovered. Dashing – Lunge to swords stuck in the ground or at enemies to pull them out while tactically repositioning. Umbral Blade – Command a powerful blade that hovers behind you, responding to your inputs. Combat revolves around mastering its use. Grabbing Enemies – Pick up and throw foes, opening up new combos and utility in combat
UC-1152 SustainSync
No full textSustain Sync investigates how organizations can standardize sustainability tracking and how AI can convert that data into actionable insights. The platform normalizes utility data into a consistent schema aligned with industry frameworks. It applies machine learning forecasting and a retrieval-augmented co-benefit engine to relate sustainability goals across domains such as CO₂, water, and biodiversity. Through a simple dashboard, Sustain Sync demonstrates an end-to-end data-driven approach for goal tracking, trend analysis, and AI-driven sustainability recommendations for an organization
UC-0180 Encoding Creative Commons Licenses to Images
No full textIn our project we were tasked with modifying Gimp’s metadata editor to allow artists to check and add Creative Commons licenses and metadata to their image’s. This is done so that artist have an extra layer of protection for themselves and their art, with the ability to choose from multiple types of licenses allowing them to tailor this protection to the needs and desires they have for their artwork
GRM-1153 National Energy and Emission Modeling and Analysis Tool
No full textNEEMAT is a web-based decision-support tool that predicts vehicle and power-plant emissions plus fuel/energy consumption under rising EV adoption for Atlanta, Los Angeles, New York, and Seattle. A feedforward neural network trained on MOVES estimates tract-level vehicle energy use and CO2/NOx/PM2.5 by speed, vehicle type, fuel, and age, while a macroscopic traffic model captures flow effects. Grid-side CO2/CH4/N2O from EV charging are forecast with a Meta-Prophet model trained on Cambium. Users can explore 24-hour profiles and five-year outlooks, compare scenarios, and export results. Findings show that despite substantial EV uptake, mixed fleets and grid responses can raise total emissions, underscoring the need for integrated transportation–power planning