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Integrating STEM and Catholic Value: Developing a Curriculum Model for Middle School Education

This qualitative study explored how Catholic middle school educators described and implemented faith-integrated STREAM (science, technology, religion, engineering, arts, and mathematics) instruction. Grounded in transformational leadership theory, constructivist learning theory, and the Catholic intellectual tradition, the study examined how educators understood the relationship between faith and inquiry, incorporated Catholic values into instruction, and identified conditions that supported or constrained implementation. Participants included Catholic middle school educators and instructional leaders serving Grades 6 through 8 within a Catholic school system in the southeastern United States. Data were collected through semistructured interviews, curriculum artifact review, and rubric-based evaluation of faith-integrated instructional components. Inductive and axial coding, supported by triangulation across data sources, were used to identify themes. Findings indicated that educators viewed faith-integrated STREAM instruction as most effective when implemented through flexible, practice-based approaches rather than prescriptive curricular models. Participants emphasized project-based learning, ethical reflection, service-oriented applications, and interdisciplinary collaboration. Key themes included stewardship of creation, human dignity, justice and the common good, the Catholic intellectual tradition, and wonder. Challenges included limited planning time, inconsistent resources, insufficient professional development, and limited structures for interdisciplinary collaboration. Findings informed a conceptual framework emphasizing instructional flexibility, ethical engagement, interdisciplinary collaboration, and Catholic identity. Implications highlight the importance of leadership support, targeted professional development, collaborative planning, and shared instructional resources.

Examining the Impact of TRIO Student Support Services on Academic Achievement, Persistence, and Transfer Outcomes at a Community College Using Existing Metrics

This study explored whether participation in the Student Support Services Program at a community college was associated with improved academic achievement, persistence, and transfer outcomes for low-income and first-generation college students. This dissertation addressed the gap in institution-specific research regarding the impact of intrusive advising and support interventions at a 2-year community college, using Tinto’s (1975, 1993) theory of student departure and Rendón’s (1994) validation theory as a guide. A quantitative ex post facto causal–comparative design was used to examine the impact of TRIO student support services on academic achievement, persistence, and transfer outcomes using archival institutional data. The population consisted of two comparable student groups enrolled at Campus A and Campus B between Fall 2020 and Spring 2025. The independent variable was participation, and the dependent variables included cumulative grade point average (GPA) greater than 2.0, credit completion, persistence/retention, and transfer to a 4-year institution. The findings had mixed results. The program served a high-needs student population, but, despite these needs, participants demonstrated higher completion rates. Participants had comparable GPA outcomes to nonparticipants, suggesting that participation supported persistence/retention. Transfer outcomes showed that participants had lower odds of transfer when compared to nonparticipants. These results suggest that, while participation supported positive outcomes, there is a need for further research into financial, social, and academic barriers that may jeopardize student success for underserved populations. These findings contribute to the literature supporting targeted student support interventions designed to improve academic success and transfer outcomes among community college students and underserved student populations.

Disproportionate Exclusionary Discipline for Students With Disabilities in Rural Wisconsin

Students with disabilities (SWD) continue to experience exclusionary discipline at disproportionate rates, raising concerns about equitable access to instruction, special education services, and inclusive school environments. This quantitative, nonexperimental study examined exclusionary discipline patterns for SWD in rural Wisconsin school districts. Using de-identified district-level data from the 2020–2021 and 2021–2022 school years (SYs), the study analyzed 522 district-year observations across 261 rural districts identified by National Center for Education Statistics locale codes 41, 42, and 43. The study examined whether SWD experienced exclusionary discipline at different rates than nondisabled students, whether SWD from historically marginalized racial or ethnic groups experienced higher exclusionary discipline rates than White peers with disabilities, and whether district-level structural factors were associated with exclusionary discipline rates for SWD. Paired-samples t tests, Welch’s ANOVA (i.e., analysis of variance), chi-square analyses, and multiple linear regression were used. Results indicated that SWD experienced significantly higher out-of-school suspension rates than nondisabled students. Racial and ethnic differences were also found within the SWD population for out-of-school suspension. Expulsion findings were limited by sparse counts. Findings underscore the need for rural districts to monitor exclusionary discipline through the lenses of disability status and intersectional equity.

Keywords: students with disabilities, exclusionary discipline, rural schools, out-of-school suspension, disproportionality, special education

All Classrooms Are Special Education Classrooms: A Phenomenological Study of General Education Teachers’ Lived Experiences in the Inclusion Classroom

Inclusive education has gained momentum in the world of education as a result of the consistently increasing number of students identified with a disability (National Center for Education Statistics, 2024). As a result, general education classrooms are becoming increasingly more diverse. General education teachers are key stakeholders in the process of implementing inclusive education (Jardinez & Natividad, 2024); however, research suggests that general education teachers are unevenly and inadequately prepared to implement inclusive practices that meet the needs of diverse learners (Vieira et al., 2024). The purpose of this phenomenological study was to examine the lived experiences of the general education teachers providing instruction to students with diverse learning needs in an inclusive setting. Individual interviews were conducted with participants that met specific parameters. These interviews were analyzed, and six overarching themes were established. The results of the study uncovered that general education teachers perceive their training and preparation on inclusive practices as inadequate. The study also revealed that general education teachers exhibit strong self-efficacy in supporting diverse learners when provided with sufficient supports and resources. Communication and collaboration among stakeholders also play a fundamental role in creating successful inclusion classrooms.

Better Together: Exploring Collective Co-Teacher Efficacy to Support Title I Elementary Special Educator Job Satisfaction

Special education teachers in Title I elementary schools experience job dissatisfaction at rates that contribute to persistent shortages, and a 2023 Virginia Department of Education report proposed shifting special education responsibilities to general-education teachers as a response to those shortages. The purpose of this qualitative interpretive phenomenological study was to explore how collective co-teacher efficacy was experienced and how it related to special-education teacher job satisfaction through the lived experiences of general education teachers and special education teachers who co-taught in Title I elementary schools in southeastern Virginia. Collective co-teacher efficacy was operationally defined as co-teachers’ shared belief in their conjoint ability to meaningfully collaborate, execute co-teaching tasks, and positively impact achievement for students with disabilities. Grounded in Bandura’s social cognitive theory and anchored in Ecclesiastes 4:9–12, the study followed the interpretive phenomenological analysis approach of Smith et al. (2022). Eight participants representing four co-teaching teams across four Title I elementary schools took part in semi-structured interviews. Cross-case analysis produced six group experiential themes. The central finding suggested that collective co-teacher efficacy shaped how special education teachers experienced job satisfaction, operating through a protective function that shielded teachers from the inherent difficulties of the role and a generative function that actively built professional identity. The findings showed that collective co-teacher efficacy can be a more equitable response to special education teacher shortages than the redistribution of special education responsibilities, with implications for school practice, district policy, and future research.

Phenomenological Study of Former Foster Youth and Adult Adoptees’ Lived Experiences With Educational Support Programs in Virginia’s Community College System

Research on the educational experiences of former foster youth, particularly during their time in foster care, remains limited, especially regarding their insights and recommendations for improving educational outcomes such as high school graduation and college degree attainment (Clemens et al., 2017). Educational support programs such as Great Expectations, Virginia Education and Training Voucher Program, and Foster Care 2 Success provide services including financial assistance, guidance in school selection, and academic coaching. These programs aim to assist students by pairing them with mentors who help navigate the educational process. However, a deeper evaluation of the perceptions and experiences of program participants may offer valuable insights into increasing program utilization, identifying reasons why some students do not engage with these resources, and understanding why certain former foster youth or adoptees choose one program over another. The purpose of this study is to identify the perspectives of students who have experienced foster care, aged out of the system, or were adopted who received academic support from educational support programs in Virginia’s community colleges. The ultimate goal is to contribute to the literature to give a voice to former foster youth and adoptees and how they experienced educational support and gain a better understanding of whether their academic goals, ambitions, self-esteem, sense of community, belonging, and identity were affected.

Faculty Adaptation to Generative AI in Higher Education

The rapid emergence of generative artificial intelligence (GenAI) has created significant disruption in higher education, particularly in relation to teaching practices, student learning, and academic integrity. This qualitative study explored how undergraduate faculty members are adapting their teaching practices in response to GenAI and how they perceive the role of these tools in teaching and learning. The study was conducted at a mid-sized, undergraduate STEM-focused university and used thematic analysis following Braun and Clarke’s (2006) six-phase model. Data were collected through semistructured interviews with 19 faculty members representing multiple academic disciplines. Interview transcripts were coded and analyzed to identify patterns of shared meaning across participant narratives. Five central themes were constructed, with findings indicating that faculty members generally view GenAI as a useful instructional tool that can support classroom activities, increase instructional variety, and reduce time spent on routine teaching tasks. Adoption of GenAI was influenced by curiosity, peer discussion, and access to institutionally supported tools. Faculty participants emphasized their responsibility to model appropriate GenAI use and provide transparent expectations for students, while maintaining an academically rigorous environment. Overall, the findings suggest that faculty adaptation to GenAI reflects evolving teaching philosophies and a continued commitment to supporting meaningful student learning in a rapidly changing technological environment.

Implementing Project-Based Learning in One School Division: A Phenomenological Study

This phenomenological study explored the lived experiences of K-12 public-school teachers who implemented project-based learning (PBL) while teaching required standards and following district pacing guides. Data were collected through intake questionnaires and semistructured focus groups. Eight themes emerged: (a) student-centered instructional approach; (b) time and pacing pressures; (c) learner variability and differentiation demands; (d) operational and organizational barriers and obstacles; (e) engagement and authentic, transferable learning; (f) adaptive pedagogies under constraint; (g) standards-first design and tools for alignment; and (h) student-centered framing of standards coverage. Teachers described using backward design, adapting instruction, adjusting pacing, and incorporating test preparation within PBL. There were mixed perceptions of how thoroughly participants were able to teach standards through PBL and how thoroughly PBL prepared students for standardized testing. Some participants framed their responses to thorough teaching of standards around students’ behaviors and learning outcomes, while others described PBL as allowing for thorough standards coverage. Some participants reported PBL thoroughly prepared students for standardized testing; others indicated the need to integrate the language and structure of standardized testing into PBL. Participants also experienced PBL as a pedagogical approach that fostered student engagement and authentic, transferable learning. This study highlighted the importance of preparing teachers and administrators to lead within student-centered, standards-based systems. Implications included professional development in standards-aligned PBL design, flexibility in pacing, and administrative support for planning and funding. This research advances the understanding of how schools can sustain student-centered learning in accountability-driven contexts.

Generative AI Use: A Phenomenological Study of Faculty Perspective

According to a national faculty survey conducted in late 2025 by the American Association of Colleges and Universities and Elon University, 86% of faculty believe that generative AI will impact their work and role in higher education. A substantial majority of teaching faculty are grappling with how generative AI is challenging notions of academic authenticity, instructional techniques, assessment methods, and institutional regulations around acceptable use for both students and instructors. Though considerable research has been published around the use, potential abuse, and nuance of the technology, the exploration of faculty experiences is critical for understanding the future of faculty instructional practice. Generative AI is challenging assessment validity while creating policy ambiguity for students and faculty. Within a small private Christian university context, 14 instructional faculty were interviewed to explore how instructional faculty describe changes to their professional practice in response to rising academic use of generative AI. Using a qualitative phenomenological method, data were collected using semi-structured interviews with purposively selected instructors to investigate faculty experiences with generative AI technology. Thematic analysis of the participants’ responses revealed patterns and themes leading to a richer understanding of the lived experiences of higher education faculty faced with generative AI technology. Five total themes were identified with findings that suggest implications for instructional assessment redesign, AI literacy development, and clearer institutional policy and support.

Keywords: generative AI, instructors, assessment redesign, policy evolution, ethical use, authentic student work

An Examination of the Hiring Practices of Private-School Administrators

This study examined how private-school principals in urban southeastern Virginia develop, implement, and adapt teacher hiring practices within mission-driven educational contexts. The study addressed a gap in empirical research on how private-school leaders make hiring decisions that are shaped by institutional mission, values, and contextual factors. The purpose was to explore principals’ experiences with hiring, including how they describe their hiring approach, apply mission-driven decision making, and adapt their hiring practices over time. A phenomenological mixed-methods design was used, integrating descriptive survey data and semistructured interviews with private-school principals and administrators responsible for hiring in cities located in southeastern Virginia including Chesapeake, Hampton, Norfolk, Portsmouth, and Virginia Beach. Findings indicated that hiring decisions were primarily guided by mission alignment, character evaluation, professional competence, and relational fit, with principals balancing formal procedures and informal networks while adjusting practices based on experience and institutional needs. The study provides practical implications for aligning hiring practices with mission-driven priorities and contributes to research on private-school leadership.