1232 research outputs found
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APHANTASIA AND RELIGION: EXPLORING THE IMPACT OF IMAGELESS COGNITION ON SPIRITUAL EXPERIENCE
No full textThis study examines the intersection of aphantasia – the inability to consciously visualize mental images – and religious experience, here Christianity. Taking a phenomenological approach, qualitative interviews were conducted with three self-described aphantasic Christians to examine how they conceptualize, practice, and experience their faith. Thematic analysis revealed that participants employ abstract thinking, propositional thinking, and moral reasoning rather than visual imagery when engaging with religious texts, prayer, and worship. They valued intellectual and moral aspects of Christianity more than imaginative visualization, demonstrating that religion is not necessarily dependent on mental imagery to participate spiritually. While participants did refer to challenges in relating to visually based religious traditions, they also identified special strengths, such as enhanced analytical thinking and greater concentration on theological concepts. Data show that Christian belief is sensitive to a range of cognitive styles, contrary to the expectation that visual imagery is at the core of religious experience and belief. This study adds to the advancement of knowledge of cognitive diversity of religious practice and stresses the sensitivity of spiritual practice to involvement over sensory experience
GETTING BACK TO GOD’S DESIGN FOR WOMANHOOD: EXAMINING PURPOSE, IDENTITY, RELATIONSHIPS, MISSION AND MINISTRY FOR THE TWENTY-FIRST CENTURY WOMAN
No full textDivision, debates, and disputes abound surrounding the practical ministry issues regarding the theology of woman and womanhood, leaving an unresolved stalemate, disengagement, and a mass departure from the church. As a result, the church and culture are left at a point of crisis, devoid of relevant biblical answers to their questions. The church is at a very important crossroad. Continuing on this current path is no longer an option. The time has come to develop an accurate, Scripture-driven theology of womanhood and a Scripture-guided practical ministry response to the issues the twenty-first century woman faces. The first steps entail examining the historical dimensions leading to this crisis, followed by developing a theological and biblical framework of God’s design for woman and womanhood. Apart from developing a Scripturedriven theology of womanhood and a Scripture-guided practical ministry response to these current issues, the status quo will continue and the church will remain irrelevant at a dire time of history. Discussion is crucial in this hour and cannot remain in separate denominational or theological circles. There is too much at stake. It seems simplistic to say that it all began in the garden; however, it did, and this research project proposes that the first step is found by returning to that garden. In the garden, woman was designed by God to be a vessel of honor functioning fully in His purpose, living out the fullness of her identity in Jesus Christ, experiencing the fullness of her relationships with God, herself, and others, being the mission of God in our day, and partnering with God and the family of God in the ministry of reconciliation. It all began in the garden. Of course, that is not all, an attack, hatred, or enmity against woman also began in the garden. Woman’s Enemy took aim at every sphere of woman’s design. His enmity is the v driving force behind sexism, abuse, immorality, sex slavery, subjugation, gender issues, oppression, and church scandals. Spotting his attacks is important for protecting women and moving the church back into agreement with the Bible’s always relevant message and solutions for all humanity—the Gospel of Jesus Christ
The Road to the Sideline: Investigating the Impact of the Rooney Rule on the Recruitment and Advancement of Black Coaches in the National Football League
No full textThe purpose of this qualitative study was to examine the impact of the Rooney Rule on the recruitment and advancement of Black coaches in the National Football League (NFL). Despite its implementation, Black coaches remain significantly underrepresented in top coaching positions, including head coach, offensive coordinator, and defensive coordinator. Using in-depth, semi-structured interviews with nine Black coaches who worked in the NFL between 2003 and 2024, this study explored how Diversity, Equity, Inclusion, and Belonging (DEIB) practices and executive recruitment strategies influenced their career advancement based on their lived experiences. Six principal themes emerged: (a) pathways to advancement, (b) visibility without intent, (c) ineffective inclusion, (d) uncertainty of the Rooney Rule, (e) unstable inclusion, and (f) progress through mentorship. Participants described how bias, key relationships, and systemic barriers influenced their professional advancement, often undermining the intended goals of the Rooney Rule. The findings highlight the need for proactive executive recruitment, organizational transparency, and leadership commitment to DEIB principles. This dissertation offers insights into conceptual and practical gaps in current approaches and presents implications for senior executive recruitment, diversity efforts, and talent management. Recommendations include redesigning executive recruitment frameworks, allocating sufficient resources for mentorship and sponsorship, and integrating DEIB into strategic decision-making to support sustainable transformation within the NFL and the broader professional sports environment
NAVIGATING LEARNING GAPS: EXPLORING ELEMENTARY TEACHERS’ PERSPECTIVES ON LITERACY-BASED STRATEGIES FOR ELLS IN GROUP INSTRUCTION
No full textTeachers are to implement frequent pedagogical self-reflection to effectively differentiate instruction in whole-class and small-group settings for English language learners (ELLs). This qualitative, exploratory case study explored the perspectives of general elementary education teachers toward implementing varied instructional strategies used to target the literacy learning gap in ELLs. This current study investigated 12 kindergarten through fifth-grade teachers from a public charter school in southern Florida who participated in an interview or completed a journal entry. Information retrieved from scholarly literature and data were analyzed to answer this study’s three research questions. Findings determined the importance of teachers’ learning about their ELLs’ identities, incorporating their culture during instruction and in the classroom environment, and providing scaffolding and multilingual support through the use of visual, physical, linguistic, and auditory bilingual strategies. Participants also demonstrated the need to assess their students properly, both informally and formally, to gauge their understanding, thereby helping ELLs reach their on-grade-level literacy goals
BUILDING BILINGUAL EDUCATION PROGRAMS IN JAPAN: INSIGHTS FROM ADMINISTRATORS IN PRIVATE AND INTERNATIONAL SCHOOLS
No full textThis qualitative study examined the lived experiences of school administrators who lead bilingual programs in private and international schools in Japan. Through in-depth interviews with 11 administrators, the study examined how leaders navigate program design, curriculum choice, and program oversight in response to their community’s needs and stakeholder expectations. This research aimed to contribute to the limited literature on bilingual education within Japan’s unique cultural and educational context. Data were collected through semistructured interviews and analyzed using a phenomenological approach to identify four emerging themes: Designing Responsive Bilingual Programs, Instructional Approaches that Support Bilingual Learners, Aligning Expectations and Operational Realities, and Equipping Students through Bilingual Education. Participants described their work as complex and demanding, often requiring flexibility, creativity, and a strong commitment to continuous improvement. Despite facing challenges such as limited resources and staffing, school leaders were united in their vision to design programs that meet the diverse needs of their communities and equip students for success in a globalized world. The findings highlight the crucial role of administrators in designing responsive programs, providing teacher training grounded in bilingual pedagogy, and creating opportunities for students to serve as cultural bridges. Recommendations for future research include exploring the perspectives of teachers, parents, and students, as well as examining the long-term outcomes of graduates from bilingual programs. Findings offer practical insight for school leaders seeking to strengthen bilingual education programs and contribute to broader conversations about language learning and global competency in Japan
TEACHERS AS FIRST RESPONDERS: TRANSFERRING TRAUMA-INFORMED STRATEGIES INTO THE CLASSROOM
No full textResearch suggests that nearly two-thirds of students experience a traumatic event by the age of 16 (Elmore et al, 2023; Wall, 2021). Despite this prevalence, a standardized training module for trauma-informed care (TIC) in K-12 education remains absent. Existing studies primarily focus on school or district-wide implementations (Avery et al, 2020; Champine et al., 2022; Plumb et al., 2016). The quantitative, quasi-experimental within-subjects repeated measures research design was used to address the study’s topic. Two research questions were formally stated to address the study’s purpose. Descriptive and inferential statistical techniques were used to analyze study data. Teachers (N = 12) from K-12 public schools in Virginia participated in self-paced, 3-hour, virtual professional development. The study evaluated the impact of knowledge and application of TIC in response to adverse childhood experiences (ACEs). A quantitative survey research approach represented the study’s research methodology. Notably, the data of this study revealed that a simple 3-hour self-paced virtual professional development in TIC produced significant outcomes for the participants. Results indicated statistically significant, large to very large, intervention effects on most survey items, with the most substantial impact observed in Research Question 1. Findings underscore the value of equipping teachers with foundational TIC knowledge and empathetic responsiveness to student needs. This study contributes to the literature by demonstrating the efficacy of targeted professional development in enhancing teachers’ trauma-informed awareness, attitudes, and practices
Adaptivity and Ethics in Educational Leadership: Improving ESSA Subgroup Outcomes
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Educational Leadership
Project Overview
The project is a workshop/seminar with four components or sections: ESSA subgroups and factors of ethics and adaptivity, Ethical leadership and its applications in education, adaptive leadership and its applications in education, and combining ethical and adaptive leadership strategies to improve and increase ESSA Subgroup data outcomes. The project will include a workshop with educational leaders to help them understand and define strategies to support teacher training and practice in schools. The seminar encompasses both the initial and closing sections, featuring engaging self-assessments, data, and a focus on the organizational change in education. A follow-up assignment with the OCAI and the data contributing to defining a practical and systematic process for achieving sustainable solutions in improving ESSA subgroup outcomes.
Project Themes
The introduction explains what the ESSA law is, the data that informed its creation, and the timeline of its passage. The first session presents the need for adaptivity and ethicality in educational leadership for defining more interventions and creativity in approaching the writing of the state student achievement assessments for all subcultures. The second session focuses on teaching the tenets of adaptive leadership and ethical leadership and then linking these concepts to professional development directed by educational leaders. The third session links teamwork and intercultural sensitivity to adaptability and ethics in leadership missions, core values, conflict resolution, and decision-making. The final session culminates in the assessment of data. The follow-up assessment enables the evaluation of teams and the organizational system to implement the tenets of adaptivity and ethics, thereby enhancing the process into a sustainable system of equitable application and practice.
Contributions to the Field of Leadership
Adaptivity and ethicality in educational leadership contribute to a process of defining issues, generating and innovating ideas, and resolving conflicts related to data and performance.
Real-world Implications
The seminar can be utilized in transformational regions or thriving areas to apply the steps of adaptive leadership, including ethical considerations, to create SMART goals and action plans that improve ESSA subgroup data or overall data within the educational organization
Science Education in the Modern World: A Comparison of the Classical Christian and STEM Models of Education
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SCIENCE EDUCATION IN THE MODERN WORLD: A COMPARISON OF THE CLASSICAL CHRISTIAN AND STEM MODELS OF EDUCATION
Diane R. Gray
Southeastern University
As a classical Christian educator and leader and a former professional scientist, this author has fielded questions and concerns from parents who have wondered if classical Christian education (CCE) will provide strong instruction in science, technology, engineering, and mathematics (STEM). Because parents have expressed concerns about science and math education, and with the growing renewal of classical Christian education, the question addressed in this expository research project is ‘How do the CCE and STEM models of education compare?’ Information from government reports, academic literature, assessment statistics, market analyses, and education websites about CCE and STEM education was collected and compared. A noticeable gap exists in the academic, peer-reviewed literature on the implementation and assessment of CCE, especially in STEM fields. Also, there are very few statistics related to workers in STEM-related fields who are CCE or liberal arts graduates. Overall, the comparative research results revealed both models’ dominant histories, philosophies, goals, practices, strengths, benefits, and concerns. The choices parents ultimately make for their children’s education depend upon their responses to these fundamental questions: What is the purpose of education? What is the nature of a student? What are parents’ educational and lifelong desires for their children
Soft Skills for Student Success
No full textSoft Skills for Student Success
This capstone project explores the role of etiquette-based training in cultivating soft skills essential for college students’ success in the workforce. Grounded in Human Capital Theory (Becker, 1993), Emotional Intelligence (Goleman, 1995), and Experiential Learning Theory (Kolb, 1984), the study positions etiquette as a transformative tool for enhancing students’ confidence, professionalism, and marketability. Employers consistently rank soft skills—such as communication, adaptability, and professionalism—above technical expertise, yet many graduates lack these competencies. The research question guiding this project asks: How can etiquette training serve as a transformative tool for developing soft skills and improving college students’ readiness for the workforce?
The project proposes etiquette workshops integrating leadership theory, experiential learning, and biblical principles to support holistic student development. McClelland’s Acquired Needs Theory and Bass’s Transformational Leadership framework provide a foundation for linking etiquette to achievement, affiliation, power, and the “Four I’s” of transformational leadership: idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. The hypothesis asserts that etiquette instruction enhances students’ confidence, executive presence, and relational awareness, thereby improving workforce readiness.
A five-phase implementation plan—planning, development, pilot, integration, and growth—was designed to ensure scalability and sustainability. The pilot workshop, conducted at the University of South Florida with 40 advertising students, employed interactive methods including quizzes, surveys, and role-play exercises. Results indicated strong engagement, with students averaging 90% correct on etiquette assessments, expressing enthusiasm for interview preparation, and demonstrating increased professional networking through LinkedIn. Feedback highlighted the need for shorter sessions, expanded practice opportunities, and structured pre/post assessments.
Findings suggest that etiquette training fills a critical gap in higher education by equipping students with confidence, presence, and professionalism. Recommendations for future workshops include extended planning, formal dining experiences, dress code requirements, and an ongoing series of classes tailored to student and faculty needs. Scriptural principles (Philippians 2:3–4; Luke 6:31; 1 Corinthians 14:40) reinforce the ethical and relational dimensions of etiquette instruction.
Ultimately, this project demonstrates that etiquette-based soft skills training can significantly enhance students’ readiness for professional environments, offering a scalable model for integration across academic programs
THE FEAR FACTOR: EXPLORING THE EXPERIENCES OF FEAR OF SECONDARY SCHOOL TEACHERS
No full textFear can be a powerful catalyst for cognitive potential, or a potent agent of havoc. This descriptive (transcendental) phenomenological study aimed to understand the phenomenon of fear experienced by teachers in public and private secondary schools in Central Florida. Semi-structured interviews collected data from the purposive sample, and the data were thoroughly analyzed using Colaizzi\u27s (1978) model. The emergent essence of the lived experience of teachers identified the phenomenon of fear as the inducement of a debilitating sense of powerlessness that diminishes self-confidence and self-efficacy, resulting in emotional, cognitive, and/or physical impairments that directly affect the metacognitive potential of teachers. The three broad themes identified administrators, parents, and students as the primary sources of fear for secondary school teachers; confirmed the physical, emotional, and cognitive impact on teachers\u27 experiences with fear; and delineated different mechanisms for coping with experiences of fear. Each broad theme expanded into three sub-themes. While sobering, the implications of this study can catalyze all stakeholders to be cognizant of patterns associated with a culture of fear, paying particular attention to gaps in communication. Since metacognitive methods are necessary to empower teachers to courageously and effectively prepare students for the challenges and opportunities of an increasingly uncertain future, an environment that limits fear and fosters metacognition is essential. Students’ outcomes will only improve when all stakeholders work together and in relation to teachers’ overall well-being