Past Defense Announcements

As increasing numbers of students enter schools carrying the effects of trauma, educators need learning environments that support not only academic achievement but also belonging, voice, agency, and holistic development. Guided by portraiture methodology, this qualitative study explored the experiences of four sophomore students in a human-centered Leadership classroom integrating trauma-informed pedagogy, arts-based education, and ethical AI practices. Data included interviews, observations, field notes, participant artifacts, and researcher reflections. Findings revealed that students experienced the learning environment as an interconnected ecology where relationships, psychological safety, creative expression, meaningful choice, and AI-supported learning fostered belonging, participation, voice, agency, and becoming. Students described AI as a tool that supported creativity and thinking while preserving authenticity. This study contributes empirical insight into how intentionally designed, human-centered learning environments may support students' holistic development and offers implications for ethically integrating trauma-informed practices, arts-based learning, and AI in education.

This study examined the impact of Professional Learning Communities (PLCs) on teacher efficacy within a large secondary school located in a rapidly growing district characterized by high student mobility. Since their implementation in the early 1990s, PLCs have been utilized to promote collaborative dialogue and improve instructional practices related to student achievement. The purpose of the research was to determine how participation in PLCs influenced teachers’ perceptions of instructional effectiveness and their ability to support student success. The overarching research question focused on the extent to which PLC implementation affected teacher efficacy and instructional improvement. A mixed-methods research design was employed, incorporating both quantitative and qualitative data collection methods. Data were gathered through completed surveys and follow-up interviews conducted with instructional staff. Findings indicated that effective PLC implementation requires a clearly articulated vision from school leadership, structured support systems, ongoing feedback, and intentional collaboration among staff. Results also demonstrated that teacher efficacy increased when educators could connect instructional practices directly to student achievement outcomes. The study concluded that strong leadership, intentional professional development, aligned school policies, and collaborative structures were essential for sustaining effective PLCs. Recommendations included establishing transparent expectations for PLCs, protecting collaborative planning time, providing leadership training, and implementing continuous support systems to strengthen teacher efficacy and improve schoolwide student achievement.

This study examined how well the Assistant Principal Induction Program (APIP) prepared future school leaders. The study was conducted because leadership behaviors shape teacher outcomes and inadvertently influence students’ learning. The purpose was to assess the effectiveness of the Assistant Principal Induction Program (APIP) in preparing new administrators to exhibit leadership behaviors that positively impact teacher performance and student achievement. The research questions asked: (a) To what extent did APIP participation support assistant principals’ leadership behaviors and instructional support practices, as perceived by teachers and administrators? (b) To what extent did administrators’ positive or negative behaviors toward teachers influence classroom practice in ways that contributed to perceived increases or decreases in academic performance? This study was guided by a utilization-focused, mixed-methods program evaluation design. Findings showed that feedback and psychological safety were the strongest unique predictors of teacher growth and retention and perceived Influence on instructional practice. Qualitative findings indicate that teachers described negative communication styles and micromanaging as major challenges to remain in the school. The recommendations focused on strengthening coaching support and making expectations more explicit.

The number of online learners continued to rise following the pandemic. In response, state and district leaders developed virtual schools, while the commercial education sector—including private schools, charter schools, independent schools, and third-party providers—expanded rapidly. As enrollment grew, so did the number of online teachers and administrators. Despite this growth, research on core educational topics—such as student learning, teacher performance, and leadership—did not keep pace. Online learning was often treated as equivalent to traditional schooling. However, technology-mediated environments introduced important differences that shaped all aspects of education, including how teachers performed effectively and how leadership could best support them. The purpose of the study was to investigate relational trust between online teachers and their supervisors and teacher self-reported performance. The study included a survey with Likert-scale response options and open-ended questions, yielding quantitative and qualitative data. Semi-structured interviews provided qualitative data demonstrating deeper reflection on relational trust in the online environment. Research demonstrated a strong relationship between relational trust–specifically in the teacher-supervisor dyad–and student performance.

The inclusion of students with diverse learning needs has required teachers to adjust, alter, or differentiate learning so that all students can fully participate in the classroom at their ability level. This study aimed to explore, identify, and understand teachers' attitudes, beliefs, and perceptions of their preparedness to teach students with disabilities. This was a phenomenological study with data collected through semi-structured interviews of kindergarten through twelfth grade teachers. The results of this study indicated that teachers’ perceptions of preparation programs were shaped by a lack of authentic instructional experiences limiting their sense of readiness upon entering the profession and did not provide sustained or in-depth training for inclusive instruction contributing to teachers’ perceptions of unpreparedness. Teachers’ perceived knowledge of how to teach students with disabilities was closely tied to experience rather than preparation, highlighting gaps in formal training and reinforcing the role of self-efficacy development over time. Obstacles to successful inclusive teaching are systemic and directly affect teachers’ confidence and instructional effectiveness. It is recommended that teacher preparation programs provide authentic experiences for pre-service teachers and school districts provide support through ongoing professional development for both teachers and administrators in inclusive instructional practices.

Mathematics proficiency has remained a persistent national challenge, with many students failing to meet grade-level expectations. This mixed-methods program evaluation examined the effectiveness of mathematics intervention strategies within Multi-Tiered Systems of Support (MTSS) for students in Grades 3–8. Guided by utilization-focused evaluation, the study explored educator perceptions, implementation practices, and system-level challenges. Quantitative data were collected through an anonymous survey (n = 19), and qualitative data were obtained from one semi-structured interview. Descriptive statistics and inductive coding were used for analysis, with extant data providing contextual support. Findings indicated that small-group instruction was perceived as highly effective; however, inconsistencies in implementation fidelity, progress monitoring, and professional development limited overall impact. The results suggested that MTSS effectiveness depends on coherent implementation and data-driven practices. Implications include the need for standardized protocols, targeted training, and strengthened use of data to support equitable mathematics outcomes.

This research examines parent and educator perceptions of kindergarten readiness within Early Childhood Education (ECE) settings. The research addressed the following questions: (1) How do parents and educators perceive children’s readiness for kindergarten? and (2) How do these perceptions influence academic readiness outcomes? Using a mixed-methods approach, data were collected through surveys and qualitative responses from diverse families and early childhood educators. Findings revealed that participation in ECE programs was associated with stronger readiness skills. Educators emphasized social-emotional development, while parents prioritized academic preparation. Results support the need for structured transition programs, strengthened family-school partnerships, and policy improvements to promote equitable, holistic kindergarten readiness. 

Opportunity gaps for marginalized students in urban schools are evident in declining student achievement. Misalignment between district expectations of school administrators and their instructional feedback and time allocations threatens to widen this gap. School administrators have a strong influence on student achievement, as John Hattie reported in Visible Learning. Considering this, the following research questions emerge: How do district practices and expectations for principals' and assistant principals' feedback and time spent on instructional leadership align to influence the effectiveness of principals and assistant principals as instructional leaders? How might we leverage strategies, actions, and policies to improve the alignment for urban districts? Through a survey, this mixed-methods study identified district development practices for school administrators and highlighted the misalignments. Key findings identified two themes: misaligned expected vs. actual feedback practices and misaligned expected vs. actual time-allocation practices. Noting differences in school leaders’ perceptions of the effectiveness of professional development, including feedback and time distributions relative to district expectations, was evident for the assistant principal role. This research recommends two key policy shifts in administrator evaluation at the district and state levels. The first recommendation is to implement a district-wide support model for urban districts that uses the School Leader Paradigm to strengthen goal-setting, instructional focus, and the provision of right-fit support for both principals and assistant principals. The second recommendation is for policymakers to require that a student growth metric be included in both principal and assistant principal evaluations.

Character education and its significance within schools continues to be debatable topic among stakeholders and policymakers across our nation. The purpose of this study was to determine how character education is implemented in grades K-12 within the United States and how it impacts student achievement and well-being. The primary research question for this study was: How does character education impact academic achievement and well-being of students from the perspective of parents, teachers, and school counselors? A mixed-methods research approach combining quantitative and qualitative data was used. Data collection included extant data, surveys, and semi-structured interviews with key stakeholders. Findings showed a strong conceptual support for character education with classroom-level and school-wide benefits in creating positive, inclusive learning environments and opportunities for student self-reflection. The study also revealed challenges and barriers within existing character education programming. Extant data showed that parents value character education but struggle as children age and outside influences grow, driving a greater need for schools and communities to help reinforce honesty, responsibility, and respect alongside academics. The study evidenced that while not all students had access to character education programming, some teachers and school counselors found ways to embed it within their instructional practices. It was concluded that a strategic change plan with policy reform is pivotal to further progress in character education efforts. Recommendations include implementing character education programming across all schools throughout the United States, allowing access for all students, and making refinements to existing programming for overall increased effectiveness within schools.

This qualitative comparative case study examined how instructional leadership frameworks influence instructional coherence and teacher efficacy in two Illinois school districts. Grounded in instructional leadership and coherence theory, data were collected through interviews, document analysis, and public sources. Findings indicated that leadership structures alone did not ensure coherence; alignment across leadership practices, instructional systems, and priorities was critical. District A demonstrated fragmented systems and inconsistent implementation, while District B demonstrated aligned leadership practices and coherent systems. A change plan for District A, based on Wagner et al.’s (2006) Four Cs, included establishing a districtwide instructional leadership framework and aligning systems. Results highlight the importance of leadership coherence in strengthening instructional systems and teacher efficacy.

This study examined how school leadership supports the implementation of culturally responsive teaching (CRT) to improve outcomes for African American ninth-grade boys. Research shows that many educators are underprepared to effectively teach students of color, often lacking the cultural competence and tools needed to address diverse student needs. At the same time, school leaders play a critical role in shaping instructional practices, school culture, and equitable learning environments. Using a qualitative research design, this study explored how leaders support teachers in developing culturally responsive practices through professional development, relationship-building, and systemic change. Data was collected through interviews, observations, and document analysis, with attention to the lived experiences of African American male students. Findings suggest that leadership-driven CRT efforts strengthen student-teacher relationships, increase student engagement, and support academic success. This study highlights the importance of intentional leadership in creating inclusive environments where African American ninth-grade boys can thrive.

This study examined the impact of a policy requiring family and community engagement metrics to be included in administrator evaluations as a strategy to improve engagement practices and student outcomes. The purpose of the study was to determine the extent to which the policy influenced administrator practices related to partnering with families on academic performance, family engagement planning, and administrators’ perceptions of changes in family engagement practices. This study used a mixed-methods research design. Data was collected through surveys of Title I school administrators in the state under study and through an analysis of School Improvement Plans and Parent and Family Engagement Plans. Findings indicated that while administrators reported increased awareness and slight improvements in responsiveness, most reported no significant change in engagement practices or planning documents. The study recommends establishing coherent systems, building staff capacity, and aligning policy, accountability, and practice to support sustainable and impactful family and community engagement.

Mandated teacher-evaluation systems serve as central accountability mechanisms in urban education, yet their effectiveness as instruments for professional development remains contested. This mixed-methods study investigated the Critical Schism: the gap between bureaucratic compliance and authentic instructional capacity development within teacher evaluation systems in large urban school districts. Guided by Social Constructivism (Vygotsky, 1978), adult learning theory (Knowles, 1980), and Wagner et al.’s (2006) 4 C’s framework, the study examined how evaluation systems can be restructured to develop teacher instructional capacity, what structural and cultural barriers prevent evaluation from supporting growth, and what research-based strategies reposition the evaluator as an instructional coach and More Knowledgeable Other. A sequential explanatory design was used with a purposive sample of 10 veteran educators (5 teachers, 5 administrators) with a combined 212 years of experience. Quantitative survey data were analyzed using one-way ANOVA and linear regression; qualitative data from semi-structured interviews were analyzed through emergent grounded theory coding organized by the 4 Cs. Quantitative findings revealed no significant difference between teacher and administrator perceptions of systemic friction (F(1, 8) = 0.077, p = .789), and years of experience accounted for less than 3% of variance (R² = .026), demonstrating an Experience Fallacy in which the system fails to differentiate based on educator expertise. Qualitative analysis surfaced four themes: the Time Trap, Atmospheric Fear, the Coaching Deficit, and Procedural Rigidity. In response, this study proposes a "To-Be" framework that repositions teacher evaluation as a capacity-building ecosystem. The framework advances three interconnected recommendations: the implementation of a Tiered Evaluation Model differentiating pathways for veteran and novice educators; the redesign of organizational conditions through digital automation to reclaim 30% of administrative time for coaching; and the formalization of the Differentiated Evaluation Pathways Policy to institutionalize these changes at the district governance level. Together, these recommendations seek to restore the evaluator's role as a More Knowledgeable Other, advance teacher instructional capacity, and improve student learning outcomes in urban school environments.

This qualitative dissertation examined how caregivers of students with low-incidence disabilities experienced and interpreted school support within the context of daily family life. Grounded in the social model of disability, the study was designed to explore the nature of meaningful school-based support, the limitations caregivers encountered, and the ways school-family relationships shaped these experiences over time. The overarching research question asked how caregivers of students with low-incidence disabilities perceived the school’s role in supporting their families. A qualitative research design was selected to center caregiver voice and allow for in-depth exploration of lived experience. Data were collected through semi-structured interviews with caregivers and were analyzed using within-case and cross-case thematic analysis to identify recurring patterns across participant narratives. The findings indicated that caregivers experienced school support most positively when it was characterized by trust, empathy, clear communication, advocacy, flexibility, and authentic partnership. Caregivers also described emotional validation and connection with other families as meaningful forms of support. At the same time, participants identified gaps when support was limited to procedural expectations, compliance, or surface-level involvement that did not fully acknowledge the complexity of caregiving. The study concludes that school support was most meaningful when it extended beyond formal responsibilities to include relational, family-centered practices. The findings suggest that schools should strengthen communication, caregiver partnership, and responsive support structures for families.

This dissertation examined the assessment practices and classroom management in K to 12 private schools in a country in Southeast Asia. The purpose of this study was to determine the relationship between assessment practices and classroom management in K to 12 private schools and to serve as a basis for a continuous improvement plan. The primary research question for this study was: What is the significant relationship between assessment practices and classroom management, and what can be a proposed plan of action based on the results of the study? The study employed a quantitative correlational research design. Data was collected using a structured survey questionnaire, which functioned as the main research instrument. The results revealed that there was a moderate direct correlation between classroom assessment practices and classroom management. It was concluded that there was a critical interrelation between assessment practices and classroom management in private schools; effective classroom management creates a conducive learning environment that maximizes the impact of assessment. Based on the findings, a proposed continuous improvement plan was developed to strengthen assessment practices and enhance classroom management. It is recommended that educators continuously improve the effectiveness and consistency of classroom assessment.

This qualitative case study, incorporating phenomenological and narrative elements, investigates how undergraduate Latina teacher candidates leverage Spanish-English bilingual young adult literature (BYAL) in secondary English teacher preparation courses to enhance their academic Spanish proficiency and foster translanguaging pedagogies. Data were collected through semi-structured pre- and post-interviews and document analysis of course assignments. Guided by Critical Race Theory and LatCrit and rooted in decolonial and barrio-based epistemologies, the study examines how language hierarchies and English-dominant ideologies marginalize bilingual teacher candidates in educator preparation programs and the students they will teach in language arts classrooms. Findings suggest that reading, interpreting, and teaching BYAL encouraged candidates to reflect on their bilingual identities and consider translanguaging practices as a means to disrupt monolingual norms, advance linguistic equity, and support liberatory literacy practices that center bilingual students. This dissertation proposes curricular recommendations to establish Program Learning Outcomes (PLOs) that guide curriculum design and course development within educator preparation programs, ensuring the intentional integration of linguistically inclusive pedagogies.

This autoethnographic study focuses on Post-Traumatic Stress Disorder (PTSD) among U.S. veterans and the policies and practices that impact life outcomes. The research answers the questions: (1) what insights emerge from the author’s embedded advocacy experience; (2) what systemic barriers impede veterans’ access to PTSD treatment; and (3) how does military culture shape help-seeking behavior. This research draws on the author’s multigenerational and institutional ties to military service—as descendant of a Korean-era veteran, Marine and Army servicemember, VA employee, and veteran advocate. The researcher constructs detailed autoethnographic and composite narratives of the lived experiences of service members who develop PTSD, from enlistment to boot camp to deployment to reintegration to post-service. This long view provides insights into how these different phases impact one another within particular lives. Throughout the narrative, lived experience is connected to policy, research, and to both disability and social theory. Core themes include military culture’s emphasis on stoicism, systemic barriers within the VA and broader healthcare systems, stigma surrounding disability, challenges in reintegration, and the social and psychological implications of untreated PTSD. The study concludes by advocating for policy reform, improved access to evidence-based care, and greater public and professional awareness of the complexities involved in military service, in order to better serve veterans with PTSD.

This study explored how early childhood educators and administrators perceive and implement play-based learning in preschool through first grade settings, with a focus on supporting social-emotional development. As academic expectations in early childhood education increase, tension has emerged between developmentally appropriate practice and standards-driven instruction. The purpose of this study was to examine how play-based learning is understood, applied, and supported in practice, guided by the research question: How do early childhood educators and administrators perceive and implement play-based learning? A qualitative research design was used to gain in-depth insight into participant experiences and perspectives. Data were collected through an online questionnaire that included open-ended responses and through five semi-structured interviews. Data were analyzed using thematic analysis to identify recurring patterns and themes. Findings indicated that participants value play-based learning but face barriers including academic pressure, limited time, lack of resources, and inconsistent understanding. The study concludes that stronger alignment across classroom practice, leadership, and policy is needed to support sustainable implementation. Recommendations include increased professional development, clearer communication, and system-level support.

This mixed-methods evaluation examined how Early College programs influenced postsecondary and career-readiness within two networked models supported by the Center of Excellence in Leadership of Learning (CELL): the Rural Early College Network (RECN) and the Urban College Acceleration Network (UCAN). Guided by Patton’s Utilization-Focused Evaluation Framework, the study addressed four research questions: How did RECN and UCAN support high schools in implementing post-secondary and career-readiness programs? What patterns of student outcomes were associated with participation, including graduation, postsecondary enrollment, credential attainment, and workforce entry? Which program components most strongly supported student preparation? What strategies and policy implications emerged for strengthening Early College implementation across contexts? The purpose of this study was to evaluate how RECN and UCAN supported equitable access and influenced student outcomes across rural and urban settings. Data was collected through document analysis, external evaluations, state datasets, surveys, and stakeholder interviews. Findings indicated that networked supports strengthened program access and participation, while variation in advising alignment and local capacity influenced consistency and student progression. The study recommended strengthening system coherence, aligning pathway and advising structures, and advancing policy measures focused on student progression and credential completion.

This study examined the impact of instructional coaching on teacher mindset and practices in mathematics at McInnis Elementary. The purpose of this study was to evaluate how instructional coaching focused on how mindset-shifting strategies influenced teacher beliefs and instructional practices in mathematics. A mixed-methods approach was used to examine both quantitative and qualitative data. Data were collected through pre- and post-surveys, as well as interviews, reflections, and classroom observations conducted with six teachers who participated in the coaching process. The findings revealed shifts in teacher mindset and instructional practices following instructional coaching, such as increased opportunities for productive struggle, greater use of effort-based feedback, and more frequent student explanation; however, these changes were not consistent across classrooms. This study concluded that instructional mindset coaching can support changes in teacher beliefs and practices in mathematics classrooms when implemented consistently and supported by structured systems. Recommendations include implementing structured coaching cycles to support consistent implementation of mindset-based instructional practices in mathematics.

This research explores the lived experiences of two Christian African American mothers caring for adult children with severe psychiatric disabilities. Participants are long-trusted confidantes whose conversational interviews serve as primary data, contextualized within church, family, and mental health agency settings. Grounded in Clandinin and Connelly’s narrative framework, the study privileges reliving and retelling personal stories to surface emotional, relational, and temporal complexities often obscured in conventional research. Analytic procedures combine thematic coding with narrative reconstruction—triangulating temporality, sociality, and place—to identify emergent themes about systemic barriers, caregiving strains, faith influences, and coping strategies. The research provides deep insights into the ways in which these mothers evolve in their beliefs about their roles as mothers, moving from a place of wanting to fix their children, to coming to terms with understandings that their children’s needs went beyond their individual capacities to “fix,” as well as accepting their children as they are. The research found that more often than not, the psychiatric systems they turned to were inadequate and often dehumanizing, especially to African Americans. As women of faith, the participants explored encounters within their church communities in which their children’s disabilities were often viewed as spiritual failings. However, their faith in God was a constant source of strength and insight throughout their journey. Recommendations for mothers, families, churches, and mental health professionals highlight the importance of understanding family perspectives and experiences, the need for dimensional support, and the importance of having trusting friendships with others who share common experiences.

From urban cities to suburban neighborhoods to rural towns, classrooms across the United States include a growing number of students who come from homes where their parents or guardians are not English speakers. Communication barriers exist between educators and the families of English Language Learners (ELL). The purpose of this study was to identify ways educators can engage the families of English Language Learners (ELL) to positively impact students' academic achievement. The primary research question guiding this study was: What are the ways educators can create partnerships between families of ELL students to promote family engagement and academic achievement? Data were obtained through a survey administered via social media to educators across the United States. Data was also collected through semi-structured interviews with educators. The study’s findings indicated that instructional accommodations, strong family engagement, and improvements in achievement lead to better outcomes. Recommendations include professional development for educators and incorporating families into decision-making processes, honoring their identities through school events and curriculum, and equipping them with the tools to advocate for their children.

This research study examined the impact of COVID-19 teaching and learning for special education teachers with a focus on attrition, professional development, and professional learning committees. The purpose of the study was to research and provide recommendations to decrease attrition among special education teachers, implement effective professional development, and build professional learning communities that promote greater efficacy and confidence within the system. In addition, this analysis examined current instructional practices for students with disabilities and their associated outcomes. My research questions were designed to explore what special education teachers need for student achievement post-COVID-19. The research findings revealed national, state, and local policies and strategic plans that focus on closing the achievement gap for students with disabilities and on equipping special education teachers with the pedagogical skills needed to drive student growth effectively. The recommendations provide school districts, special education teachers, and constituents with transformative and meaningful strategies that can profoundly shift the epistemology of special education.

This white paper explores the evolution of policies and its language within legal frameworks governing the definitions and judicial interpretations of “sex” and “gender identity,” focusing on the rights and protections afforded to LGBTQ+ individuals in educational contexts. Employing critical policy analysis, comparing queer and critical race theories, the study examines federal and state policies—including U.S. Department of Education regulations under Title IX, the Equal Protection Clause, and major court cases such as Bostock v. Clayton County,1 Whitaker ex rel. Whitaker v. Kenosha Unified School District,2 Grimm v. Gloucester County School Board,3 and Stock v. Clayton County.4 Findings from cases like Grimm (2020) and Bostock (2020) highlight how policy language often lags evolving social and legal understandings, resulting in inconsistent enforcement and systemic exclusion of transgender and gender-diverse students. This paper advocates for the alignment of federal and state policies to standardize inclusive language and terminology, strengthen enforcement, and ultimately integrate gender equity into educational leadership and professional development. Adopting robust gender identity policies is not merely a compliance exercise but a strategic imperative for fostering innovation and equity.

This dissertation examines the lived experiences of two Latino men who traversed the school-to-prison pipeline in the 1980s. The purpose of this study is to investigate how intersecting systems of racism, ableism, poverty, and exclusionary school practices shaped their educational trajectories and contributed to their incarceration. Three overarching research questions guide this inquiry: (1) What can be learned from the stories of two formerly incarcerated relatives that sheds light on how the school-to-prison pipeline is lived? (2) How do their narratives illustrate the impacts of exclusionary discipline policies, such as zero-tolerance, on educational opportunities and life outcomes? (3) How does the researcher's extensive experience as a special education teacher provide insights into how the pipeline operates within educational systems? This study employs a qualitative, narrative inquiry methodology. Data were collected through in-depth, semi-structured narrative interviews with both participants, supplemented by the researcher's professional self-narrative drawn from twenty-five years in special education. Findings reveal pervasive Adverse Childhood Experiences (ACEs), intergenerational trauma, and systemic failures — including the misidentification of disability-related behaviors as defiance and the overuse of exclusionary discipline. The research concludes that educational systems, despite good intentions, can unknowingly criminalize students who experience trauma and who have disabilities, particularly students of color. It is recommended that educators, legislators, and communities dismantle punitive systems and replace them with restorative, trauma-informed, and culturally responsive practices that center student dignity and voice.

Structured instructional frameworks have emerged as promising approaches for improving academic achievement and closing opportunity gaps in secondary education. The purpose of this mixed-methods program evaluation was to examine the impact of Writing, Inquiry, Collaboration, Organization, and Reading (WICOR) instructional strategies on academic achievement in secondary classrooms within a large, diverse school district in a southeastern state. The overarching research question guiding this study was: How do teachers perceive the effectiveness of WICOR strategies in supporting student learning and academic success? Data were collected through Likert-scale surveys administered to 29 teachers and 5 administrators, semi-structured interviews with the 5 administrators, and a review of three-year extant state standards assessment data across three secondary schools. Findings indicated that both teachers and administrators held strong, positive perceptions of WICOR as an effective instructional framework, with mean scores consistently above 4.0 across items related to student engagement, collaboration, and academic achievement. Persistent challenges included time constraints, inconsistent resource access, and variability in teacher capacity, particularly in implementing inquiry and collaboration. Recommendations include the adoption of a district-level policy requiring equitable professional development and resource allocation, strengthened instructional leadership, and sustained coaching to support consistent, high-fidelity WICOR implementation across all secondary classrooms.

Many educators believe that poverty influences students' achievement at all levels of academia. My purpose in this study was to determine the impact of poverty on academic achievement among students living in poverty and the level of awareness among teachers regarding its impact on their students’ academic achievement. I used a mixed-methods approach in conducting my research. My findings demonstrated that there are both negative and positive effects of poverty on student achievement, and the longer students are in poverty, the more likely they are to be academically deficient. I identified barriers faced by economically disadvantaged students, including unmet basic needs, limited access to supplies and technology, limited resources, lack of stability, minimal to no academic support at home, stress and trauma, and lack of exposure. The findings of my research indicate that, if these conditions are met, students in poverty can achieve the same level of success as their affluent peers. The beneficial elements that economically disadvantaged students need from educators include establishing relationships and trust, flexible academic expectations, opportunities to complete their work in class, establishing high expectations with compassion, strengthening academic support, closing the achievement gap, providing physical and mental health, and creating equity with accountability and expectations for all students.

This dissertation examines childcare as a site of gender inequality shaped by cultural norms, structural barriers, and digital discourse. Despite increased awareness of shared parenting ideals, mothers predominantly bear the “mental load.” This study introduces the idea of a motherhood contract: implicit expectations that mothers are responsible for managing children’s needs. This study is guided by two research questions. (1) What are parents’ experiences of managing the mental load of caregiving? How do they make sense of these experiences within the gendered and moral expectations shaping family life? (2) How are cultural ideas about childcare and parenting constructed, circulated, and reproduced through parents’ narratives and social media discourse? The research employs qualitative narrative inquiry drawing on feminist theory and the sociology of care to situate individual experiences within broader systems of power. Findings introduce moral risk—the social and internal consequences of failing to meet “good” caregiving standards. The mental load becomes cognitive labor and risk management; parents anticipate needs and absorb accountability to avoid judgment. Although often framed as individual choices, these practices are shaped by cultural and digital norms. Narratives of choice and efficiency reinforce mothers’ responsibility and conceal structural barriers like workplace inflexibility. Career sacrifices appear voluntary even when constrained, rendering caregiving invisible and perpetuating gendered expectations. Ultimately, the dissertation demonstrates that childcare decision-making is culturally mediated, reproducing and legitimizing gender inequality. By connecting cultural discourse, family practices, and online self-surveillance, the research explains how unequal caregiving persists through both external barriers and internalized norms.

The purpose of this study was to explore how leaders' practices impact elementary schools' development of a positive culture for mathematics learning. The study sought to determine what leadership actions influenced mathematics instruction, teacher beliefs, and student learning across an urban charter school network. This mixed-methods, utilization-focused program evaluation examined how administrator and teacher leadership influenced mathematics culture through interviews, document review, and student achievement data. Research showed that deficits in early numeracy knowledge, a lack of math-specific instructional coaching, rigid pacing guidelines, and accountability demands hindered the quality of mathematics instruction. Suggestions for improvement include increasing leadership's content knowledge in mathematics, increasing math-specific professional learning, and systematically aligning curriculum and instruction to drive equitable mathematics outcomes.

Over the last decade, underrepresented and at-risk elementary students have scored lower on standardized assessments in math than the general student population, indicating a deficiency in their mastery of mathematical concepts and application. The purpose of this study was to determine if there is a relationship between the math achievement of fifth-grade underrepresented and at-risk students attending a Science, Technology, Engineering, and Mathematics (STEM) school in comparison to those who attend a non-STEM school. The overarching research question was: What is the difference in math achievement scores on the state standardized test of mathematics between the selected student group at STEM schools when compared to the scores of the same selected group at a non-STEM school? A quantitative approach incorporating extant data was utilized to enhance the credibility and applicability of findings for school leaders, educators, and practitioners. Results showed that underrepresented students, especially Hispanic students, benefited from attending a STEM school. Findings revealed that students had more instructional resources available to them at STEM schools, which allowed them to perform better on the math state standardized assessment than students at non-STEM schools. Recommendations include having administrators from non-STEM schools visit a STEM school to observe best practices to implement in their schools. In addition, strengthening parental involvement and connection would also benefit these student groups.

This study examines how Tier-1 social and emotional learning (SEL) practices influence school culture and climate through the implementation of the RESS model, which emphasizes Relationships, Environments, Skills, and Staff Practices. In the aftermath of the COVID-19 pandemic, schools across the United States have faced increasing challenges related to student mental health, staff burnout, and disruptions to school climate. As educational systems seek sustainable and systemic approaches to address these challenges, Tier-1 SEL practices have emerged as a critical lever for fostering supportive, equitable, and trauma-informed learning environments. This study is guided by the question: How does the implementation of Tier-1 SEL practices through the RESS model influence school culture and climate? Using a mixed-methods design, this study analyzes quantitative and qualitative data from Chicago Public Schools, including CASEL Schoolwide SEL Rubric submissions, School Climate Team surveys, 5Essentials survey data, and school performance metrics. Quantitative analyses examine relationships between SEL implementation fidelity and key climate indicators, including student belonging, staff collaboration, and disciplinary outcomes. Qualitative analysis of staff responses provides insight into how educators experience and operationalize Tier-1 SEL practices within their school communities. Findings indicate that stronger implementation of Tier-1 SEL structures is associated with measurable improvements in school climate, including reductions in behavioral misconduct, increased student belonging, and strengthened staff collaboration. Results suggest that sustainable SEL implementation requires alignment across relational practices, environmental structures, staff competencies, and leadership systems. These findings offer practical guidance for educational leaders seeking to embed SEL into school improvement efforts and strengthen equitable and supportive school environments.

Deaf and hard-of-hearing (DHH) students with co-occurring learning disabilities (LD) represent one of the most complex and underserved populations in American education. The intersection of hearing loss and learning disabilities creates compound educational needs that exceed the capacity of systems designed for either condition alone, yet research specifically addressing this dual diagnosis remains critically limited. This mixed-methods case study examined effective inclusive educational strategies for DHH students with learning disabilities across diverse educational settings, investigating how educators, support staff, administrators, and families perceive and implement instructional approaches designed to address this population's unique needs. The study explored which strategies most effectively support academic achievement and socio-emotional well-being, how stakeholder perceptions align with documented practices, the extent to which tailored interventions impact language development and communication, and what systemic factors facilitate or hinder successful implementation. Data were collected through a Research Participation Screening survey and in-depth semi-structured interviews with 24 stakeholders across various educational settings. Thematic analysis of interview transcripts yielded 168 coded excerpts organized across eight dimensions. Findings revealed that effective education for DHH students with learning disabilities requires integrated implementation across various practices. When these dimensions aligned, students demonstrated measurable gains in communication, academic achievement, and social-emotional development. However, systemic barriers prevent these evidence-based practices from becoming standard. Keywords: deaf and hard-of-hearing, learning disabilities, dual diagnosis, inclusive education, multimodal instruction, stakeholder perspectives, mixed-methods, change plan

This research examined the organizational and instructional conditions shaping elementary mathematics outcomes in a southern Illinois unit district, with a focused analysis of departmentalization in grades 3–5. Guided by the question of how departmentalization influences students’ mathematical skills and conceptual understanding, I used a qualitative design grounded in semi-structured interviews with current educators. Data were analyzed thematically through the lens of context, culture, conditions, and competencies. Findings indicated that while self-contained classrooms support relationship-building and instructional stability, they limit access to content-specific expertise in mathematics. Participants identified key benefits of departmentalization, including greater instructional focus, stronger content knowledge, and enhanced teacher collaboration. This research concluded that, when implemented with intentional leadership, targeted professional development, and aligned scheduling, departmentalization strengthened mathematics instruction and improved student outcomes, if systems are in place to sustain collaboration and ensure implementation fidelity.

This narrative inquiry study explored the lived experiences of Latina leaders in K–12 public education school leadership and examined the systemic barriers that contributed to their continued underrepresentation in educational administration. The purpose of this study was to understand how Latina leaders navigated their leadership roles while also balancing cultural identity, gender expectations, and professional expectations within educational systems that were not designed for their success. The central research question guiding this study was: What are the unique experiences and challenges faced by Latinas in K–12 public school leadership roles, and how do these narratives inform our understanding of representation in educational leadership. Using narrative inquiry, interviews were conducted with six Latina leaders serving in building- and district-level leadership positions in public education. The findings revealed common themes of cultural identity, cultural ways of leading, representation and advocacy, resilience, barriers, and the need for mentorship. Participants described leadership that is deeply connected to family, community, and cultural values. They also stated that they navigated their leadership roles through systemic inequities and limited access to professional support networks. This study recommended the development of leadership pipelines, culturally responsive mentorship programs, and equitable hiring practices to strengthen the recruitment, preparation, and retention of Latina leaders in educational leadership.

This program evaluation examined the impact of intensive, individualized coaching in culturally responsive teaching (CRT) practices on one elementary teacher's professional capacity and student achievement outcomes for students of color. The study was conducted in a diverse suburban district in Illinois where students of color comprise the majority of the student population. Using a mixed-methods case study design, the evaluation addressed research questions focused on coaching's impact on teacher capacity, the relationship between capacity growth and student outcomes, and implications for scaling CRT implementation district-wide. Through sustained coaching over nine weeks, the focal teacher demonstrated measurable growth across all capacity domains, with assessment practices showing the largest gains. His students of color exceeded growth projections and outperformed their peers across the school on standardized math assessments. Staff survey data revealed strong equity beliefs but significant gaps in CRT knowledge and skills, pointing to a need for sustained coaching rather than traditional workshops. Recommendations included establishing a district-wide coaching infrastructure, restructuring professional learning communities around CRT, developing teacher leaders, and transforming assessment practices to offer students multiple pathways for demonstrating mastery. Keywords: culturally responsive teaching, achievement gap, education debt, students of color, instructional coaching, professional development, culturally responsive assessment, teacher capacity, diverse suburban schools, elementary education.

This study explores how dialogic teaching can enhance metacognition and self-efficacy among middle school multilingual learners who face challenges with the academic language demands (CALP) of literacy tasks. Using a Design-Based Research (DBR) methodology, specifically a formative experiment, the Metacognitive Dialogic Teaching Protocol (MDTP) was implemented over seven iterative cycles. The research questions were: How do dialogic interactions impact metacognition in middle-grade multilingual students? How does Metacognitive Dialogic Teaching affect comprehension development in these students? And, how does it influence their self-efficacy? The participants included six middle-grade multilingual learners engaged in a Tier 2 literacy intervention who initially exhibited "fake reading" behaviors and a lack of active comprehension monitoring. Data sources comprised MDTP rubrics, student self-rating scales, reflective journals, standardized comprehension assessments (CORE MAZE), metacognitive awareness inventories (MARSI-R), and self-perception scales (RSPS2). The findings indicate that the structured, dialogic scaffolding provided by the MDTP helped students transition from basic social communication skills (BICS) to the academic language (CALP) necessary for advanced comprehension. Iterative adjustments, such as the creation of an MDTP organizer, created the "processing space" and provided extended wait time essential for multilingual learners to engage in meaningful metacognitive strategy analysis. Ultimately, the research suggests that offering multilingual learners structured dialogic scaffolding improves their comprehension, metacognitive awareness, and self-efficacy, empowering them to view themselves as capable and active participants in their own learning.

This study examined the role of emotional intelligence (EI) in leadership effectiveness within early childhood education settings. Leadership in these contexts involves navigating complex relationships, staff stress, and organizational demands, yet leadership preparation often emphasizes technical skills over emotional competencies. The study explored how EI influences leadership effectiveness and how reflective practices support leadership development. Guided by the question How does emotional intelligence impact leadership effectiveness?, the study used a mixed-methods design. Quantitative data were collected through an EI Inventory of Practices self-assessment measuring four EI domains, and qualitative data were gathered through semi-structured interviews. Findings suggest emotionally intelligent leadership is strengthened when reflective practices, coaching-oriented supervision, and EI-focused leadership development are embedded within organizational systems.

This study examines adult psychological safety within elementary school contexts, focusing on how belonging and emotionally intelligent leadership shape educators’ experiences of safety and professional engagement. Grounded in a utilization-focused evaluation framework, the purpose of this mixed-methods study is to explore how psychological safety is defined and experienced by educators and to identify conditions that support or hinder its development. The guiding research questions are: What conditions support psychological safety for adults in elementary school settings? and In what ways does psychological safety impact professional practice? Data is collected through a survey of 29 educators and semi-structured interviews with 14 participants across multiple school contexts. Quantitative data is analyzed using descriptive and inferential statistics, while qualitative data are examined through thematic analysis. Findings indicate that psychological safety is shaped through the interaction of belonging and leadership behaviors, particularly those related to trust, transparency, and emotional responsiveness. Participants describe psychologically unsafe environments as leading to self-protective behaviors and reduced engagement, while psychologically safe environments foster collaboration, reflection, and instructional risk-taking. The study concludes that psychological safety is foundational to effective teaching and learning and calls for leadership practices that intentionally create the conditions in which educators can move from compliance to courage. Recommendations include professional development and ongoing, responsive support for school leaders with a focus on cultivating psychological safety through relational leadership and equipping leaders to navigate complex interpersonal and school-based dynamics.

Executive leadership development programs are often treated as race-neutral pathways to advancement, yet they frequently reflect dominant cultural norms that require leaders from marginalized communities to assimilate in order to succeed. This study examined the question: How can executive leadership development be restructured to affirm Black identity, cultural intelligence, and leadership persistence rather than require assimilation into exclusionary models? This study employs a convergent mixed-methods design, including interviews with 9 Black executive leaders and a document analysis of leadership development programs using the Assimilation Pressure Index. Findings reveal persistent assimilation pressures and identity negotiation within leadership development experiences, and document analysis showed limited attention to identity-affirming practices. Recommendations include redesigning leadership development to center cultural identity, lived experience, and culturally responsive mentorship so Black leaders can thrive and persist without suppressing identity or assimilating to dominant leadership norms.

This qualitative study examined the extent to which Illinois school districts’ strategic plans addressed the recruitment, retention, and advancement of African American educators. Grounded in Critical Race Theory and Wagner’s 4Cs framework, the study analyzed 15 board-approved strategic plans and interviews across urban, suburban, and rural contexts. Findings indicated that while most plans referenced equity, only 33% included measurable goals or accountability structures. Interviews revealed barriers, including professional isolation and limited mentorship. Conversely, districts investing in mentorship and unbiased hiring demonstrated stronger diversity. The study concluded that educator diversity requires intentional planning and sustained accountability. Recommendations include transitioning to structural equity through public data monitoring and funded support infrastructure. Keywords: Critical Race Theory, Wagner’s 4Cs, African American educators, Retention, DEI implementation, Leadership pipelines, Strategic planning, Educational leadership.

This study examines how communication systems in elementary schools influence equitable family engagement within a linguistically and culturally diverse, Title I context. The purpose of this research is to evaluate how communication practices support or limit access, participation, and partnership between schools and families. The overarching research question guiding this study is: How do current communication systems support or constrain equitable family engagement? A convergent mixed-methods design was utilized to collect and analyze both quantitative and qualitative data. Data sources included educator surveys, family surveys, and focus group interviews, allowing for a comprehensive understanding of communication practices from multiple stakeholder perspectives. Findings indicate that while educators demonstrate strong relational commitment and confidence in communication, systems are often inconsistent and rely heavily on individual practices rather than coherent structures. Families reported a need for clearer, more accessible, and flexible communication methods, particularly related to language access and modality preferences. Results suggest that communication practices are not one-size-fits-all and must be intentionally designed to reflect diverse family needs. This study concludes that equitable communication requires system-level alignment, rather than reliance on individual effort. Recommendations include the development of multilingual, multimodal communication systems, ongoing professional learning, and the implementation of structures that promote reciprocal, family-centered engagement.

This research aimed to understand the impact of utilizing a comprehensive student data dashboard, that allows administrators and teachers to not only view attendance, academic, and behavioral data at both the student and school level, but also to input tiered supports for students within the same platform. To complete this research, several elementary schools adopted a pilot of the student data dashboard, “Schoolytics”, and were then surveyed on their perceptions of MTSS after utilizing the dashboard for one school year. Additionally, school administrators were interviewed following several months of data dashboard implementation to understand the impact of the dashboard on their perceptions of MTSS. The results showed that having a dashboard did positively impact both teacher and administrator perceptions of MTSS, but it also revealed that beyond implementation, intentional training and professional development was critical to the data dashboard’s success.

This study explores the immigration related challenges faced by English language learners (ELLs) in grades 11 and 12 within a school district in the United States of America. Using a mixed methods design, it examines district data on enrollment, graduation, and dropout trends, enriched by the lived experiences of educators gathered through surveys and interviews. Guided by Wagner’s Four Cs framework of contexts, culture, conditions, and competencies, this research highlights a concerning decline in ELL enrollment as families navigate fears surrounding deportation and immigration status. At its overarching question, the study asks: How do immigration-related challenges affect the academic success of ELL students? Rather than focusing narrowly on legal status, it uncovers broader patterns and perceptions that shape the educational experiences of these students. The findings offer critical insights for developing responsive policies and targeted supports aimed at improving academic, social–emotional, and postsecondary outcomes for ELLs. Ultimately, this work seeks to foster an educational environment where ELLs are truly seen, heard, and supported, empowering them to thrive amid significant adversity.

This study presents a comprehensive program evaluation of the GOLD alternative education program at Panther Community High School, a program that had not undergone formal revision since approximately 2015. The purpose of the study was to examine the effectiveness of the GOLD program in addressing students’ academic, behavioral, and social-emotional needs while identifying areas for improvement that support both student success and long-term program sustainability. The evaluation was guided by three primary research questions: a.) To what extent is the GOLD program meeting the needs of the students? b.) To what extent are GOLD program teachers receiving the necessary support? c.) To what extent do GOLD program students and teachers feel a sense of belonging within the larger school community? A mixed-methods research design was employed to provide a comprehensive analysis of program effectiveness. Quantitative data were collected through surveys administered to students and staff, while qualitative data were gathered through individual interviews to capture participants’ perspectives and lived experiences within the program. The participant sample included 24 students currently enrolled in the GOLD program and 3 staff members involved in its implementation. Findings indicated that students generally reported feeling safe, supported, and comfortable within the GOLD program environment. However, several areas for improvement emerged, including the need for increased academic rigor, expanded social-emotional learning supports, greater access to career-readiness opportunities, and additional structured programming. Staff participants similarly identified gaps in available resources and expressed a need for enhanced institutional support to effectively meet the diverse needs of students served by the program. Overall, the findings suggest that while the GOLD program provides a supportive alternative educational setting for students, targeted programmatic updates are necessary to strengthen its effectiveness. Recommendations include expanding social-emotional learning supports, implementing more robust academic interventions, and integrating career and postsecondary readiness opportunities. These enhancements may improve student outcomes, strengthen program sustainability, and better align the GOLD program with contemporary research and policy related to alternative education.

As the population of English Language Learners (ELLs) continues to grow in United States public schools, educators must distinguish between language acquisition challenges and potential learning disabilities when determining appropriate instructional supports. When language development needs are misunderstood, multilingual learners may be referred inappropriately for Exceptional Student Education (ESE) services. The rationale for this study was to examine how instructional practices, professional learning opportunities, and organizational structures influence educators’ decisions regarding ELL support and referral practices. The purpose of this study was to explore educator preparedness, instructional interventions implemented prior to referral, and organizational factors influencing referral decisions. This study was conducted in one medium-sized school district in a southeastern state and included educators from multiple grade levels and content areas. Data were collected through surveys and an analysis of district-level placement of ELL students into ESE programs. Findings indicated that while educators frequently taught ELL students, they had limited training in second language acquisition and linguistically responsive instructional practices. Inconsistencies in progress monitoring and referral procedures were also identified. The study recommended district-wide policies that expand professional learning, strengthen progress monitoring systems, and establishment of clearer referral procedures to support equitable educational outcomes for English Language Learners.

This study examined the perceptions of online graduate students regarding the accessibility and usefulness of support services (Online Academic Advising, Online Technical Support, Online Counseling Services, Online Library Resources, and Online Career Services) at a Historically Black College and University (HBCU) in the southern United States. The study aimed to examine the attitudes of online students towards these support systems and to determine whether these attitudes played a role in their learning process. The primary research question was: What is the relationship between the accessibility of support systems and students' perceptions of those support systems in online graduate programs at the HBCU under study? The study used a mixed methods design with data from a survey that had both closed-ended and open-ended items. The findings indicated that two support services, Online Career Services and Online Counseling Services were the least accessible and useful of the support services. Recommendations include, but was not limited to, that the college implement changes identified through soliciting regular feedback from students.

This phenomenological study explored the lived experiences of former students with EBD who attended a non-traditional high school. Eight semi-structured individual interviews were conducted to understand how students experienced emotional and academic supports during high school and throughout the transition into adulthood. Results revealed that participants appreciated attending a non-traditional school for its connectedness, emotional and instructional supports, and school-based counseling. Additionally, findings suggest the school did not prepare them for the transition to post-secondary life. These findings suggest that emotional and academic support for students with EBD in non-traditional high school settings had a positive impact on students’ sense of success in high school, but limited support during the transition to post-secondary living left students unprepared to lead productive, satisfying adult lives.

This study employed narrative inquiry to examine how Ukrainian refugee adolescents experience their transitions from war-impacted lives in Ukraine to resettlement and schooling in the United States. Through personal interviews and participant-selected artifacts, the research explored identity formation, coping with psychological trauma, language and literacy acquisition for English communication, adjustment to new life circumstances, and development of academic skills within U.S. public schools. Addressing a gap in scholarship that often overlooks adolescent refugee voices, the study explored self-definitions as individuals and refugees, their perceived barriers and supports in English literacy, and the strategies they describe for resilience and acculturation. The findings include nuanced, youth-centered accounts of educational engagement and social integration, offering implications for educators, school leaders, and policymakers seeking to design trauma-informed, linguistically responsive, and culturally sustaining supports. By contextualizing present-day lived experiences within the wider historical trajectories of refugee resettlement, this study advances theoretical understanding of identity and acculturation while offering practical recommendations for promoting equitable learning environments.

Despite sustained equity reform efforts, Black students in public education continue to experience persistent disparities in academic achievement, disciplinary outcomes, and school climate. Research identifies racial trauma as a systemic condition produced through organizational structures, policies, and adult decision-making rather than individual student deficits. The purpose of this study was to examine how publicly available federal, state (Illinois), and district-level data reveal the relationship between racial trauma and the academic and social-emotional outcomes of Black students, and to evaluate the extent to which district equity commitments translate into actionable, measurable change. Using a qualitative program evaluation design grounded in Utilization-Focused Evaluation, this study analyzed publicly available datasets and policy artifacts, including National Center for Education Statistics data, Illinois Report Card indicators, Illinois 5Essentials Survey results, and district equity policies and strategic plans from a single district referred to as Unity School District (name used to preserve the anonymity of the district). Data were triangulated across national, state, and local levels and interpreted through an equity-centered analytic framework informed by scholarship on racial trauma, opportunity structures, institutional gatekeeping, school climate, and equity-centered leadership. Findings revealed persistent misalignment between stated equity commitments and outcomes for Black students, evidenced by disproportionate discipline, limited access to rigorous coursework, and lower perceptions of belonging and trust. These patterns functioned as institutional signals of racialized learning conditions shaped by governance, leadership coherence, and discretionary practices. In response, the study advances an equity-centered change plan grounded in organizational diagnosis, leadership accountability, professional learning, and utilization-focused evaluation. Implications highlight the necessity of race-conscious, cultural humility leadership and coherent governance systems to move from equity rhetoric to sustained, measurable improvement.

Despite growing adoption of social-emotional learning (SEL) programs in K-12 settings, limited research addresses their effectiveness for neurodivergent learners , students with neurodevelopmental differences such as ADHD, autism spectrum disorder, and sensory processing challenges. This study examined the Calm Classroom SEL curriculum to identify key factors driving or limiting program effectiveness for this population. Guided by questions of program design, measurement, and equity, the research employed a qualitative case study methodology, using semi-structured interviews with four stakeholder groups (teachers, counselors, parents, and community partners) and content analysis of Calm Classroom instructional materials and related policy documents. Thematic analysis revealed critical gaps in the curriculum's responsiveness to neurodivergent learners, including inconsistent implementation support and insufficient equity-centered design. Findings further identified stakeholder-defined indicators of success and approaches to documenting program impact across classroom, home, and community settings. Recommendations address strengthening both implementation fidelity and evaluation practices to ensure more equitable outcomes. This research contributes to the broader conversation on designing inclusive SEL curricula that meaningfully serve all learners. Key Words: Social-Emotional Learning (SEL), Neurodivergent Students, Responsive SEL, Inclusive Curriculum

Multi-Tiered Systems of Support (MTSS) has been widely adopted as a framework for addressing students’ academic, behavioral, and social-emotional needs; however, implementation quality and coherence vary considerably across school districts. This utilization-focused program evaluation examined how Illinois school districts implemented MTSS as a district-level, equity-centered systems framework. Guided by the Illinois Equity Journey Continuum, the study investigated how district leadership conditions, system design, and data-based decision-making supported equitable outcomes for historically marginalized student groups. District-level survey data and publicly available state indicators were analyzed to examine patterns of MTSS implementation and alignment. Results revealed a persistent gap between compliance-oriented approaches and the system-level conditions necessary to guide district leadership efforts, build adult capacity, promote coherence, and sustain implementation over time. Based on these findings, the study recommends strengthening district leadership and governance structures, aligning MTSS with state equity accountability expectations, and intentionally designing organizational conditions that support equity-centered MTSS implementation. This study contributes to MTSS and equity scholarship by highlighting the critical role of district-level system design in translating equity commitments into sustained improvements in student outcomes.

Persistent racial disparities in English Language Arts (ELA) achievement remain a critical challenge in secondary education, particularly for Black students. This mixed-methods study examined equity-driven literacy practices within a high school context to address the sustained reading proficiency gap between Black and White students in Grades 9 and 10 as measured by the state under study’s Standardized State Reading (SSR) assessment. The primary research questions guiding this study were: (1) What strategies have been shown to decrease or eliminate the ELA achievement gap among Black students? (2) What resources are needed to effectively reduce and sustain reductions in the ELA achievement gap between Black and White students? (3) What processes are required to ensure fidelity of implementation of proven instructional strategies in Grades 9 and 10 ELA classrooms? Data was gathered through a researcher-developed survey administered to teachers and administrators in high schools across the state under study. Quantitative data were collected from SSR assessments administered during the 2023–2024 and 2024–2025 school years. Findings indicated that culturally responsive instruction, targeted intervention, and data-informed instructional coaching contributed to improved student engagement and reading performance. Persistent barriers included inconsistent implementation and limited early literacy foundations. Recommendations include strengthening professional learning communities, prioritizing instructional fidelity, and aligning resources to support sustained, equity-focused literacy improvement.

Most commonly, occupational therapy is understood through the context of rehabilitation in hospitals, clinics, and outpatient centers. Although the foundation of the profession remains consistent across all settings, which is to engage persons in the occupations within their environment, the actualization of the foundational practice is unique to each setting. To clarify how this looks in the school setting, clearly defined structures and systems are needed that effectively bridge the philosophies and practices of occupational therapy with educational models. In this study, I examined the perspectives of school-based occupational therapists (SBOTs) and general education teachers about the inclusive service models mandated through the Individuals with Disabilities Education Act (IDEA) and Every Student Succeeds Act (ESSA). Respondents’ definitions of student skills, collaboration models, the scope of SBOTs, and governing policies were used to identify knowledge gaps, resulting in the development of strategies and actions for change. Although there were many points of agreement, there were also significant discrepancies in their perceptions and interpretations of collaboration. Findings support the need for change in preservice training for SBOTs, alignment in the school code that mirrors federal mandates to afford SBOTs additional opportunities within education, and a reimagining at the school district level on using SBOTs to support all students. This includes recognizing the ESSA’s identification of SBOTs as specialized instructional support personnel, expanding the role of SBOTs to include all students (not just those with disabilities), routinely including SBOTs on district-level and school teams, and staffing schools accordingly to support effective teaming and collaboration with teachers and educational staff.

This study examined the implementation of restorative practices in a K–5 elementary school and their influence on student behavior, disciplinary actions, and teacher–student relationships. Restorative practices in schools focus on building a positive school climate and addressing student behavior through community and relationship-building rather than punitive measures. The rationale for the study was grounded in concerns regarding the use of exclusionary discipline practices and the need for proactive, student-centered approaches to improving school climate. Two main research questions guided the inquiry: To what extent do restorative practices impact student referrals and disciplinary actions in a K-5 elementary school? How do teachers perceive the influence of restorative practices on relationships and classroom management? The study also answers the following questions: What is the history of using restorative practices? What restorative strategies or tools can be used in the school to impact the overall school climate? How are restorative practices used to facilitate relationship building from teacher to student and student to student? How does the use of restorative practices affect the number of student referrals? The purpose of this study was to evaluate the effectiveness of restorative practices in reducing behavioral referrals and strengthening relationships. The study was conducted at Happy Elementary School and data collection involved teacher interviews and discipline referral data. Findings indicated the implementation of restorative practices led to reduced discipline referrals, strengthened teacher–student relationships, and improved peer interactions. Recommendations include expanding professional development opportunities, embedding restorative language into daily instruction, and monitoring sustainability through ongoing data analysis.

The principalship has evolved into a complex role requiring instructional leadership, relational capacity, and responsiveness to human and contextual challenges. Despite the plethora of research on effective leadership, many principals report feeling underprepared and insufficiently supported once in the role. This qualitative study examined the preparation aspiring leaders were receiving and the district support systems through interviews with building and district administrators. The study sought to answer the following primary research question: What do principals need to be successful? Findings highlighted gaps between preparation and practice, including the disconnect between coursework and the realities of the principalship and experiences, a lack of onboarding systems and mentoring, and inconsistent professional learning. Based on these findings, the study proposes a districtwide leadership development policy that aligns preparation, onboarding, mentorship, and continuous professional learning to better equip principals, reduce isolation, and strengthen leadership capacity.

This study explores how professional development (PD) and leadership systems influence teacher agency and instructional coherence at a high-poverty, predominantly Black K–8 school in Chicago. Midwest Elementary Academy has faced persistent achievement gaps and systemic instability that hinder collaboration and teacher growth. Guided by three research questions, this exploratory case study used a mixed-methods design to examine educator perceptions of PD quality, instructional autonomy, and leadership structures. Data were collected through anonymous surveys, semi-structured interviews, classroom observations, and document reviews with four educator participants. Qualitative data were coded using open and in vivo methods, and survey responses were analyzed descriptively to triangulate findings. Key themes included the perceived strengths and shortcomings of PD, limited leadership support, and a lack of protected time for collaboration. Findings informed a change plan using Wagner’s 4Cs framework, which emphasizes embedded social-emotional learning (SEL), distributed leadership, and culturally responsive practices to foster equitable and sustainable instructional improvement.

Despite the documented benefits of Two-Way Immersion (TWI) programs, bilingual Latino students with exceptionalities continue to experience disrupted biliteracy development. One underexamined practice contributing to this disruption is the selection of the language of instruction during Individualized Education Program (IEP) development. Grounded in a Latino/a Disability Critical Race Theory (LatDisCrit) framework, this qualitative narrative inquiry examines the perceived influence of language selection in IEP development on biliteracy for bilingual Latino students with exceptionalities who participated in K–5 Two-Way Immersion programs. Drawing on testimonios from multiple stakeholder groups—including alumni, family members, educators, and administrators—this study centers lived experience to understand how instructional language decisions shaped access to learning, identity, and long-term biliteracy trajectories. Findings reveal that language-of-instruction decisions were often inconsistent, poorly communicated, and guided by deficit-based assumptions about bilingualism and disability, resulting in fragmented biliteracy development and enduring impacts on academic confidence and belonging. At the same time, participants’ accounts demonstrate acts of resilience and resistance, conceptualized in this study as Resilenguantes, through which individuals and families navigated, contested, and reimagined linguistic pathways within inequitable systems. Through a LatDisCrit lens, these findings call for intentional, linguistically responsive IEP decision-making that treats bilingualism as an instructional foundation and advances linguistic justice for students with exceptionalities.

Social Emotional Learning (SEL) refers to the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. “A strong correlation between social-emotional development and school and life success, combined with alarming rates of preschool expulsion, points toward the urgency of leveraging opportunities to support social-emotional development and address behavioral concerns early” (Williams et al., 2019). Early childhood education (ECE) represents a critical developmental period for emotional literacy; however, variability in implementation, assessment use, and educator preparedness persists across early learning programs. In Illinois, quality systems such as ExceleRate Illinois, DCFS licensing standards, and Preschool for All emphasize social-emotional development, yet challenges remain in translating policy expectations into consistent classroom practice. The purpose of this program evaluation was to examine how emotional literacy is integrated into early childhood curricula and to explore the alignment between social-emotional assessment practices and emotional literacy instruction. Guided by the overarching research question of how emotional literacy is supported, assessed, and embedded within early childhood education programs, this study employed a mixed-methods program evaluation design. Data were collected through surveys, along with document analysis of SEL curricula, review of commonly used social-emotional assessment tools (e.g., DECA, ASQ:SE), and examination of program practices aligned with Illinois quality and accountability frameworks. Data analysis focused on identifying patterns of alignment, gaps between assessment and instructional practices, and systemic barriers to effective implementation. Findings indicated that while emotional literacy is widely recognized as essential, implementation is inconsistent, and assessment data are not systematically used to inform instruction or program improvement. The evaluation concluded that stronger alignment among curriculum, assessment, professional development, and policy expectations is necessary. Recommendations include embedding emotional literacy into daily routines, leveraging assessment data for continuous quality improvement, and implementing sustained professional development and policy supports to ensure emotionally responsive, high-quality early childhood programming.