Research Issues in Contemporary Education
Research Issues in Contemporary Education (RICE) is a double-blind, peer-reviewed online journal that publishes educational research studies, literature reviews, theoretical manuscripts, and practitioner-oriented articles regarding issues in education. Research Issues in Contemporary Education is an official publication of the Louisiana Education Research Association. RICE is an online journal (ISSN 2690-9251) indexed by the U.S. Department of Education ERIC Database and EBSCO. RICE is available in the public domain, and use of its content is protected by a Creative Commons CC BY-NC-ND 4.0 license. This license provides authors with an assurance that LERA values their rights to their scholarly works and has adopted this license to restrict use of RICE content without appropriate permission and attribution. Views expressed in all published articles are the views of the author(s), and publication in RICE does not constitute endorsement.
Louisiana Educational Research Association
Research Issues in Contemporary Education (RICE) is a nationally indexed, double-blind, peer-reviewed online journal that publishes educational research studies, literature reviews, theoretical manuscripts, and practitioner-oriented articles regarding issues in education. Views expressed in all published articles are the views of the author(s), and publication in RICE does not constitute endorsement. Submission of an article implies that it has not been published and is not currently under review for publication elsewhere. RICE is an online journal available in the public domain, and use of its content is protected by a Creative Commons CC BY-NC-ND 4.0 license. This license provides authors with an assurance that LERA values their rights to their scholarly works and has adopted this license to restrict use of RICE content without appropriate permission and attribution.
Theory of Andragogy Applied to Louisiana Peace Officer Standards Training
Training is an essential tool in the process of facilitating change within law enforcement organizations; the methods that law enforcement instructors use to teach subjects are of equal importance. To meet the unprecedented challenges that America’s police face in the 21st century, it validates the importance of law enforcement training which this research assesses the differences following the application of behavioral training methods for new law enforcement recruits and andragogical training methods outlined by Malcolm Knowles. Louisiana’s implementation of andragogical instructional methodology, utilizing Knowles’ assumptions, necessitates a determination of whether benefits have been realized and if so, an assessment of those benefits is what this research set out to accomplish. Due to the legislative requirement that officers must obtain POST certification within the first year of employment, agencies not geographically located near Baton Rouge, Louisiana faced significant challenges. Therefore, elected officials worked to find solutions to these challenges resulting in the creation of regional POST academies throughout Louisiana. This quantitative research study evaluated the effects of andragogical methodologies on the Louisiana POST basic level 1 comprehensive examination mean scores within the southwest, northwest, and southeast regions of Louisiana, of which, officers must score 70% or higher on the examination. This research is unique and is being utilized in Louisiana as a pilot program in law enforcement trainings and is gaining traction across the nation as the successes of the program throughout the state of Louisiana are leading the nation in implementing a successful officer training program
The Whole School Optimization Model: Using Innovative Leadership and Teacher Expertise to Overcome Wicked Problems in K-12 Education
Educational organizations increasingly face complex challenges that resist traditional linear solutions. These “wicked problems” are characterized by ambiguity, competing stakeholder priorities, and interconnected social factors that make them difficult to resolve through conventional school improvement strategies. The purpose of this study was to examine the dispositions and practices of school leaders who have demonstrated sustained success in improving their schools and to propose and support the Whole School Optimization Model (WSOM) as a framework for addressing these challenges. Guided by a pragmatist paradigm, this research employed a sequential mixed-methods, multiple-case study design conducted in three phases. Quantitative data were collected through the Whole School Optimization Inventory (WSOI), which incorporated validated survey instruments measuring school culture and empowering leadership, while qualitative data were gathered through open-ended survey responses, interviews, observations, and artifact analysis. Participants included educators from randomly selected schools as well as purposefully selected schools with a documented history of successful improvement. Findings indicate that successful schools are characterized by leaders who foster collaborative cultures, strategically build organizational capacity, and intentionally utilize expert teachers in leadership roles. These conditions promote individual and group states of flow that generate innovation and synergy, enabling school communities to address complex organizational challenges. The WSOM provides a systems-based framework that can guide leadership preparation, policy development, and future research aimed at achieving authentic and sustainable school improvement.
The Use of Expressive Arts in Graduate Level Student Supervision
According to the Council for Accreditation of Counseling and Related Educational Programs (CACREP), supervision is an integral part and requirement of training graduate counseling students (CACREP, 2024). Expressive arts are well defined in the play therapy literature (Green & Drewes, 2014; Perryman, Moss & Cochran, 2015; White & Davis, 2011) as interventions and enhancements to the counseling process with a variety of populations. University and site supervisors in graduate programs in counseling can utilize expressive arts interventions in supervision. The authors will showcase their personal anecdotal graduate school experiences with expressive arts in the supervision process. Figures are included.
Does Teacher Epistemic Cognition Relate to Their Ability to Promote Investigable NGSS-Aligned Questions?
The foundation of science is based on the premise that humans make observations and ask questions about the natural world and then attempt to make sense of it by evaluating available evidence. These scientific practices became aspects of expected instruction when the Next Generation Science Standards (NGSS) were created. A key aspect of the NGSS is that science begins when a question about the natural world is raised. For teachers to meet the expectations of the NGSS, they should allow students to explore phenomena, raise authentic questions, and explore them through inquiry. However, giving students autonomy to raise their questions poses potential issues, primarily what if their questions don’t align with the concepts teachers are required to teach. In this study, we focused on Science and Engineering Practice (SEP) #1, Asking Questions and Designing Problems, by asking a group of teachers with divergent epistemic orientations toward science what they would do in a situation where students raised questions that do not align with the concepts they are required to teach. We presented them vignettes where a teacher taught a lesson where students explored a phenomenon, and their students wrote untestable questions that did not align with the concepts or disciplinary core ideas to be consistent with NGSS. We found that the two groups of teachers have different suggestions on what to do in this situation.
What Perceived Challenges Contribute to the Retention of Black Female Culinary Students at a Community College in Southern Louisiana?
This paper examines the unique challenges encountered by Black female culinary students. Set within a culinary school located in the South, this researcher seeks to understand obstacles and present practical solutions to overcome these burdens. Black female culinary students face the distinct intersectionality of being both Black and female in a profession steeped in the Eurocentric stereotypes determined by White male chefs. By concentration on a culinary school in the South, this study not only addresses the specific challenges faced by its Black female students but also provides insights that may resonate with a broader student population. Through the implementation of a focus group and a questionnaire, this phenomenological study aims to pinpoint and examine the precise issues these students encounter in their pursuit of their degrees and certificates. This approach allows the establishment of meaningful cooperation among participants to formulate realistic solutions, ultimately enabling the school to better support and retain these students until they successfully complete their culinary education.
Understanding the Impact of COVID-19 on Black Working Mothers: Education and Mental Health while Continuing their Education
This qualitative grounded theory study examines the impact of the Coronavirus Disease 2019 (COVID-19) pandemic on Black working mothers, with particular attention to the intersection of employment, childcare responsibilities, mental health, and educational aspirations. Although existing scholarship has documented the disproportionate effects of the pandemic on marginalized populations, limited research has explored how these intersecting domains collectively shape Black working mothers lived experiences and decision-making processes. Drawing on grounded theory methodology, this study investigates how participants navigated intensified role strain during the pandemic, such as workplace expectations, childcare disruptions, and educational pursuits converged. Findings suggest that COVID-19 exacerbated preexisting structural inequities, including systemic barriers within corporate environments and persistent underrepresentation in leadership roles. Participants also described the influence of the Strong Black Woman schema, which contributed to emotional suppression and heightened psychological burden. The pandemic further complicated work–life integration, particularly as school closures and shifting childcare demands increased cognitive and emotional labor. These compounded pressures contributed to decision-making fatigue and negatively affected participants’ mental well- being, often influencing their capacity to initiate or persist in educational advancement. This study contributes to the literature by advancing a conceptual understanding of how intersecting structural and psychosocial factors shape Black working mothers’ experiences during crisis conditions. Implications highlight the need for targeted institutional policies and support systems that address mental health, workplace equity, and access to flexible educational pathways. By centering the voices of Black working mothers, this research informs more equitable strategies to support their academic and professional trajectories in post-pandemic contexts.
Advancing Diversity in Teaching: Efficacy of Grow Your Own Programs for BIPOC Educators
This study examines the efficacy of Grow Your Own (GYO) programs in increasing the representation of BIPOC (Black, Indigenous, and People of Color) educators in the teaching profession. Guided by Critical Race Theory (CRT), the research explores two key questions: (1) How can Critical Race Theory guide successful Grow Your Own Programs in targeting and engaging BIPOC individuals to increase their participation and representation in teaching? (2) How does Critical Race Theory help identify and address the challenges BIPOC individuals face in Grow Your Own Programs, and what strategies can improve program effectiveness? This study uses a qualitative narrative descriptive approach, conducting interviews with school administrators and teacher candidates to evaluate the structural components and effectiveness of GYO programs. Findings reveal that thriving GYO programs center on culturally responsive mentorship, financial support, and community-based recruitment strategies. However, systemic barriers such as limited institutional support and racialized perceptions of teacher identity persist. The discussion highlights the need for policy changes prioritizing long-term investments in GYO initiatives, structural equity in teacher preparation, and integrating social justice leadership in program design. These findings underscore the role of CRT in critically examining and reshaping pathways to diversify the teacher workforce and address racial disparities in education. Keywords: Grow Your Own (GYO) programs, Critical Race Theory (CRT), BIPOC educators, teacher diversity, systemic barriers in education
Equity in Education is the Order of the Day: A Critical Analysis of Desegregation Laws and the U.S. Education System
This study critically analyzes the impact of desegregation on the United States public education system, highlighting the persistent structural inequities that continue to disproportionately affect African American and other marginalized student populations. Although the landmark Brown v. Board of Education, (1954) decision formally ended legalized segregation, it failed to dismantle systemic conditions such as, unequal funding for schools, de facto segregation inside schools, opportunity gaps, and disciplinary disparities that limit equitable access to educational opportunity. Using a historical and critical policy analysis methodology grounded in Critical Race Theory (CRT) and informed by Competency-Based Antiracist Education (CARE), this study analyzes the extent to which federal education policies including the Individuals with Disabilities Education Act (IDEA, 1975), No Child Left Behind (NCLB, 2001), and Every Student Succeeds Act (ESSA, 2015) have sought to promote equity while producing uneven and unsustainable outcomes. A comprehensive review of legal decisions, federal policy documents, and peer-reviewed scholarship reveals that these reforms often emphasized accountability and access without adequately addressing racialized resource disparities and culturally responsive practices. The findings demonstrate that desegregation alone is insufficient as a sustainable framework for educational reform and the researchers argue for an equity-centered approach that prioritizes fair resource allocation, antiracist pedagogy, and systemic accountability.
The Community College Presidency and Why Qualified Candidates are Saying, No Thanks
This qualitative study explores the perceptions of senior-level community college administrators regarding the community college presidency and the challenges that may deter qualified candidates from pursuing the role. While existing literature has examined the preparation, qualifications, and recruitment of community college presidents, as well as the difficulties they face, there is a gap in understanding why experienced administrators choose not to pursue the presidency despite begin well-qualified. This study seeks to address that gap by investing the factors that influence the career decisions of potential candidates. The community college presidency has long been viewed as the pinnacle of a higher education career. However, in recent years, the role has become increasingly burdened with both internal and external challenges. Internal challenges include issues related to student enrollment, retention, faculty relations, accreditation, and technology, while external pressures encompass legislative concerns, fundraising, and diminishing public confidence in higher education. Moreover, the increasing complexity of the role, coupled with the erosion of work-life balance and personal privacy has lead many senior adminstrators to reconsider the presidency as a viable career option. This research study aims to understand both the perceived challenges faced by community college presidents and the reasons why senior-level administrators opt out of the presidency. By examining the perceptions of twelve senior administrators from two mid-western states, the study seeks to provide insights into the growing leadership gap within the community college sector. This study is guided by two research questions: (1) What challenges facing community college presidents do senior-level administrators consider when deciding whether to pursue the presidency? (2) What challenges are the most prevalent reasons preventing senior administrators from pursuing the presidency? The research uses qualitative research methods, including online surveys and virtual interviews to gather data. Findings from this study will offer valuable insights into the factors influencing leadership decisions in the community college sector, with implications for leadership development, succession planning, and addresssing the growing leadership gap in these institutions.
Excellence, Pride, and Tradition: The Value of Historically Black Colleges and Universities in the 21st Century and the Continuous Need to Advocate for Them
Attending a Historically Black College or University (HBCU) is like no other experience. From being founded out of necessity to sustainment across centuries through consistently adapting to the ever-changing culture of America, HBCUs matter! While they were founded to educate Black students, contemporary HBCUs are a place for everyone to be accepted, become educated, and transform into the best version of themselves. The current special issue aims to shine a light on HBCUs and contribute to the existing literature on higher education, HBCUs, and the various needs of students, faculty, and staff in the American higher education system.
Bridging the Gap: Simplifying Research for K-12 Educators
Educational research has immense potential to enhance K-12 instruction, yet barriers like time constraints, limited access, and difficulty applying findings hinder its use. This study, surveying 263 educators, reveals only 8% engage with research daily, with many favoring informal sources over academic journals. Key priorities for educators include social-emotional learning, differentiated instruction, and behavior management, with needs varying across urban, suburban, and rural settings. Participants stressed the importance of concise, practical dissemination methods like infographics and videos, along with targeted professional development and peer discussions. Only 21% of administrators reported formal partnerships with universities, highlighting a need for stronger collaboration. Recommendations include fostering research-practice partnerships, improving research accessibility, and addressing systemic barriers to empower educators and enhance student outcomes.
An Intersectional Analysis of Multicultural Education Discourse: Neoliberalism, Racism, and Sexism in South Korea
This study addresses the urgent need to approach multicultural education in South Korea through a social justice lens. It aims to tackle the unique structural and systemic oppressions and exclusions often overlooked in research. Using critical discourse analysis, we explore how the discourse on multicultural education intertwines with oppressive ideologies and perspectives in South Korea. The present study builds upon scholarship emphasizing the importance of considering the influence of neoliberalism and ethnocentric nationalism in the South Korean context when examining multicultural education. It addresses the unique structural and systemic oppressions and exclusions that have remained underaddressed by the current multicultural education practice and scholarship. We examine how the discourse on multicultural education, as represented in teacher interviews, intertwines with oppressive ideologies and perspectives. Informed by scholars working on Global Citizenship Education (GCE), particularly those challenging and addressing normalized neoliberal and neocolonial notions of globalization and development, we propose transformative possibilities offered by the lens of critical GCE in the field of multicultural education. This study emphasizes the importance of embracing and engaging with productive tensions as a critical starting point to foster equitable and humanizing multicultural education for all students while considering the intricate sociohistorical and political relationships entwined with the field.
Honoring the past and building the future: The continued relevancy of Historically Black Colleges and Universities.
Historically Black Colleges and Universities (HBCUs) remain essential within the higher education landscape, serving as means for academic excellence and cultural empowerment. Despite unremitting challenges such as limited funding and enrollment fluctuations, HBCUs continue to provide transformative educational experiences that nurture both intellectual growth and identity development. Their commitment to cultivating inclusive spaces empowers students to navigate academic challenges while encouraging an identity awareness. By connecting culturally responsive teaching methods, mentors, and community relationships, HBCUs empower students to stand out academically and contribute significantly to the culture. HBCUs also play a critical role in addressing systemic barriers that often impede the success of first-generation and historically resilient students. This article seeks to examine the foundational elements that have sustained HBCUs and consider why these institutions remain relevant in equipping graduates with the skills to consistently succeed and strive towards academic excellence and cultural empowerment.
Cultivating Lifelong Transition Supports: Understanding challenges and opportunities faced by HBCUs in preparing students with diverse learning needs for the future of work
Persistency in cultivating lifelong transition supports is vital to students, especially those who identify as racially and ethnically minoritized (REM). More support may be needed to articulate the needs of students with a range of learning disabilities or needs to the Office of Disability Services (ODS) and professors, given the importance of transitional support services for post-secondary outcomes. This is particularly true for REM students with diverse learning needs, as researchers confirmed through recent studies that these students receive poor or limited transition planning, require more decision-making skills, and are less likely to participate in transition planning actively. Historically black colleges and universities (HBCUs) can contribute tremendously to supporting REM students' transitions to college by cultivating further skill development and culturally responsive practices to enhance their self-concepts, self-esteem, and self-advocacy skills to promote continued sustainability as they pursue higher education endeavors. Despite the dearth of research on transition supports and accommodations for students with disabilities, there is limited research investigating the perceptions of REM students navigating the transition support in high school and disability accommodation-seeking process in college, especially within the context of HBCUs. This position paper investigates challenges and opportunities confronting HBCUs in cultivating lifelong transition supports as they prepare students with diverse learning needs for future work.
“Here They Come, Y’all:” Black Studies, Dr. Daniel Black, and Reflections from The Black School of Thought
The illustrious Atlanta University was founded in 1865, and Clark College, founded in 1869 combined in 1988 to form Clark Atlanta University. Atlanta University, the oldest institution of higher education in the city of Atlanta, Ga, is the oldest graduate institution to support a predominately Black student population in the United States. CAU has a legacy of dynamic educators, who include individuals such as Dr. W.E.B. Du Bois, Dr. Rufus Clement, Dr. Pearlie Craft Dove, and Dr. Shelby Lewis. Among this legacy of erudite scholar is Dr. Daniel Omotosho Black. Dr. Black, a Clark College alum and one of the first scholars to receive a Ph.D. in Africana Studies, has committed 30 years to teaching at Clark Atlanta University. During his tenure, he has educated and mentored countless students academically, culturally, and spiritually. He has reared many in the Black Studies tradition of scholar activism and created an intellectual legacy. In May of 2024, Black delivered the now viral commencement speech of the era, "Here They Come, Y'all." The speech invoked a spirit of self-determination and evoked CAU's motto: "Find a way or make one." Black's invitation to participate in the Black Studies tradition is evident not only in his speech, but also in his creation of a doctoral cohort coined "The Black School of Thought." Indicative of Black's commitment to CAU's motto of finding a way, "The Black School of Thought" is an interdisciplinary, humanistic cohort composed of English, History, and Identity studies scholars who operate through a Black Studies theoretical lens and ground their work in Afrocentric thought and praxis. Scholars in "The Black School of Thought" adhere to the Black Studies tenets African centeredness, community engagement, ritual and rights of passage, and intellectual confidence and high standards of excellence–all fundamental tenets of the Black Studies tradition, which Black himself inherited and passed on through rigorous training and study of the Black experience. Thus, this work is a reflective essay grounded in Afrocentric theory that focuses specifically on the teaching of Daniel Black and explores the impact of his pedagogy on the creation of the next generation of Black Studies scholars.
The HBCU Imperative, How Blacks Can Unite
Historically Black Colleges and Universities collectively represent a wellspring of Black, history, Black culture and Black excellence. The contemporary socio-political and economic climate calls for an unprecedented renaissance of knowledge and support for these invaluable American institutions. The purpose of this article is to effectively contextualize and convey the vital importance of Historically Black Colleges and Universities. This writing is designed to enlighten and inspire the reader towards a greater appreciation of the value of these institutions while encouraging taking actions to assist in their maintenance and expansion. Some of the key points of this text include the valuable lessons learned from HBCU history, the need for HBCU support becoming a more widely recognized global imperative, and various strategies to advance this agenda of Black academic, institutional agency. Some of the methods employed in this research study include ethnographic reflections on the history and evolution of HBCU’s, sociological analysis of the ways Black colleges and Black culture intersect and ways our support for these institutions can serve a multitude of purposes including, institutional independence, economic empowerment and preparing the leaders and world changers of tomorrow. This research is presented with the intention of eliciting massive support through historical enlightenment and zealous promotion of the rich history and boundless potential of our Historically Black Colleges and Universities.
An HBCU Alternative Teaching Certification Program: Increasing the Educator Workforce Numbers While Recognizing Student and Program Insights
Non-Traditional Black Women Teacher Candidates’ Experiences at a Traditional HBCU Teacher Education Program
The experiences of Black women who are nontraditional students and enrolled in a traditional teacher education program remain to be under examined in the studies of teacher education. Using phenomenology as a methodology, this study explores the experiences of four Black women who are non-traditional teacher candidates at a Historically Black College and University teacher education program. Framed in Schlossberg transition theory and Black Feminist Theory, the purpose of this study is to understand how the teacher candidates personal, social, academic, as well as previous and current work experiences shaped their conceptions of teaching and being a teacher. The findings illustrate how the teacher candidates drew upon their networks, faith, family, and friends to validate their feelings, knowledge, and experiences, sustain their motivation, navigate academic and financial challenges, and adapt to learning alongside traditional teacher candidates. The data of this study suggest implications for redesigning the structure of the teacher education program with the goal of recruiting and providing immediate and continual support to non-traditional Black students.
Critical Pedagogy and Diplomacy: Examining HBCUs’ Role in Developing Global Leaders
Historically Black Colleges and Universities (HBCUs) have long been at the forefront of promoting educational equity and social justice. This study explores the role of critical pedagogy at HBCUs in shaping global leaders who graduated between 1900 and 1980. Using a qualitative case study approach, the research examines how an education grounded in social justice principles influenced the careers of seven global leaders. Through archival research and document analysis, the study investigates how these leaders challenged systemic oppression and contributed to global change. The findings highlight key implications for higher education and global leadership, underscoring the potential of HBCUs to foster more inclusive approaches to diplomacy.
Institutions, Intuitions, and Inhibitions: Nuancing the Role of HBCUs on Black Women’s Socialization Constructs
HBCUs continue to be a hub and model for Black student success. For Black women, specifically, such institutional types have pronounced effects on personal identity and professional development. Using interview data from the United Negro College Fund’s Frederick D. Patterson Research Institute, we center the experiences and perspectives of 25 Black women HBCU alumnae. We examine various roles that HBCUs play in socializing Black women from pre-enrollment to graduation through their careers. Our analysis points to three findings: (1) Nurturing a Typology of Women, (2) Instilling and Facilitating Ethics of Care and Love, and (3) Affirming Black Womanhood(s).
Unseen to Understood: Discovering belonging at an HBCU
This paper examines the author's personal journey through the American education system as a Black student, contrasting experiences in predominantly white institutions (PWIs) with those at a historically Black college/university (HBCU). The narrative explores challenges faced in PWI environments, including feelings of isolation, microaggressions, and dismissive treatment from some white educators. These experiences are contextualized within broader research on Black students' experiences in PWIs. The author then describes a transformative experience upon enrolling at Southern University, an HBCU, for graduate studies. This shift highlighted the importance of representation, belonging, and cultural affirmation in academic settings. The paper draws on personal anecdotes and relevant literature to illustrate how HBCUs provide nurturing environments that empower Black students to thrive academically and personally. The author concludes by reflecting on the lasting positive impact of the HBCU experience on their sense of self and professional development, advocating for educational environments that value diversity and foster belonging for all students.
HBCUs: The College, The Community, and the Dynamics of Their Relationship to One Another
Topic: The Economic, Social, Educational Contribution of HBCU’S to their Community Title: HBCUs: The College, The Community, and the Dynamics of Their Relationship to One Another Abstract Historically Black Colleges and Universities (HBCUs) are more than just institutions of higher learning; they are cornerstones of their communities, contributing significantly to the economic, social, and educational fabric. Not only do HBCUs have a long and distinguished history of providing high-quality education to African Americans, particularly those from underserved backgrounds, they offer a nurturing and supportive learning environment, where students are encouraged to excel academically and develop their full potential. This research aims to provide an inclusive analysis of the multifaceted impact of HBCUs, investigating the unique pedagogical approaches employed by HBCUs, such as culturally relevant curricula, mentorship programs, and close faculty-student relationships, that contribute to student success. It will also examine the role of HBCUs in addressing educational disparities and promoting equity in higher education, illuminating their often-overlooked role as catalysts for individual and community empowerment.
Examining Faculty and Staff Salary Inequities Between Historically-Black Colleges and Universities and Non-HBCU Institutions of Higher Education
Common within nearly all studies, researchers have found that low salaries (Bichsel et al., 2022; Clark, 2023; Scaringe, 2023) are a primary reason for faculty and staff to leave, especially at HBCUs (Herder, 2024; Lopez, 2023). As a result, this study leverages current Integrated Postsecondary Education Data System (IPEDS) data (National Center for Education Statistics, 2024) to explore salary differences between faculty (multiple ranks) and staff (multiple classifications) at HBCUS and peer institutions. Quantitative analyses suggest that HBCU staff and faculty salaries lag considerably behind salaries at peer, non-HBCU institutions, suggesting financial inequities experienced by HCBUs may carry into compensation for faculty and staff, possibly limiting the impact that HBCUs can have within the Black community and beyond. Implications for research, policy, and practice are addressed, especially as they relate to federal funding mechanisms and private industry partnerships that could help provide HBCUs with the financial support they deserve to compensate HBCU faculty and staff equitably.
Role Conflict among High School Teacher-Coaches: A Review of the Literature
The multitude of demands required of today’s high school teachers who are also athletic coaches often causes a problematic role conflict in which they must prioritize one role over the other. This literature review is part of a larger research study that aims to inform leaders, change policy, and improve practice for high school teacher-coaches. The purpose of this literature review is to explore these dual roles and responsibilities of today’s high school teacher-coaches in Louisiana public schools using role theory as a theoretical framework to help understand their decision-making processes.
Using Peer Review to Redesign the Introductory Public Speaking Course for Online Asynchronous Learning
This paper proposes a comprehensive redesign of the introductory public speaking course for 100% online and asynchronous delivery, emphasizing peer review-based assessment. Research from the post-pandemic educational age informs this approach, which aims to meet the changing demands of online education for digital native students despite the financial constraints faced by institutions. This redesign is focused on improving student engagement, developing skills, and fostering adaptability in digital communication contexts through a flipped classroom model that leverages structured peer interactions to foster critical thinking, collaboration, and communication skills essential for modern professional and civic engagement. By utilizing technological tools (particularly FeedbackFruits) and flexible grading methods, the course supports diverse learning styles and promotes the ability to handle constructive criticism effectively. Ultimately, this paper advocates for reimagining traditional educational paradigms to better align with the needs of today’s digital learners, preparing them for success in an interconnected world characterized by digital communication and remote collaboration.
Engaging Low-Income Latina/o Preschoolers in Science Inquiry through a Health-Based Curriculum
In recent years, there has been an effort to develop reform-oriented and inquiry-based early science instruction. Preliminary studies suggest that participation in inquiry-based learning activities promotes preschoolers’ learning and interest in science. In addition, science education in early childhood is of great importance to many aspects of a child’s development, and researchers suggest that science education should begin during the early years of schooling. The participants of this intervention were a total of 115 preschool students from six different public schools in a western, urban public-school district in California, USA. In this specific intervention analysis for one classroom only, a small sample of a total of 18 (4-5-year-old) Latino/multilingual preschool students (n =18; 9 boys and 9 girls) were exposed to an inquiry-based curriculum designed to teach them about health concepts in the context of science activities. The general goal of the study was to explore how different types of questions posed by an instructor related to children’s biological conceptual understanding. The author hypothesized that children who responded to more teacher questions would exhibit higher levels of conceptual knowledge about health/biology concepts in a posttest interview. This intervention confirmed that students who engaged in question-asking and generated explanations during the lessons gained a deeper conceptual knowledge as evidenced by more sophisticated knowledge of cold/flu prevention concepts in the posttests. Thus, these preliminary findings demonstrated that this inquiry-based curriculum was effective at helping children understand the processes of contagion and illness. Finally, understanding how preschool students engage in science inquiry lessons could greatly benefit researchers, educators, and practitioners to maximize the students’ conceptual knowledge about science.
In 2023, teachers continue to experience reverberations from the COVID-19 pandemic. The closure of schools across the United States required the adaptation of classrooms and a dynamic shift in the practices of teachers. As the pandemic subsided, this project sought to understand the ways that instructional practice, interactions with students and parents, and professional expectations had changed for classroom educators. Further, it attempted to understand ways that teacher preparation programs should adapt to meet the needs of preservice educators and to prepare them for the post-pandemic classroom environment. Subjects for the focus group were recruited on a volunteer basis from schools within one school district in north Louisiana. The topics discussed focused on shifts in teaching practices, interactions with students and parents, and professional expectations of teachers in the post-pandemic classroom. Participants identified changes related to student maturity levels and emotional stability, student behavioral issues, student accountability, student engagement and motivation, student absenteeism and expectations around makeup assignments, use of technology, and parental involvement. These changes impact teachers’ concerns professionally and personally. To train teachers to be successful in the post-pandemic classroom, teacher preparation programs must be aware of these changes and adept at addressing the new challenges.
Lessons Learned from a Quality Enhancement Plan
The Quality Enhancement Plan (QEP) at one university aimed to improve academic performance in two gateway science courses that all STEM and pre-health sciences majors must take that were known to be barriers to student success. The project sought to achieve this primarily by a course redesign that incorporated an extra hour of instruction each week that provided active learning on historically difficult topics as well as lessons on metacognition. The literature on STEM pedagogy shows that faculty who successfully create active learning classrooms help to improve learning outcomes (Suchman, 2014). Additionally, planning, monitoring, and evaluating one’s own learning process through metacognition improves thinking skills and academic success (Tanner, 2012). The lessons learned from this project include important implications for the implementation of a directive such as garnering the support of faculty in the initial design, creating cohesion within the class, and ensuring a culture of active learning and student success across disciplines.
Exploring the Impact of AI on Best Practices for Higher Education Online Teaching and Learning
Refining Higher Education's Core Competence and Its Shaping Influence on the Future of Learning and Work
Higher education plays a vital role in developing core lifelong competencies that empower graduates to thrive amidst technological and economic disruption. This article proposes that higher cognitive skills, emotional intelligence, and digital literacy are key competencies that promote transferable skills applicable across diverse industries and markets. It provides recommendations for how the higher education community can strategically cultivate these timeless yet critical competencies while also leveraging innovations like AI. The article articulates higher education's continuing value in nurturing adaptable human potential to equip graduates to navigate an unpredictable future workforce transformed by technology. It emphasizes competencies like critical thinking, empathy, creativity, and communication that enable graduates to complement and effectively direct emerging AI tools. The University of Louisiana System's core competencies initiative demonstrates a framework outlining essential skills for lifelong success. As jobs rapidly evolve with advancing AI, adaptability becomes key and core competencies ready graduates for new challenges by developing transportable human strengths. By upholding these timeless competencies while innovating, higher education can fulfill its vital purpose of empowering students to define their own success despite disruption.