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Language as a Catalyst: Does Bilingualism Promote Growth Mindset?

This quantitative study investigated the differences in growth mindset levels between bilingual and monolingual adults, as assessed by the Dweck Mindset Instrument (DMI). Theoretical studies have indicated that bilingualism may improve cognitive flexibility, possibly fostering growth-oriented beliefs; however, empirical research directly connecting bilingualism and mindset is scarce. This study, informed by Dweck’s implicit theory of intelligence and Bandura’s social cognitive framework, examined the correlation between language status and perceptions regarding the malleability of intelligence and talent. A total of 170 adults living in the United States (85 monolingual and 85 bilingual) completed a demographic questionnaire and the 16-item DMI. Three independent samples t tests were conducted to compare monolingual and bilingual participants regarding (a) overall mindset, (b) intelligence-related items, and (c) talent-related items. The results indicated no statistically significant differences between monolinguals and bilinguals in any of the three mindset scores, with effect sizes being negligible across all analyses. A sensitivity analysis excluding responses identified as low-quality produced identical patterns of nonsignificant results. The findings suggest that bilingualism by itself does not correlate with an elevated growth mindset in adults. The findings expand current discussions on the cognitive and motivational aspects of bilingualism and emphasize the importance of environmental and educational influences, rather than solely language background, in shaping individuals’ beliefs about intelligence. The implications for educators and suggestions for future research are examined.

Keywords: growth mindset, bilingualism, monolingualism, Dweck Mindset Instrument, implicit theories of intelligence

Support Programs for First Generation College Students: A Qualitative Case Study

A first-generation college student (FGCS) is someone with parents whose education did not continue beyond high school. FGCSs make up an increasingly larger share of U.S. college and university students. Approximately 30% of FGCSs who overcame barriers to enrollment later face daunting challenges as undergraduate students at an institution of higher education (IHE). The TRIO Student Support Services (SSS) program provides academic and nonacademic assistance for these reasons. The purpose of this qualitative explanatory case study was to explore how Black American FGCSs from low-socioeconomic backgrounds who receive TRIO SSS describe their community college experiences and the factors that contribute to their attainment of educational goals. The study’s theoretical framework is Bandura’s (1986) social cognitive theory. The primary sources of self-efficacy beliefs are mastery experiences, vicarious experiences, verbal persuasion, and emotional and physiological states. Purposeful sampling guided the selection of four Black American FGCSs from low-socioeconomic backgrounds, four TRIO program staff, and four administrators. Data collection methods, including individual interviews, on-site observations, and public document review, facilitated textual and thematic comparative analyses using qualitative coding tools. Capturing participants’ perspectives and personal experiences revealed crucial insights to policymakers, administrators, program directors, educators, educational researchers, FGCS advocates, and current and aspiring students. The research topic helps stakeholders better understand the unique needs of the population studied and more effectively prioritize resources to improve educational outcomes for these students.

Keywords: Black Americans, community college, first-generation college students, low-socioeconomic backgrounds, self-efficacy, social cognitive theory, student support services

Student Perspectives on Gamification in Higher Education

Online higher education requires strategies that keep students motivated, engaged, and able to retain what they learn. This mixed-methods study examines how students perceive gamified activities in fully online courses and which design choices support their effectiveness. Grounded in self-determination theory, the survey (n = 125) used Intrinsic Motivation Inventory subscales—Interest/Enjoyment, Effort/Importance, and Value/Usefulness—alongside demographics (age, gender, academic level) to assess perspectives. Quantitative analyses (descriptive statistics, t tests, analysis of variance) were paired with thematic analysis of 97 open-ended responses. Students generally reported that well-designed gamification increased motivation, sustained engagement, and supported recall and application of content. Effects were not uniform: younger students and undergraduates were more likely to report substantial motivational gains. Across comments, four design moves consistently distinguished effective from ineffective gamification: (a) precise alignment with learning outcomes; (b) timely, informative feedback that signals progress and competence; (c) autonomy through meaningful choice and optional challenges; and (d) structured social connection beyond superficial leaderboards. Students cautioned that points-and-badges without purpose can feel controlling and fade quickly. By centering student voice at scale and coupling perception data with demographic comparisons, this study offers actionable design principles that instructors and programs can adopt immediately to improve online learning experiences and, potentially, persistence. Findings inform course design, faculty development, and decision making for digital curricula in higher education.

Improving Efficiency and Effectiveness of Special Education Services in the Secondary General Education Setting

Special education services, mandated by law, are provided in America’s public schools. The majority of those services take place in the general education setting, often by a co-teaching team made up of one general education teacher and one special education teacher. The six most common methods of co-teaching were made popular in the 1990s, and they have not changed significantly over the years. However, many other aspects of education have changed: education laws, the number of special education students in the general education classroom, and the training and availability of staff. Following a review of each of those areas, this study examined what general education teachers, special education teachers, and administrators need to effectively and efficiently provide special education services. Findings revealed that not much has changed over 3 decades, and many of the obstacles that were presented in the early days of co-teaching remain barriers to effective services today. As a result of this study, recommendations for future practice include short-term and long-term strategies to improve special education services in the secondary setting.

Title I and Non-Title I Fifth Grade Standardized Test Scores in a Southeast Virginia District With 1:1 Devices Following COVID-19

The purpose of this study was to determine if there was a statistically significant difference in achievement between Title I and non-Title I schools on fifth-grade Virginia mathematics Standards of Learning (SOL) assessments and if student pass percentage can be statistically predicted with subgroup factors. This study focused on the subgroups of gender (male and female) and economically disadvantaged students. The results of the study were examined using the framework of Bandura’s (1977) social learning theory and Maslow’s hierarchy of needs theory. This study used a retrospective comparison to gather, analyze, and interpret existing school data on student math scores of fifth-grade students from 39 non-Title I and 14 Title I schools in a southeastern district in Virginia, selected due to having a 1:1 technology integration program up and running prior to the global COVID-19 pandemic. The data were collected from the 2023 Virginia SOL assessment test scores. Multiple regression standard model found the results to be statistically significant and further determined that the percentage of economically disadvantaged students was the primary statistically significant predictor of student pass percentage rates. This study concluded that the proportion of economically disadvantaged students is a strong and statistically significant predictor of fifth-grade elementary mathematics achievement on the SOL assessment within the southeastern district of Virginia. Title I designation and gender composition did not uniquely predict performance once socioeconomic status was controlled. These results further highlight the continued influence of poverty on educational outcomes and the limitations of categorical funding without corresponding instructional reform.

Barriers and Supports to Secondary Students’ Reintegration After Medical Homebound Services for Mental Illness: Perspectives of Medical Homebound Coordinators

This transcendental phenomenological study explored the lived experiences of Medical Homebound coordinators (MHCs) in a southeastern Virginia school district as they supported secondary students returning to school after a medical homebound placement due to a mental-health condition. Data were collected through semistructured interviews with optional follow-up interviews. Findings revealed that while MHCs serve as essential liaisons between homebound instruction and school reintegration, their efforts are hindered by inconsistent communication, limited training, and unclear role expectations. Despite these challenges, participants demonstrated resilience, empathy, and a strong commitment to student well-being. The study underscores the need for interdisciplinary collaboration, structured reintegration procedures, and districtwide professional development. Recommendations include expanding Return-to-Learn frameworks, strengthening communication with community mental-health providers, and examining regional variations in reintegration practices to inform future research and policy.

Keywords: Medical Homebound instruction, reintegration, adolescent mental health, school reentry, role theory, ecological systems theory, interdisciplinary collaboration

An Examination of the Impact of a Virtual Physics Laboratory (VPL) Use as a Standalone Activity in College Online Physics Education on Students’ Engagement, Interest in the Subject, and Academic Achievement

This study examined the impact of a virtual physics laboratory (VPL) used as a standalone activity in college online physics education on students’ engagement, interest in the subject, and academic achievement. A one-group quasi-experimental design and a survey that included qualitative open-response questions were utilized. Participants were college students from an online physics class (N = 13) in a community college. Data were collected using a pretest–posttest tool and a Likert-scale survey, along with three open-ended questions. Descriptive statistics were conducted using multivariate analysis of variance (MANOVA), a multiple regression analysis, and a paired-samples t-test. A three-way MANOVA revealed a significant effect of combined factors (gender, prior VPL experience, and academic level) on a linear combination of the study outcomes. A multiple regression test revealed that engagement and interest yielded a higher effect on students’ learning outcomes. Paired-samples t-tests results and a positive mean difference between posttest and pretest results showed significant improvement in students’ academic achievement after using a VPL. The thematic analysis results of participants’ opinions further strengthened the statistical findings. Thus, this study indicated that the use of VPL as a standalone activity can improve students’ various learning aspects.

Keywords: engagement, interest, academic achievement, virtual physics laboratory, artificial intelligence, virtual instructional agents, virtual reality

University Faculty’s Self-Efficacy to Implement Trauma-Informed Pedagogical Practices: A Phenomenological Study

Students are entering universities with increasing trauma exposure and mental health needs (Albright & Schwartz, 2018; Bohannon et al., 2019). When these needs go unmet, academic performance and retention decline (Gutierrez & Gutierrez, 2019). Because retention and degree completion are measures of institutional strength, universities can improve both student and institutional outcomes by equipping faculty with trauma-informed pedagogical practices (Flores, 2018; Gunderson et al., 2023; Imad & Gonzalez Rice, 2023). This study explored the lived-experiences of university faculty regarding trauma-informed pedagogical practices. It sought to understand the strategies that faculty use to meet student needs, their confidence in supporting those needs, and their professional development opportunities that guided their pedagogy. The study results showed that while faculty utilized a variety of instructional methods and drew on personal and professional experiences, they mostly felt underprepared to address trauma and mental health challenges. The themes that emerged indicated that faculty relied on colleagues to gain support and guidance. However, they did not feel they had adequate professional development to meet the emotional and academic needs of their students, along with the burden of heavy responsibilities and insufficient support.

A Comparative Study of Teachers’ and Paraprofessionals’ Working Relationship and Its Impact on Inclusion: India Compared to the United States: A Phenomenological Study

The qualitative phenomenological study examined the relationships and communication dynamics between special education teachers and paraprofessionals in the United States and India to understand their influence on inclusive education. Using Moustakas’s (1994) phenomenological approach, semi-structured interviews were conducted with 10 participants, who shared their lived experiences within inclusive classrooms. The participants included special education teachers and paraprofessionals. Data were analyzed through coding and thematic analysis, ensuring bracketing techniques to reduce researcher bias and maintain focus on participant perspectives. Four overarching themes emerged: relationships, communication, collaboration, and training needs. These findings emphasized the importance of trust, respect, and shared goals in fostering strong partnerships between educators, while also identifying gaps in professional development that limit effective collaboration. Comparative data analysis across the two contexts revealed both shared challenges and distinct cultural differences in implementing inclusive education. The study contributes to the literature by highlighting the critical role of teacher–paraprofessional relationships in achieving high-quality inclusive education. Implications include the need for structured professional development, team-building initiatives, and opportunities for collaborative communication. Future research should explore the impact of targeted training programs, enhancing the role of paraprofessionals to influence inclusive education positively.

Keywords: inclusive education, special education teachers, paraprofessionals, teacher–paraprofessional relationships, communication, phenomenology, India, United States

Navigating the Mental Health Divide: A Phenomenological Study of Early Childhood Educators’ Experiences and Preparedness Addressing Classroom Mental Health Challenges

This phenomenological study explored the lived experiences of early childhood educators in managing students with mental health challenges in the classroom. It examined how educators perceive their preparedness to address these challenges and how mental health concerns affect classroom dynamics, student interactions, and teacher roles. Using purposeful sampling, interviews with eight early childhood educators revealed that teachers consistently felt underprepared by their collegiate education to manage mental health issues, relying instead on trial and error, peer collaboration, and self-taught strategies. Participants reported that professional development was often inconsistent and fragmented, while systemic challenges such as counselor shortages, large class sizes, and unclear crisis protocols made supporting student mental health more difficult. Findings highlight the critical gap in preservice mental health training and the reliance on lived experience to build competence, emphasizing the need for integrated teacher preparation courses, sustained professional development, and stronger school-based support systems. The study contributes to a deeper understanding of how educator preparation affects teachers’ ability to respond to student mental health concerns, with implications for curriculum, policy, and collaborative practice in education.