Learning to read proficiently is an essential skill needed in both academics and life. Without this skill, one's opportunities are limited socioeconomically, socially, and throughout all daily life. However, there is growing concern that the methodology currently used in many school systems is not preparing children for the rigors of reading in…

This study aimed to investigate middle school social studies teachers' perceptions of professional development and its relation to the teacher's knowledge of the subject, teaching methods, and improving student outcomes. The primary questions addressed in this study focused on middle school social studies teachers perceptions of current…

This multiple case study dissertation aimed to examine one of the domains of pedagogical content knowledge, knowledge of content and students, between different types of elementary coaches and between coach and their respective collaborating teachers. It also investigated the impact a coaches' background experiences have on the dynamic between…

This study presents the role of pre-service teacher training in developing Technological Pedagogical Content Knowledge (TPACK) levels. The study had two main objectives. The first was to analyze the role of pre-service teacher training in enhancing teachers' TPACK levels, and the second was to compare the two training routes (traditional and…

This mixed-methods explanatory sequential study of K-6 classroom teachers and education technology leaders (ETLs) examined their technological pedagogical content knowledge (TPACK) and awareness of New York State's Computer Science and Digital Fluency (NYS-CS/DF) Learning Standards. Combined, the findings provide guidance for a successful rollout…

The purpose of this qualitative phenomenological study was to examine the lived experiences of newly hired social studies educators currently employed in varying high schools throughout the State of Illinois. Specifically, this study sought to explore newly hired social studies teachers' perceptions of their teacher preparation program, and how…

This exploratory study investigated Tuskegee University contingent faculty's integration of technology in instruction, their knowledge of tech-related pedagogy, and self-efficacy regarding learning and integrating technology in the classroom. The data consisted of eight thematic interviews with items derived from the modified HE-TPACK and…

This quantitative research collected information from secondary mathematics educators about their self-efficacy on technology use, their technological, pedagogical, and content knowledge (TPACK), and their level of technology implementation according to the levels on the SAMR model. These four levels are Substitution, Augmentation, Modification,…

Research indicates that institutions and teachers' pedagogical and content knowledge are essential to student learning and achievement. Nevertheless, teachers' knowledge and practices have been researched primarily in K-12th grades. Therefore, there is a gap in understanding teaching practices in higher education. Moreover, research has forgotten…

Teacher shortages in STEM (Science, Technology, Engineering, and Mathematics) fields have long been a concern, yet contemporary challenges present a unique predicament. Despite historical recruitment successes, the persistence of this issue has led to temporary solutions that often fall short of addressing the root causes. Consequently, school…

Many district and school leaders have leveraged instructional leadership or social justice leadership to advance student achievement for minoritized students. While research has examined these approaches separately, we identify a potential gap at the nexus between instructional and social justice leadership. In particular, we find a need for…

Research shows that college students are largely unaware of the impact of algorithms on their everyday lives. Also, most university students are not being taught about algorithms as part of the regular curriculum. This exploratory, qualitative study aimed to explore subject-matter experts' insights and perceptions of the knowledge components,…

This sequential explanatory mixed methods study explores elementary mathematics teachers' perceptions regarding their mathematical self-efficacy, how teachers describe their perceptions about their prior mathematical learning experiences and their impact on their instructional practice in the elementary mathematics classroom. In support of this…

Black women have a legacy of pedagogical expertise. However, Black women teachers' mathematics pedagogy remains woefully under-theorized and under-researched. This is to the detriment of Black and Brown mathematics students. Mathematics education in the U.S. mirrors our broader society, which continues to reinscribe patterns of intellectual and…

The potential of AI in K-12 education is vast, promising personalized learning experiences, enhanced engagement, and innovative instructional tools. However, its introduction into classrooms brings forth concerns ranging from ethics to teacher preparedness. Drawing on Christensen's concept of disruptive innovation, this study aims to assess and…