Middle Tennessee State University: Journals@MTSU
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Education by the Numbers
Full text linkAI in education refers to the use of artificial intelligence technologies to support teaching and learning. While the present data on AI use in education is limited, research has shown that AI can improve teaching practices, motivate students to actively engage in learning processes, provide quality feedback that enhances learning, create individual learning modules, and aid in creating a favorable learning environment
Updates
Full text linkThank you for your continued support of the International Journal of the Whole Child and our commitment to holistic learning and to the development of the whole child. In our Summer 2026 issue, we will be introducing a new section titled “Nature, Nurture, and Childhood”. This section will highlight the impact nature has on child development and how nature can enhance learning, support social and emotional development, and promote overall well-being. When integrated with nurturing relationships, and intentional educational practices, these influences provide a robust framework for fostering resilience and the holistic growth in childhood. We are very excited to add this section to our journal. Again, we sincerely thank you for your continued support of the International Journal of the Whole Child. We look forward to seeing you in Summer 2026
DO INTERPRETIVE ECONOMICS DISCUSSIONS IMPROVE LEARNING IN THE CLASSROOM?
Full text linkThis paper explores the academic outcome of using interpretive economic discussions in introductory microeconomics. Economics instructors often weigh the costs and benefits of using cooperative learning exercises in the classroom. The purpose for this study is to add to the literature another approach for cooperative learning and to determine if its use in the classroom improves the learning outcome. Our findings indicate that students participating in classroom interpretive economic discussions grasp a deeper understanding of the material, yielding higher exam scores compared to students participating in traditional lecture classes. This outcome suggests that an increased use of cooperative learning exercises might be warranted in economics classes
Predictors and Outcomes of Eighth Grade Math Acceleration in a Florida District
Full text linkStudents who take higher level math coursework during high school have increased chances of entering a four-year college or university, specifically in the science, technology, engineering, and mathematics (STEM) related fields (Miller 2012; Schneider et al., 1990). Students demonstrating exceptional mathematics performance are often encouraged to take algebra during Grade 8, setting them on a pathway to complete higher-level college-level mathematics coursework in high school (Clotfelter et al., 2015; Dougherty et al., 2017; McEachin et al., 2020; Penner et al., 2015). For several decades, there has been a nationwide push to increase student enrollment in advanced math coursework during middle school (Loveless et al., 2008). The impacts of math acceleration in Grade 8 (e.g., taking algebra or higher by Grade 8) has demonstrated heterogeneous effects across studies, with some demonstrating unintended negative consequences of acceleration (e.g., Clotfelter et al., 2015; Penner et al., 2015) compared with positive long-term impacts to math performance and even English language arts (Rickles, 2013; McEachin et al., 2020). Moreover, the relations of acceleration to later achievement may vary considerably across schools as acceleration decisions may be somewhat dependent on contextual factors that shape individual schools’ decision-making criteria (McEachin et al., 2020)
Pictures for Reflection
Full text linkWhen we observe nature, we often only think of the five senses. However, feelings and emotions also play a role in our appreciation of the natural world
Beyond Inclusion: A Conceptual Framework for Cultivating Authentic Belonging for Middle School Students of Color and First-Generation Immigrants
Full text linkThe "whole child" approach emphasizes the need to nurture all aspects of a student\u27s development. For middle school students of color and first-generation immigrants, a fundamental aspect of this development is a sense of authentic belonging. This conceptual paper critically argues for an understanding of belonging as more than mere inclusion or representation; it is the active, intentional cultivation of an environment where students’ identities are not merely seen, rather, they are affirmed as integral to the learning process. We synthesize theories of culturally relevant pedagogy (Ladson-Billings, 1995), the mirror and window framework (Style, 1988), and the psychology of belonging (Allen et al., 2021) to propose a multi-dimensional framework for fostering belonging. This framework posits that authentic belonging is achieved through the synergistic implementation of Representational Belonging (curriculum and environments), Pedagogical Belonging (instructional practices), and Relational Belonging (teacher-student and peer relationships). The paper concludes with implications for practice, urging educators to move beyond passive inclusion and toward the active and scholarly cultivation of spaces where every child’s cognitive, social and emotional development is rooted in a profound sense of being valued and connected
COMPARISON OF STUDENT PERFORMANCE IN AN ECONOMETRICS CLASS PRE AND POST REMOTE TEACHING DUE TO COVID-19
Full text linkThe COVID-19 pandemic resulted in an emergency shift to remote teaching in March 2020. Past research determined that this shift negatively impacted students’ learning in Spring 2020. In this paper, I investigate the persistence of this negative effect by comparing students’ performance in an econometrics class after the return to in-person teaching (Fall 2021) with the last pre-pandemic semester when classes were fully in-person (Fall 2019). Student performance is significantly lower in Fall 2021, but certain subgroups of students, such as those with a lower prior GPA and seniors, performed even worse. Instructor, course structure, assessments, and majority of the material taught remained the same over the two semesters
Logged In or Logged Out? A Statistical Analysis on Absences and Virtual Presence in Business Statistics
Full text linkThe COVID-19 pandemic forced faculty and students to adapt to a culture of virtual learning. The transition back to normalcy was immediately positive for some, while others maintained preferences towards the virtual classroom. We elaborate on the importance of classroom attendance in business statistics courses with an online learning component by estimating the impact of virtual learning on performance. We use a sample of six sections of business statistics across three semesters. Each semester employed the same instructor, text, lecture format, and algorithmic assignments but differed in delivery. One semester was completely virtual, one was mixed in-person and virtual, and one was completely in-person. We find that students who attended class virtually scored significantly lower on exams than their classmates who attended lectures in person. Additionally, students who attended virtually and were absent for one or more classes performed worse on exams when compared to students attending in person. Online assignment performance is a strong predictor of exam success but less so for students who attend class virtually
Balancing Benefits and Barriers: Exploring the Impact of School Cellphone Bans on Student Engagement, Well-Being, and Learning
Full text linkStudents in 2025 classrooms represent some of the first individuals to grow up entirely in the smartphone era, never knowing a world without apps, notifications, and constant online access. In response to concerns about student academic performance, engagement, and mental health, many U.S. states and school districts have implemented restrictions or bans on the use of cellphones during the school day. This article examines the emerging evidence on the benefits and challenges of such policies on students, parents, and teachers. Reported advantages include more time spent reading for pleasure, increased physical activity, more free play, and reduced classroom distractions and cyberbullying. At the same time, obstacles arise: parents express safety concerns, students rely on phones for academic functions such as multifactor authentication for dual enrollment courses, and teachers face the strain of enforcing bans. Importantly, some scholars argue that there is insufficient evidence to suggest that banning cell phones will achieve all that is hoped
The Impact of Multimodal Transportation on Retail Sales
Full text linkThis study seeks to estimate the impact of walkability, bikeability, and multimodal transportation on retail sales per capita. A secondary goal is to determine whether home values positively, or negatively, contribute to retail sales per capita in a community. These questions are considered with a linear and non-linear ordinary least squares model. The sample analyzed is Colorado towns with populations greater than 1,000. In each specification, a positive relationship between the transportation variables and retail sales per capita is found. The same is true for home values. These results can be applied to proposed transportation infrastructure projects to determine if the construction costs outweigh the benefits to local businesses. Additionally, these findings can be used to inform the broader debate regarding car dependency, environmental sustainability, safety, and quality of life as they relate to issues of local economic development.