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From surviving to thriving and from equity to excellence : cultivating responsive practices, personalized approaches and adaptive platforms for online graduate multilingual learners
No full textCasado, Alexandra
This qualitative study investigated the experiences of multilingual learners (MLLs) in online graduate education programs, with a specific focus on identifying culturally responsive teaching practices, personalization approaches, and platform adaptations that facilitate their success. As online education continues to expand in higher education, there is an urgent need to ensure these virtual learning environments effectively serve linguistically diverse students. Through semi-structured interviews with five multilingual graduate students and seven faculty members at "Southern Institution's" online Master of Arts in Teaching program, along with analysis of course documents, this research examined three dimensions of supporting MLLs in virtual learning environments.
The findings revealed several key themes that have important implications for online graduate education. Faculty's ability to build trusting relationships while providing flexible, individualized support proved critical for MLL success. Proactive outreach, cultural exchange opportunities, and the creation of psychologically safe spaces formed the foundation for effective learning experiences. Course personalization that affirmed students' cultural identities and experiences enhanced engagement and professional development, with multilingual learners viewing their linguistic backgrounds as professional assets rather than deficits. Platform adaptations, particularly around navigation and accessibility, significantly impacted MLLs' ability to fully participate in the online environment. Features such as closed-captioning, consistent course organization, and multimodal participation options reduced cognitive load and enhanced comprehension. These findings offer a framework for institutions seeking to transform online graduate programs into more equitable, inclusive, and effective learning environments for multilingual students pursuing advanced degrees
Exploration of student and preceptor outcomes in a paramedic flipped classroom
No full textBrown, Nicole
This case study explored the implementation of the flipped classroom pedagogical model within an initial paramedic education program. The traditional approach to paramedic training often relies heavily on lecture-based instruction, which can limit student engagement and the practical application of skills. This research investigates how shifting to a flipped classroom model, where theoretical content is delivered through online resources outside of class time and in-class time is dedicated to active learning and hands-on practice, can enhance the educational experience of paramedic students.
Through a case study approach, data was collected through interviews with students and preceptors and from academic performance metrics from national standardized testing. This study contributes to the growing body of literature on innovative teaching strategies in health education and underscores the potential for the flipped classroom model to address the unique challenges of training future paramedics. Recommendations for further research and practical implications for educators in the field are discussed
Pursuing Equitable and Reflexive Teaching and Learning Practices through Insider-Driven, Community-Based Participatory Action Research
No full textLudtke, Joselyn F.
Teachers lack access to training in equitable and effective teaching and learning practices. Based in the transformative paradigm, this mixed-methods convergent study examined the effect of training teachers in student and teacher context and reflexive teaching and learning, as explored by a small community of teacher-learners at an urban, Midwestern high school. The purpose of this 7-week study was to gain feedback on the research-created training and to begin to develop a viable and reproducible model for a school district with 450 secondary teachers. This study used mirrored 7-point Likert Scale surveys, checklists, open-response prompts, participant artifacts, and a reflexive researcher journal to collect data for statistical and thematic analysis. The results showed that, though the participants reported positive change after training through the modules, additional in-person worktime and critical friends meetings were needed. This small, insider-driven, community-based, participatory action research model of teaching and learning encourages teacher growth, but the added supports needed to replicate small community-based learning to a district scale are not feasible in this location or in this political climate.
Keywords: Equity, Equitable Teaching and Learning, Community-based Participatory Action Research, Student Context, Reflexive Practice, Teacher Training, Action Research, Community-based Action Research, Participatory Action Research
Bridging the AI literacy gap : strategies for aligning K–12 education with an AI-driven future
No full textCamacho, Janette
The integration of artificial intelligence (AI) into society and the workplace is changing the way we live and work. As AI and advanced digital technologies become more pervasive, there is an urgent need for education systems to adapt and ensure that students develop the skills needed to succeed in an AI-driven world. This qualitative, multi-case study examines how school districts, independent schools, and state departments of education are preparing educators and modifying curricula to develop AI literacy and skills in students. The problem this research addresses is the gap between the rapid advancement of AI technologies and the slow adaptation of education systems to prepare students for a digital future. Although AI is drastically changing industries and professions, most curricula continue to focus on traditional academic content rather than 21st century digital skills. Educators themselves also often lack training in emerging technologies and how to effectively teach topics such as data literacy, algorithms, and AI ethics. This problem impacts students who graduate unprepared for the technological upheavals in higher education programs and career fields. The purpose of this study is to identify strategies, frameworks, and best practices that educational institutions are using to promote AI readiness through teacher professional development and updated, technology-enriched curricula. The theoretical framework draws on constructionism, which emphasizes learning by designing and creating, and technological pedagogical content knowledge (TPACK), which emphasizes the connections between technology, pedagogy, and content. Data will be collected through interviews with curriculum directors, technology coordinators, educators, and other leaders, observations of teacher professional development programs and classrooms where AI instruction is implemented; and analysis of curricula and technology plans. The cross-case analysis will identify common themes related to goals, strategies, challenges, and outcomes of AI education initiatives. This study is significant because the results will provide models for promising programs that other educational institutions can emulate or adapt to develop educators’ skills in teaching AI and computational thinking while updating curricula with AI skills
Deconstructing the age-diverse workforce mosaic : bridging the multigenerational technology skills gap
No full textBurns, Toni M.
This dissertation explores the diverse learning needs of the multigenerational workforce and the barriers to developing problem-solving skills in technology-rich environments (PS-TREs). With four primary generational cohorts—baby boomers, Generation X, millennials, and Generation Z—coexisting in the workplace at present, organizations must navigate a complex landscape of differing learning styles and levels of technological competencies. This study analyzed data from 189 survey respondents and 21 interview participants working in human resources in Arkansas, obtaining insights into how generational differences impact the perceived effectiveness of workplace learning (WPL) methods on enhancing PS-TREs, including mentorship and AI-based learning tools. A mixed-methods approach was utilized, integrating qualitative and quantitative analyses to comprehensively understand generational learning preferences, challenges, and training effectiveness related to PS-TREs. The data analysis employed the following statistical tests to determine the statistical significance, examine generational differences, and identify latent learning and adaptation profiles: Welch’s ANOVA, Kruskal-Wallis H tests, chi-square tests, Monte Carlo chi-square simulations, ordinal logistic regression, univariate ANOVAs, Dunn’s post-hoc tests with Bonferroni correction, composite score ANOVAs, and cluster analysis. The findings indicate that mentorship and AI-based learning were perceived as valuable strategies across all generations, but the statistical analysis (Kruskal-Wallis test, p > .05) revealed no significant generational differences in their perceived effectiveness. Meanwhile, the qualitative data provided insights into potential variations in how different cohorts engage with these strategies. Although the perceptions of effectiveness were similar across generations, the findings highlight differences in experiences and adaptation approaches. Based on these insights, tailored training strategies could integrate blended learning models, combining structured mentorship with self-directed, AI-enhanced tools to support diverse learning preferences. In terms of practical implications, this study provides actionable recommendations for organizations, educators, and policymakers to optimize workforce development, enhance technological adaptability, and promote long-term learning sustainability across generations
Traversing the transition abyss : examining lived experiences of the transition to adulthood process for people with intellectual and developmental disabilities
No full textBear, Samantha J.
The transition to adulthood for individuals with intellectual and developmental disabilities (IDD) remains a critical yet under-researched area, often characterized by fragmented planning and systemic barriers. Despite evidence-based practices and legal mandates, many individuals with IDD and their families continue to experience significant challenges when transitioning from mandated education to postsecondary life. This qualitative, phenomenological study explores the lived experiences of individuals with IDD, their families, and key stakeholders to better understand the factors that contribute to effective transition planning, as well as persistent gaps that contribute to the transition abyss. Using focus groups, this study identifies key barriers—including inadequate early planning, inconsistent interagency collaboration, and a lack of person-centered approaches—and examines the alignment of transition experiences with best practices. Findings highlight the need for a more holistic, inclusive, and proactive approach to transition planning that extends beyond compliance-based models to meaningful, individualized support. By amplifying the voices of those directly affected, this research contributes to a deeper understanding of the transition process and offers recommendations to bridge the gap between policy, practice, and lived experience. Implications for educators, policymakers, and service providers emphasize the necessity of coordinated, student-driven transition planning that prioritizes autonomy, self-determination, and long-term quality of life for individuals with IDD
Professional Development Surrounding Special Education and Inclusivity Within The Private Sector
No full textRampelberg, Kelly
As the world becomes more exposed to disabilities in social media and movies, we are more hyperaware that many people who live among us within society are walking through life with a disability. However, despite the ever-growing familiarity and exposure, schools are still left scrambling for meaningful, appropriate and educational professional development on how to work with diverse classroom makeups for students and staff.
Within the public sector, we see schools pushing to have more inclusive classrooms, inclusion summits, after-school programs where students with and without disabilities can establish friendships, and yearly minor professional development for staff. However, when looking at the private sector, special education is still very new. Many teachers who work in the private sector have minimal experience working with students with disabilities because private schools do not have to accept or adhere to the Individuals with Disabilities Education Act (IDEA) or Family Educational Rights and Privacy Act (FERPA) due to the lack of public funding that they receive.
As more students with disabilities seek access to private education, many private schools have begun implementing the Special Needs Scholarship Program (SNSP.) This program allows schools to accept special funding to serve students with a valid Individualized Education Plan (IEP) and evaluations from a public school. Given the substantial funding — $15,000 per student in the 2023-24 school year (School Choice Wisconsin) — many schools are starting to explore serving special education students. With this push, we see that more students are now being identified as needing special education, but there is little to no professional development on skills and strategies needed to implement proper special education support within inclusive classroom settings. If the demand is there and private schools want to continue to grow these programs, there needs to be a significant push for proper staffing, education and learning for staff and students so they are fully equipped to work with these diverse classroom makeups
Is school for me? A phenomenological study on the lived experiences of former incarcerated Black and Brown cisgender males who matriculated through traditional Wisconsin K-12 schools and their perceived impact of discipline polices on their incarceration and life trajectories
No full textFreeman, Kempton R.
This phenomenological study presents the lived experiences of formerly incarcerated Black and Brown cisgender males who matriculated through traditional Wisconsin K-12 schools. It includes school discipline policies that shaped their educational journeys and contributed to their incarceration and life trajectories. Using critical race theory (CRT) and social constructivism as the theoretical frameworks, the study highlights systemic biases, zero-tolerance policies, and the school-to-prison pipeline as key factors supporting racial disparities in discipline. Through interviews, surveys, and a focus group, participants known as “Persons” shared firsthand accounts of how punitive school policies, implicit bias, and limited support academically created barriers to success. The findings show that disciplinary actions disproportionately targeting Black and Brown cisgender males not only disrupted their education but also increased their risk of incarceration. The study emphasizes the need for equitable, culturally responsive policies that strengthen academic success rather than criminalization. It concludes with recommendations for policy refinement, educator training, and community engagement to dismantle oppressive structures and create a more just educational environment for Black and Brown cisgender males in traditional Wisconsin K-12 schools
Using co-teaching to improve instructional practices in elementary math
No full textStoltz, Rebecca
This study seeks to address the persistent educational challenges faced by students with disabilities in mathematics, particularly within general education settings. According to the U.S. Department of Education (2022), approximately 48.9% of students with disabilities are educated in general education classrooms. Despite increased inclusion, the achievement gap—especially in mathematics—continues to widen for this population.
A key focus of this research is the current model of delivering specialized instruction, in which students with disabilities who have mathematics-related goals are frequently removed from the general education classroom. This pull-out model often limits students' access to grade-level content, thereby exacerbating academic disparities and increasing the risk of disengagement. In response to these concerns, the study explores evidence-based instructional structures—particularly co-teaching models—that support the delivery of specialized instruction within inclusive settings.
This research examines inclusive strategies and co-teaching practices designed to enable students with disabilities to access and engage meaningfully with grade-level mathematics content alongside their peers. By investigating current implementation models in nearby districts and analyzing their effectiveness, the study aims to identify best practices that promote academic equity and foster more inclusive instructional environments.
The findings of this study are intended to inform both general education and special education teachers about effective, research-based strategies that support co-teaching within mathematics instruction. Ultimately, the research advocates for a re-examination of traditional service delivery models and calls for a shift toward inclusive, collaborative practices that better meet the needs of all learners
Improving diabetes outcomes in the Asian community with culturally sensitive interventions
No full textMilroy, Vicki
This quality improvement project evaluated the effectiveness of a culturally tailored traffic light food guide in supporting dietary self-management and glycemic control among Asian adults with Type 2 Diabetes Mellitus (T2DM). Standard diabetes education often falls short in this population due to cultural and linguistic barriers. To address this gap, a simplified, visual intervention aligned with traditional dietary practices was implemented through provider-led sessions with eight participants. Results showed a statistically significant reduction in A1c levels, indicating improved glycemic outcomes. A G*Power analysis (medium effect size d = 0.5, α = 0.05, power = 0.80) determined a required sample size of 34 participants for future studies (Pallant, 2020), emphasizing the need for larger-scale validation. This project highlights the feasibility, affordability, and scalability of culturally sensitive, visual educational tools in diabetes care. It supports integrating such interventions into practice to enhance patient understanding, promote self-management, and reduce disparities. Recommendations include expanding the study to more diverse Asian subgroups and incorporating culturally specific adaptations to increase impact