WPSphere Repository (William Paterson University)
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The Impact Of Original Artwork as a Prewriting Strategy
Full text linkThe purpose of this qualitative study was to determine if an interactive method, such as original artwork, would stimulate students’ minds in the Planning phase of process writing, preparing them with concrete and internalized ideas that could enhance the quality of their composition. Equally important was the focus on whether this method of prewriting could benefit students’ affective states through active engagement and by limiting the strain on their short-term working memory, so they could demonstrate more fluent writing, yielding a greater quantity of work completion. Two writing samples and their respective prewriting artwork from 35 ninth-grade students were collected and analyzed as part of the constant comparison data analysis in May and June of the 2024-2025 school year. As part of the triangulation design of this study, analysis of numerical data accompanied subjective evaluation in the categories of writing quality, writing fluency, work completion, and student engagement. Results indicate task-relevant drawing, such as the original artwork prewriting method, assists memory encoding and promotes writing fluency. Furthermore, students who prewrite tend to display more positive affective states during composition, which has a direct impact on their writing success. Suggestions for future research and recommendations for teachers are included
New Jersey Dual Language Teachers’ Perceptions of Culturally Responsive Teaching Capabilities
Full text linkThis study served to examine dual language teachers’ perceptions of culturally relevant capabilities in implementing culturally responsive teaching practices and explore the factors that influence their confidence in fostering inclusive, equitable learning environments. Grounded in Bandura’s self-efficacy theory and Gay’s framework for culturally responsive teaching, this quantitative descriptive study was an investigation of the impact of professional development, program type (one-way dual language [OWDL] vs. two-way dual language [TWDL]), and multilingualism on teachers’ perceptions of their efficacy in culturally responsive teaching. Findings indicate that targeted professional development significantly enhances teachers’ confidence in applying culturally responsive teaching strategies, reinforcing the necessity for structured training that connects theory and practice. Conversely, program type and multilingualism were not significant predictors of self-efficacy, suggesting that while these factors may shape teachers’ experiences, they do not directly determine their perceived ability to implement culturally responsive pedagogy. This study contributes to the growing body of literature on culturally responsive teaching by emphasizing the importance of continuous professional learning in preparing teachers to address the diverse cultural and linguistic needs of students. The findings have implications for policy and practice, highlighting the necessity of professional development initiatives that equip teachers with practical strategies for fostering inclusive classrooms. Future research should include the long-term effects of professional development on culturally responsive teaching, the role of school leadership in supporting culturally responsive pedagogy, and systemic factors affecting teachers’ self-efficacy. By prioritizing these areas, teachers, and policymakers can strive toward a more equitable and culturally affirming educational system
Surrender
Full text linkEmotions significantly impact an individual's life, influencing relationships, decision-making, and mental health. Feelings such as happiness, sadness, fear, anger, and disgust can dramatically alter our actions and inherently keep us from our true desires. My primary focus in my thesis is to illuminate and expose emotions that often remain uncomfortable, unseen, or deemed unacceptable by societal standards. Unpleasant feelings are frequently labeled as “shameful” or “unworthy” and are often ignored. Societal factors such as religion, culture, gender norms, race, and mental health awareness influence how an individual perceives the interior and exterior world around them. The absence of healthy forms of expression creates a disconnect from ourselves, allowing our souls to carry the weight of constant reminders of lower vibrational frequencies such as pain, fear, sadness, and anger. By neglecting our emotional needs, we not only do a disservice to ourselves but also jeopardize our relationships with family, friends, and other vital connections.
My art exhibition will provide viewers with the opportunity to acknowledge and release their emotions in a safe space without judgment. It will be an interactive exhibition where audience members wander through the gallery, viewing nine acrylic paintings. Each painting measures five by four feet and depicts an emotional experience as its own “entity.” If an audience member feels drawn to a painting, they can approach it and reflect on their own emotions and personal experiences while viewing the piece. If they need to release an unresolved emotion, they can write it down on paper provided next to each painting. Each paper is colored and coordinated with its assigned painting. The individual then walks over to the sculpted tree, “transferring” their unwanted or uncomfortable emotion to the tree. After the show concludes, I will collect all the papers and burn them in a fire, surrendering the thoughts and feelings of my viewers to the universe
Identity as an Influence on Major Selection for Undeclared Students
Full text linkUndeclared students choose their major while enrolled in college, but major choice can have long-term implications on social mobility, career path, and lifetime earnings. Identity can play a role in the major selected by an undeclared student. This research analyzed the relationship between identity and major selection for undecided students to identify trends of inequity based on 1) gender, 2) race, 3) socioeconomic status, and 4) first-generation college student status. Additionally, this research assessed if any identities predict major selection for undeclared students. This quantitative study used secondary data from a diverse R2 research university in the northeast United States and a sample size of 1,686 students who enrolled in college without a major. Chi-square Tests of Independence were performed to analyze relationships between major and identity, while a Multinomial Logistics Regression was conducted to identify predictors of major selection. Relationships were found between major and 1) gender, 2) race, and 3) socioeconomic status, while major and first-generation status were unrelated. Gender and race were found to predict major choice for undeclared or exploratory students. Women were underrepresented in business majors and more likely to choose majors in education, social sciences, humanities, and psychology. These findings indicate that historically marginalized students may not have access to or feel welcomed in certain majors. Educational leaders should consider evaluating major admissions standards, faculty representation, and intentional advising services for undeclared students in an effort to avoid perpetuating cycles of systemic oppression
Along Came Benny: A Qualitative Musical Analysis of Select Benny Golson Compositions
Full text linkComposer, Arranger, and saxophonist Benny Golson stands as one of the main figures of the post-bop era. Although he was a masterful saxophonist and improvisor, it could be argued that the broad recognition of his importance lies more within his compositions. This thesis gives recognition to Golson through a qualitative analysis of four of his compositions that have become standard jazz repertoire: “Along Came Betty,” “Stablemates,” “Whisper Not,” and “I Remember Clifford.” Each has characteristics that are Golson trademarks, such as unconventional forms, unusual harmonies and key area relationships, intricate yet singable melodies, and use of half-diminished harmonies. The musical analysis uses a series of tools looking at harmony, melody, and form to uncover unique aspects of Golson’s sound. These musical analyses will be supplemented with qualitative data collected from interviews with five world-renowned professional jazz musicians who have played Golson’s music throughout their career, in some cases as a member of Golson’s own band. This takes the rare step of combining musical analysis with the documented views of major musicians who have lived this repertoire with Golson himself. Existing literature will be discussed, and a brief biological section will outline Golson’s career accomplishments and achievements
The Impact of a Teacher’s Implementation of the Writing Process on Student Performance
Full text linkWriting is a crucial skill that students need to consistently practice throughout their educational experiences. However, new technologies, such as AI, are beginning to create worries amongst educators regarding a shift from writing as an opportunity to grow towards writing as solely a product to be graded. This emerging mindset led to the development of the research question: how does a teacher’s implementation of the writing process impact a student’s performance? A review of the literature was conducted to analyze topics related to the problems that led to the development of the research question. This review consisted of three categories of research: self-efficacy, role of the teacher, and revision strategies. After the review of the literature, I conducted a four-week study centered around the implementation of the writing process in a twelfth grade Honors English IV class. The participants were nine twelfth grade students. Four data sources were used: rubric scores on a final written product, teacher feedback, student reflection on the writing process, and teacher fieldnotes. The findings of the four-week study resulted in three themes: students struggle in crafting a clear and concise thesis statement in the initial stages of the writing process, the impacts of individualized feedback are demonstrated through stronger revisions being made after receiving feedback, and student understanding of the writing process grew as a result of prioritizing revision throughout the writing process. The study findings suggest that individualized feedback provided throughout the writing process positively impacted student writing, and that students improve their understanding of the writing process as a result of prioritizing revision throughout the writing process
Executive Leadership Consideration of Market Forces: A Case Study of Strategic Planning Development in Higher Education
Full text linkThis case study explored the consideration, inclusion, and significance of market forces in the development of strategic planning at higher education institutions. The design examined methods, procedures, behaviors, and attitudes that Presidents in higher education applied to designing strategic planning processes. Guiding this examination was the Five Forces Model by Michael Porter (1980), a business model that uses market forces to measure success. The results supported the notion that students act as consumers. This concept was a driving force in the development of strategic planning and points to the external lens necessary for strategic planning. Additionally, the results suggested that the key role of the President in forging both the completion and execution of strategic plans. This highlighted a connection between the external view necessary for successful planning with the internal characteristics of the President’s role. This dynamic suggested that the President acted as both an originator of market force awareness and as the campaigner for infusing market forces into the strategic planning process. Executive leadership needs to center on the notion that higher education institutions operate in a consumer driven market. This may render traditional processes of strategic planning obsolete, considering the challenges facing the industry. This case study may be vital for understanding how higher education leaders engage in contemporary strategic planning that promotes viability amid the ongoing concerns inherent in a hypercompetitive environment. Future consideration of a contemporary framework based on Porter’s model (1980) may assist to create strategic plans driven by market forces for institutions with insufficient institutional planning