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Irish Teachers’ Perceptions of Immigrant Students: Exploring How Culturally Responsive Pedagogy Affects Biases, Metacognition, and Inclusive Teaching Practices
No full textAbstract The purpose of this paper is to describe a qualitative, reflective action research study that examined if learning and reflecting on culturally responsive pedagogy (CRP) affected Irish post-primary teachers’ perceptions of immigrant students, metacognition of biases, teaching practices, and inclusivity of these marginalized students. Qualitative data consisted of administering an online survey to post-primary teachers across Ireland, chosen by convenience sampling. In addition, I conducted an in-depth reflective survey before, during, and after providing CRP literature to four select participants, selected by purposive and snowball sampling. Data was analyzed by coding and observing emerging patterns to identify overarching themes between the initial and follow-up surveys. The qualitative data initially showed correlations between teacher perceptions and teaching practices, as well as the inclusivity of immigrant students. The subsequent introduction to CRP and its principles and practices to the four teachers positively impacted how Irish post-primary teachers perceive immigrant students, teacher metacognition of implicit biases, and inclusive teaching practices in the classroom. The results of this study and its findings are detailed, and indications for future action and research are provided
A Study of CI3T Implementation: Middle School ELA Teachers\u27 Perceptions of Tier 1 Academic Practices on Student Performance
No full textThe purpose of this mixed methods action research study was to understand teachers’ perceptions of Ci3T tier 1 academic practices following the first year of implementation. Tier 1 instruction, delivered primarily by classroom teachers, is meant to meet the needs of a majority of students. Understanding teachers’ perceptions of program implementation, as well as reviewing student data to seek impacts of Ci3T on student learning, are important considerations when deciding how to improve the system. This study focused on the experiences and perceptions of English Language Arts teachers and Special Education teachers who work in ELA classes.
Data were gathered using qualitative and quantitative measures. Focus groups, interviews, and surveys were used to understand teachers’ perceptions of Ci3T implementation, while student testing data were used to understand the potential impacts of Ci3T on student learning. Findings showed that while teachers perceived that they embedded tier 1 practices in their instruction, they did not believe that Ci3T impacted their teaching or student learning. Participants also shared challenges of implementation, such as lack of training and lack of time, which led to them feeling overwhelmed. Data collected through student performance likewise shows that Ci3T did not affect students’ scores on universal screeners and state standardized testing. The findings led to the creation of an action plan that addresses the challenges that participants experienced. This action plan could lead to changes to the Ci3T plan so that teachers are better supported
Exploring the Self-Assembly of Functional Bis-Urea Macrocycles: M-Terphenyl Bis Urea Macrocycles and Triphenylamine Bis-Urea Macrocycles
No full textPorous materials have gained significant attention due to their diverse applications in catalysis, separation, and molecular storage. Among them, self-assembled macrocycles represent a unique class of functional materials that leverage non-covalent interactions to form well-defined architectures with pores of controlled size. This thesis explores the design, synthesis, and self-assembly of bis-urea macrocycles in both solid-state and solution-phase environments, with a particular focus on supramolecular polymerization mechanisms and the emergence of kinetically trapped states.
The first chapter of this thesis presents a detailed overview of self-assembled porous materials, categorizing them based on pore dimensions and discussing their significance in catalysis, separation, and molecular storage. The role of bis-urea moieties as assembly scaffolds is explored, emphasizing their structural versatility. Additionally, the chapter highlights the significance of self-assembly in solution, introducing key mechanisms that govern this process. A particular focus is placed on kinetically controlled supramolecular polymerization, underscoring its impact on the formation of well-defined supramolecular architectures.
The second chapter of this thesis focuses on the synthesis of a novel m-terphenyl bis-urea macrocycle, which demonstrates pathway complexity and kinetic trapping in THF/water solutions. Spectroscopic and microscopic techniques are employed to elucidate the self-assembly mechanism. Electronic structure calculations reveal the formation of metastable intermediates before transitioning to thermodynamically stable structures. These findings provide fundamental insights into controlling supramolecular polymerization through kinetic pathways.
In the third chapter, machine learning techniques are applied to predict photoinduced radical (PIR) generation in crystalline triphenylamine derivatives. A Random Forest model is developed to correlate structural and electronic features with experimental PIR yields, enabling a data-driven approach for pre-synthesis screening of photoactive materials. This computational framework offers a predictive tool for designing novel radical-generating materials with tailored properties. The fourth chapter presents a new synthesis strategy for m-terphenyl bis-urea macrocycles utilizing dynamic covalent chemistry. This approach affords high-yielding macrocycles with improved synthetic efficiency compared to conventional high-dilution methods. Structural and functional characterization of these macrocycles highlights their potential for self-assembly into porous frameworks with tunable host-guest interactions
From Chalk Dust to Destiny: Race, Gender, Hair, and the Making of My Stem Identity
No full textThis critical autoethnography explored the evolving STEM identity of myself as a Black female student and educator and examined how race, gender, and hair politics intersected to shape experiences within predominantly white institutions. Guided by a two-fold framework of Critical Race Theory (CRT) and Transformative Leadership Theory (TLT) , I posed two research questions: 1) How has my STEM identity as a Black woman evolved over time through my experiences as a student and educator?; 2) In what ways does my current STEM identity as a Black woman, as understood through reflective practices, inform my pedagogical approaches and mentoring of other educators?
Four data sources were used: 1) personal reflections; 2) artifacts; 3) original ethnopoetry/ethnoart; and reflective journal entries. Inductive theme analysis was used to analyze the data. Four themes emerged from the analysis of the data: 1) Navigating systemic inequities and intersectional bias 2) The evolution of STEM identity and counter-storytelling as resistance; 3) Empowerment through high expectations, mentorship, and advocacy; 4) Professional growth, innovation, and leadership as equity practice.
Regarding the first research question, these themes revealed that I moved from an assimilationist identity to an unapologetic Black identity. Symbolically, my hairstyle moved from being straightened and using chemical that were damaging to my hair to natural hairstyles such as an afro and, later, locs. Findings related to the second research question indicated that my pedagogical and mentoring approaches also moved toward inclusion of social justice in STEM education. Findings demonstrated that my personal transformation, particularly my hair journey, mirrored my pedagogical evolution toward culturally responsive approaches.
By centering my lived experience, this autoethnography provides insights for educators to dismantle systemic barriers and cultivate equitable STEM spaces where all students, especially Black girls and women, can thrive unapologetically. Findings underscore the importance of self-knowledge and advocacy in fostering transformative change
On Berge Pancyclicity for Uniform Hypergraphs
No full textAn -vertex graph is \textit{hamiltonian} if it contains a length cycle as a subgraph. A stronger notion of hamiltoncity is pancyclicity. A graph is \textit{pancyclic} if contains a cycle of length for every . Dirac\u27s classical result on hamiltonicity states that if an -vertex graph has minimum degree , then is hamiltonian. Under the same minimum degree condition as Dirac, J. A. Bondy showed that must also be pancyclic or the exceptional graph . In 1971, Bondy proposed a so called meta-conjecture claiming that \textit{``almost any nontrivial condition on a graph which implies that the graph is hamiltonian also implies that the graph is pancyclic,”} which he later amended to include that \textit{``...there may be a simple family of exceptional graphs. } An -vertex hypergraph \cH = (V,E) is defined by a vertex set and hyperedge set. A hypergraph \cH is -uniform if for every . A Berge cycle of length is an alternating sequence of distinct vertices and distinct edges such that for all , with indices taken modulo . The definitions of Berge hamiltonicity and Berge pancyclicity are analogous to those for graphs, with the exception that we consider cycles of length 2 for Berge pancyclicity. This thesis considers an analog of Bondy\u27s meta conjecture for -uniform hypergraphs. After a discussion on Bondy\u27s meta-conjecture and known results on Berge cycles in hypergraphs, we show that for -uniform hypergraphs the same conditions which guarantee Berge hamiltoncity, also guarantee Berge pancyclicity for sufficiently large , which is shown to be sharp with respect to the minimum degree condition
Unveiling Injustices in Theodore Dreiser\u27s “An American Tragedy” and Susan Glaspell\u27s “A Jury of Her Peers”
No full textCrime and its representation in new age media is seeping into every avenue of discussion nowadays. The influence of crime is most notably evident in literature, where real cases inspired fictional novels and short stories that explore social issues and injustices. Since the 16th century, true crime has captivated human curiosity while also shedding light on the United States legal and justice system. Ultimately, true crime narratives provide a deeper understanding of human psychology and the reasons behind a number of gruesome and horrific incidents. This thesis investigates how Theodore Dreiser’s An American Tragedy and Susan Glaspell’s A Jury of Her Peers utilize crime to critique varying social injustices. This study will explore how Sigmund Freud’s essays on the psychoanalytic theory of unconscious guilt and the concept of being “wrecked by success” influence the murder in An American Tragedy. Applying these theories helps us see how Dreiser encourages his readers to sympathize with Clyde rather than dwelling on the sensational aspects of his crime. I will then turn to A Jury of Her Peers, using a feminist lens to analyze how Glaspell’s story puts disruptive and oppressive patriarchal demands and expectations on trial as the true cause of the wife’s retaliatory violence. By analyzing these works through the lenses of psychoanalytic theory and feminist criminology, this thesis reveals how true crime literature serves as a powerful medium for offering insights into both individual and collective human experiences
Episode 96: A conversation with Tommy Suggs
No full textHe was a star quarterback for the Gamecocks more than 50 years ago, and for most of the years since then Tommy Suggs has been the color commentator for radio coverage of USC football games. He recently sat down with Remembering the Days co-hosts Evan Faulkenbury and Chris Horn to look back on his career and look ahead to the fall 2025 football season.https://scholarcommons.sc.edu/rememberingthedays/1097/thumbnail.jp
Integrating School Mental Health Services: How Therapeutic Alliance May Improve Outcomes in a Mental Health Literacy Intervention
No full textThe youth mental health crisis continues to face persistent barriers of stigma, workforce shortages, and fragmented service delivery systems. Schools play a pivotal role in addressing these challenges, as youth are six times more likely to access mental health services in schools than in community settings. Frameworks such as the Comprehensive School Mental Health Systems (CSMHS) and the Interconnected Systems Framework (ISF) have improved access and quality of school-based mental health services through integration and partnership efforts. However, stigma remains a persistent barrier for seeking help and perpetuating untreated mental health difficulties. Research has found that mental health literacy (MHL) interventions can improve the understanding of mental health, reduce stigma, and encourage help-seeking. It is necessary to further research school-based MHL interventions to identify what factors may facilitate improved MHL outcomes. Therapeutic alliance is one of the most influential factors facilitating positive therapeutic outcomes regardless of therapeutic approach. The present study examined how therapeutic alliance between students and their school-based therapist may influence the treatment effort heterogeneity of a MHL intervention, within a larger CSMHS randomized controlled trial. The study included 751 students in sixth through eighth grade across 22 schools. We hypothesized that the therapeutic alliance would increase treatment effectiveness between a weak and modest alliance, but not beyond a modest and strong alliance. Treatment effect heterogeneity was evaluated using Bayesian Additive Regression Trees (BART), by estimating how the therapist-child therapeutic alliance influences the causal estimate of the MHL intervention. Therapeutic alliance at 3-months predicted individual conditional average treatment effect for perceived mental health stigma at 3-months, indicating students with a stronger therapeutic alliance, on average, had lower scores of perceived mental health stigma than their peers who reported weak therapeutic alliances with their school-based therapists. This study provides one of the first examinations of how therapeutic alliance may influence the effectiveness of a MHL intervention within the short term, through reducing stigma to foster positive attitudes towards help-seeking and receiving services
Emotions and Cognition
No full textBackground: Cognitive functioning is linked to emotional processes, with this relationship shaped by various biological (e.g., age, sex, diseases, and genetics), psychological (e.g., emotional well-being, coping strategies, mental health), and sociological (e.g., income and education) factors. Understanding these interactions is critical for advancing research on cognitive-emotional health across diverse populations. Purpose: To examine the relationship between positive and negative emotions and cognitive functioning among healthy adults. Methods: This was a cross-sectional analysis of data from the Aging Brain Cohort (ABC) study (n=434). The independent variables were subsets from the NIH toolbox emotional battery. The dependent variables were from the NIH cognitive battery. Covariates were demographics, health history, diet, physical activity, and psychological measures. Linear regression was used to examine the relationship between emotions (i.e., negative affect, social satisfaction, psychological well-being, self-efficacy, and perceived stress) and cognitive health. Age, sex, and race were examined as potential effect modifiers. Results: The mean age was 44.2 + 18. The participants were primarily White (88%), with fewer males (26%) than females (75%). Men were more likely to be married than women. Asthma was reported more often among women than men, while the remaining chronic conditions were similarly reported. Among all participants, a one-unit increase in self-efficacy was associated with a decrease in the oral reading test (β= -0.152; p= 0.03). In males, every one-unit increase in perceived stress was associated with decreased pattern process speed (β= -0.771, p= 0.01); no such relationship was observed in females. Conclusion: This study suggests that among a healthy population, there is an association between emotions (i.e., self-efficacy and perceived stress) and cognitive health. However, additional research is required to ascertain the impact of sex and race over a longer period on the relationship between emotions and cognition
Cerebellar Contributions to Speech and Clinical Outcomes in Stroke: A Multimodal Investigation of Structural Integrity Across Chronic and Acute Cohorts
No full textThis dissertation investigates the critical role of the cerebellum in speech production, with a focus on chronic post-stroke apraxia of speech (AOS), lesion-related cerebellar degeneration, and age-related changes in cerebellar structure among healthy individuals. While speech deficits have traditionally been attributed to cortical lesions, mounting evidence suggests that the cerebellum contributes significantly to speech-motor planning, execution, and error correction. Using multimodal neuroimaging, lesion-symptom mapping, and standardized speech assessments, this research examines cerebellar gray matter volume (GMV) across three complementary studies.
Aim 1 evaluates the association between cerebellar GMV and AOS severity in individuals with chronic left hemisphere stroke. Findings support that reduced GMV in right cerebellar regions (lobules V, VI, VIII, and Crus I/II) correlates with persistent AOS symptoms, independent of lesion volume and time post-stroke, underscoring the cerebellum’s role in speech-motor coordination.
Aim 2 explores how specific lesion patterns, beyond total lesion volume, predict cerebellar degeneration. Results highlight that damage to cortico-pontine-cerebellar pathways (e.g., internal capsule, superior corona radiata) disproportionately affects contralateral cerebellar regions, supporting diaschisis mechanisms and refining our understanding of remote structural effects.
Aim 3 investigates how domain-specific stroke symptoms, taken from NIHSS sub-scores, are influenced by lesion volume, cerebellar gray matter structure, and regional BrainAge Gap (BAG) in acute stroke groups separated by lesion laterality. By decomposing the NIHSS into grouped symptom domains, this aim evaluates whether regional cerebellar integrity and cortical aging metrics improve prediction of symptom severity beyond lesion size alone. Findings support an informed model of stroke severity that accounts for cerebellar contributions and neurobiological aging, with implications for early rehabilitation and individualized care.
Together, these studies highlight cerebellar involvement in speech-motor control, integrate aging and disease models, and provide biomarkers with clinical relevance. This work advances neuroanatomical theories of speech production and offers new pathways for diagnostic precision, targeted rehabilitation, and prognostic stratification in stroke recovery