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How Do Reintegration Plans Vary Across States in Addressing Students’ Academic, Social-Emotional, and Behavioral Needs? A Content Analysis

The qualitative content analysis examines the alignment of 10 reintegration plans used by various educational authorities, with a focus on behavior management principles and the supports available for students transitioning from restrictive placements back to public schools. Guided by the Individuals with Disabilities Education Act (IDEA), which requires free and appropriate public education in the least restrictive environment (LRE), the study evaluates 10 reintegration plans from local education agencies, nonpublic institutions, and national frameworks. Two research questions framed the analysis: How do reintegration plans across different states align with principles of effective behavior management? What are the best practices for reintegrating students into the local education authority? Findings revealed significant variability in reintegration strategies, particularly in behavior management, trauma-informed practices, stakeholder collaboration, and progress monitoring. While some plans incorporate evidence-based supportive practices—such as check-in/check-out, restorative circles, and academic tracking—others rely on vague generalizations that lack actionable guidance. Barriers to reintegration for nonpublic school students include inconsistent interagency coordination, limited supportive transition, and varying timelines. Alignment with IDEA principles was common, but integration of positive behavioral interventions and supports (PBIS) and trauma-informed practices was limited. The study emphasizes the importance of developing structured, measurable, and aligned reintegration plans that are consistent with national and state frameworks. Triangulation with IDEA, PBIS, and Virginia Department of Education guidelines strengthens the findings and supports recommendations for more consistent, equitable reintegration practices. These results inform policy and practice by identifying strategies that enhance student outcomes and promote inclusive education within the LRE.

First-Year Teachers: Mentoring Programs That Affect Self-Efficacy

This qualitative study explored the impact of mentoring programs on the self-efficacy and retention of first-year teachers in K–12 educational settings. As teacher attrition has remained a growing concern nationwide, particularly among novice educators, effective mentoring has emerged as a critical support mechanism. Grounded in Bandura’s theory of self-efficacy, this research examined how structured, relationship-based mentoring influenced new teachers’ confidence in instructional practices, classroom management, and professional identity. Data were collected through semi-structured interviews with mentor–mentee pairs across multiple schools and were analyzed using open and axial coding. Findings revealed that consistent mentor support, timely feedback, and opportunities for collaboration significantly enhanced teacher self-efficacy and contributed to increased retention. The study underscored the importance of intentional mentoring frameworks in strengthening the early career experiences of educators and provided implications for policy and practice in teacher induction programs.

Preparing College Writers: Teachers’ Perceptions of Effective Blended Learning Approaches to Prepare Students for Postsecondary Writing

As the requirements of college-level writing grow more demanding, high schools play a vital role in preparing students with the necessary skills for success in postsecondary education. However, due to a growing emphasis on state testing accountability and a lack of practical instructional frameworks and strategies for effectively teaching the writing process, many first-year college students arrive unprepared to meet the demands of college-level writing. Nationwide efforts to align K-12 instruction with college expectations, through initiatives such as the Common Core State Standards, do not provide teachers with clear guidance on how to effectively teach essential writing skills. This qualitative study examines the perceptions of upper-secondary English teachers regarding effective blended learning (BL) practices in preparing students for postsecondary writing demands. BL is an instructional approach that combines traditional teaching with digital technologies. Its design is flexible and engaging, allowing for customization of learning to include lectures, discussions, hands-on activities, digital resources, and online collaborative tools. Through in-depth interviews, the study examines how upper-secondary teachers implement BL strategies, the challenges they encounter, and their insights into the outcomes they observe in student readiness for postsecondary writing tasks. The findings show that, although BL provides flexibility and promotes student independence, its success mainly depends on how it is implemented. When employed responsibly and supported by equitable access to technology and specialized teacher training, BL can enhance critical thinking, digital literacy, and student engagement. This study adds to research on digital pedagogy by identifying best practices and offering practical insights for educators and policymakers who aim to foster college-ready writers.

The Role of Guided Pathways and Student Efficacy Toward College Success

This study analyzed self-reported data from an online survey of 23 Florida college students, using a quantitative approach to understand students’ academic experiences and challenges to persistence. Prior research has shown that about 40% of students entering community college complete their programs within 6 years (T. R. Bailey et al., 2015, p. 1). Additionally, many college students who earned an associate degree had more credits than required by their major, and many students planning to transfer had not yet declared a major (T. R. Bailey et al., 2015, pp. 26–27). The Guided Pathways framework was introduced to address issues related to linking programs of study with students’ goals. The current research examined these issues through the lenses of social cognitive theory and triadic reciprocal causation. It explored the roles of Guided Pathways and student self-efficacy in persistence from Years 1 to 4 toward college completion. Participants in the Guided Pathways program were recruited through social media and directed to the research website, where they were asked to complete an online survey. The analysis of the data revealed a weak to nonexistent relationship between learning efficacy and persistence; however, a moderate correlation was found between participation in Guided Pathways and student persistence. Moreover, 78% of participants reported that Guided Pathways increased their confidence in completing credit-bearing courses. The findings suggest that providing clear guidance on navigating Guided Pathways, offering academic and emotional support, and having instructors who employ diverse teaching strategies lead to increased learner engagement.

Keywords: Guided Pathways, student persistence, explorative research, quantitative analysis, student experiences

Onboarding Adjunct College Faculty Who Teach Online

The purpose of this professional practice dissertation (PPD) was to investigate and recommend more effective, efficient onboarding practices within a distance education institution of higher education. The study addressed four guiding research questions: (a) What challenges do adjunct faculty face during onboarding? (b) What opportunities exist for improvement? (c) What role does mentoring or peer support play? (d) How do onboarding practices align with the theoretical models chosen for this study? The study was grounded in the theoretical foundations of servant leadership, organizational socialization theory, and adult learning theory. The participants were adjunct faculty and administrative staff members at a southwestern U.S.-based distance education institution. Data collection included a demographic survey and personal interviews conducted via video conferencing. Thematic analysis of coded interview transcripts revealed key challenges, such as inconsistent communication and unclear role expectations. Practice recommendations, grounded in participant experiences and the theoretical framework, aim to support more effective, inclusive, and sustainable onboarding processes that enhance faculty integration and instructional quality. An executive summary is provided in Chapter 5.

Keywords: adjunct faculty onboarding, distance education, servant leadership, organizational socialization, adult learning theory

The Comparative Effectiveness of Homogeneous and Heterogeneous Grouping Strategies in Enhancing Reading Achievement for Special Education Students in Elementary Schools

This study examines the comparative effectiveness of homogeneous and heterogeneous grouping strategies in enhancing reading achievement for special education (SPED) students in elementary schools. The research investigates how these grouping methods influence academic performance and classroom dynamics, focusing on third- and fifth-grade classrooms across six elementary schools. Grounded in theories of differentiated instruction and social learning, the study addresses the unique literacy challenges faced by SPED students and the need for tailored instructional approaches to meet their diverse needs. This study adopts a quantitative, comparative research design to evaluate the impact of homogeneous versus heterogeneous grouping strategies on the reading achievement of SPED students in Grades 3 and 5. Findings revealed that homogeneous grouping facilitates targeted instruction, resulting in measurable gains in foundational reading skills, particularly for students requiring intensive interventions. Conversely, heterogeneous grouping fosters peer-mediated learning and social integration, offering opportunities for skill development across diverse student populations. The research highlights the importance of flexible grouping practices that adapt to students’ evolving needs and underscores the critical role of professional development in equipping educators to implement differentiated instruction effectively. These findings have significant implications for educational policy and practice, emphasizing the need for evidence-based strategies to support SPED students’ literacy achievement. This study supports the broader conversation on inclusive education by emphasizing adaptable instructional models fostering practices that enhance student learning outcomes.

Teacher Perception of Social-Emotional Learning and How It Pertains to Student Discipline and Classroom Management

This study examined the relationship between teacher perception of student behavior and social-emotional learning (SEL) and classroom management in K-12 public school settings. Behavioral challenges and teacher shortages have expanded since the COVID-19 pandemic; the research explored teacher’s self-care and integration of SEL in the classroom and the impact on positive learning environments. Theoretical foundations are grounded in Maslow’s hierarchy of needs, Bandura’s social learning theory, Goleman’s emotional intelligence, and the Collaborative for Academic, Social, and Emotional Learning SEL framework. A mixed methods cross-sectional survey design was used to collect data from K-12 educators across from Virginia. Data were collected from two school divisions; a 30-question, four-section survey was used incorporating both qualitative and quantitative methods. Findings suggested a positive correlation between SEL implementation and improved classroom culture, student behavior, and overall teacher attitude. Teachers who reported higher self-care practices and emotional competence indicated greater effectiveness in classroom management and SEL delivery. Challenges noted were inconsistent SEL training and expectations, postpandemic student behavior, and buy-in. Discipline alignment with SEL principles and teacher well-being are crucial for sustainable, school-wide implementation. Recommendations include ongoing professional development, investment in developmentally appropriate programs, and stakeholder engagement. The findings contribute to the growing literature that SEL, for both teacher and student, are essential components of 21st-century learners.

An Inquiry Into the Phenomenon of Innovation Hubs in Uganda

This phenomenological study explored stakeholder perceptions of innovation hubs in Uganda, with particular emphasis on the MoTIV Innovation Hub. Innovation hubs are increasingly recognized as creative spaces that address socioeconomic challenges and stimulate economic development. The study examined how key stakeholders—the founder, innovators, and university faculty—conceptualized innovation hubs, the forms of support and challenges encountered, and how these experiences shaped their participation and collaboration. A descriptive phenomenological design guided the research. Data were collected through a semistructured interview with the founder and four focus group discussions (FGDs) involving 12 innovators and 12 university faculty members. Participants were purposively selected to capture diverse perspectives. Thematic analysis, supported by NVivo 14, was used to identify patterns within the lived experiences of stakeholders. Findings indicated that innovation hubs are perceived as dynamic ecosystems fostering interdisciplinary collaboration, skills development, and socioeconomic transformation. However, systemic constraints such as limited policy support, insufficient funding, and weak university–industry linkages were identified as significant barriers to hub effectiveness. While collaboration was acknowledged, participants offered limited elaboration on the prevailing culture of innovation within the hub. The study underscores the need for stakeholder-informed strategies to enhance the effectiveness, inclusivity, and sustainability of innovation hubs. Recommendations include establishing robust policy frameworks, strengthening university–hub partnerships, developing sustainable financing mechanisms, and broadening community engagement.

Teachers’ Perceptions of Transition Planning for African American Male Students With Disabilities

The purpose of this qualitative study was to explore teachers’ perspectives about transition planning for African American (AA) male students with disabilities (SWD). Transition planning is a process during which stakeholders, including SWD, their parents, and teachers develop postsecondary goals to support a successful transition from high school into adulthood. The problem that was addressed by this qualitative case study was the limited understanding of teachers’ perceptions of transition planning for SWD. The quality of life (QOL) theory underpinned this study. Purposive sampling was used to identify and select individuals eligible to participate in this study. Semistructured interviews were conducted to collect data from 10 high school teachers who have taught SWD at a suburban high school for at least 2 years and have participated in transition planning for SWD for at least 2 years. A thematic process was used to analyze data collected during interviews, and themes were identified to answer the research questions. This study was conducted to contribute to novice teachers being able to serve AA male SWD to accomplish 75% or more of their Individualized Education Plan goals. Further, the results of this study may be used to spur data-informed improvements to transition planning processes, including increased effectiveness in goal setting and resource alignment, and positive postsecondary outcomes for SWD.

Keywords: special education, transition planning for students with disabilities, critical race theory, and quality of life theory

A Phenomenological Study of Virginia’s Career and Technical Education Teachers’ Perceptions of Social-Emotional Learning Preparation to Teach Workplace Readiness Skills

Research has demonstrated a growing demand for students to graduate with employability skills that extend beyond technical, job-specific requirements. While technical skills are essential, employers place greater emphasis on a combination of personal, interpersonal, and social-emotional strengths. Studies indicate that social-emotional learning (SEL) is an effective framework for teaching the skills that employers value most. At the secondary level, career and technical education (CTE) instructors are tasked with integrating workplace readiness skills into their curricula to better prepare students for workforce success. The increased focus on CTE programs has led to the recruitment of more teachers with industry-specific expertise. Many of these career-switching educators obtain teaching certification through nontraditional routes and often lack formal training in SEL. Similarly, traditional teacher preparation programs frequently omit comprehensive SEL training. This qualitative phenomenological study explores the perceptions of CTE teachers regarding their preparedness to teach workplace readiness skills in the absence of SEL training. By examining their lived experiences, the study seeks to highlight gaps in teacher preparation and provide insights for improving SEL integration in CTE programs.