Theses and Dissertations

Permanent link for this collectionhttps://hdl.handle.net/2022/20633

This collection contains theses and dissertations from students who have completed Master of Education (M.S.Ed.), Education Specialist (Ed.S.), and Doctor of Education (Ed.D.) degrees in the School of Education.

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TEACHING ENGLISH AS A SECOND LANGUAGE FOR MULTILINGUAL LEARNERS IN HIGHER EDUCATION: THE SOUTH SUDANESE CONTEXT
([Bloomington, Ind.] : Indiana University, 2025-06) Matti, Lucy Ille Severino; Samuelson, Beth Lewis
As a new country, South Sudan faces many unique challenges and the establishment of English as a shared language of instruction is one of the main challenges. South Sudan is a multilingual and multiethnic nation, and English is often not even the second language of many residents, but sometimes the third. With South Sudan’s independence from Sudan in 2011, English was designated the medium of instruction and national language. The sudden change of English as the medium of instruction has affected the educational system of South Sudan. It led to a very low level of English proficiency for both students and teachers alike. Because of this low proficiency level, this paper focuses on the effective methods of English instruction for higher education students who speak more than one language in South Sudan universities. In particular, it looks at how to help multilingual students with low proficiency contexts for whom English may be a second or third language.
USING POPULAR CULTURE TEXTS AND A CRITICAL LITERACY BASED APPROACH TO EXAMINE AND RE-PRESENT GENDER IN A MOROCCAN UNIVERSITY EFL CLASSROOM
([Bloomington, Ind.] : Indiana University, 2025-05) Finn, Pauline; Medina, Carmen
English as a foreign language (EFL) students in Morocco come from an educational system in which they have had few opportunities to engage with critical thinking or critical literacy (Abdallaoui Maan, 2012; Amrous & Nejmaoui, 2016; Bouziane, 2017; Chouari, 2016; Chouari & Nachit, 2016; Elmouhtarim, 2018; Fareh, 2010; Lazrak & Yechouti, 2017; Nejmaoui, 2018). Furthermore, patriarchy is produced and reproduced through language in Morocco despite the existence of laws to promote gender equality (Sadiqi, 2003), which lends urgency to the need to empower students to understand and critically analyze how language and discourses work. Seeking to address these concerns, this qualitative practitioner-inquiry study investigated the implementation of critical literacy approach in a university EFL class at a private university in Morocco and explored how students engaged with and interrogated dominant discourses related to gender by analyzing popular culture texts and creating response texts. Data was collected in the forms of video recordings of classroom discussions, popular culture texts chosen by students, field notes, student artifacts and response texts, and student final exams. Thematic analysis (Braun & Clarke, 2006, 2012) demonstrated that this approach allowed students to engage in: 1) analyzing text, including understanding genre and purpose; 2) connecting texts to their culture and understanding how texts form discourses; and 3) developing a voice to interrogate social problems and discuss change. In their response texts, students challenged traditional gender roles and advocated for marriage based on mutual compatibility and attraction. This study provides an example of a critical literacy approach used in an EFL course in a context in which gender inequalities exist and are often taken for granted by both females and males. It focuses on how students and teacher engaged in critical literacy practices which led to a deeper understanding of how many popular culture texts re-produce gender inequality.
ECOJUSTICE THROUGH ILLUSTRATION AND PLAY: YOUNG CHILDREN’S RESPONSES TO ECOLOGICAL CRISES IN PICTUREBOOKS
([Bloomington, Ind.] : Indiana University, 2025-05) Gill, Jessica Herbrand; Wohlwend, Karen
This dissertation critically examined young children’s meaning-making of ecological crises through play in response to six picturebooks. The study analyzed the actions and discourses of young children, as well as conducted a critical textual analysis of picturebooks from an ecojustice lens at one elementary school in a large metropolitan school district in the southern United States. Drawing from ecojustice literacies, critical literacy through play, and critical textual analysis frameworks, this qualitative inquiry study examined the embodied understandings that young children construct when navigating the social challenges of ecological injustices. Using thematic analysis and critical textual analysis from an ecojustice lens, the embodied understandings were analyzed through both actions and discourse using video recordings of children’s multimodal play in pairs or groups of three. Data was analyzed using interpretive thematic analysis (Braun & Clark, 2022) This study provides insights into young children’s meaning-making of ecological crises, and what they say and do as they construct understandings of ecojustice without adult mediation. The study also provides the framework for critical textual analysis from an ecojustice lens that can serve as an exemplar for future picturebook analysis when considering what texts to select for use in ecojustice education. This study adds the voice of young children, often omitted, to the existing body of research. In addition, it adds to our understanding of what meanings children construct around ecojustice crises.
EXPLORING RELIGIOUS FUNDS OF KNOWLEDGE IN TWO ADVANCED HIGH SCHOOL ENGLISH COURSES
([Bloomington, Ind.] : Indiana University, 2025-05) Kader, Lisa; Wohlwend, Karen
Students develop various funds of knowledge through engagement in activities outside the classroom. This research explores the potential benefits of religious activities in the form of valuable transferable skills and practices that may enhance student performance in AP English coursework. In a Western context, Islamic religious practices are normally associated with rote memorization rather than the development of critical thinking skills or funds of knowledge. This research investigates Muslim students’ perceptions of various influences on their learning and compares their observations with those of the teacher-researcher. Practitioner inquiry is the method used for this study and data includes student reflection results, student essays, and portfolio reflections. As the teacher of two AP English courses in the study, I, as the teacher-researcher, leveraged my understanding of the students’ interests and abilities as well as my knowledge of the cultural and religious context. While the initial focus of research was on development of religious literacy as a fund of knowledge with the most impact on student success in AP coursework, reflection data revealed a more nuanced story. Students developed funds of knowledge from a variety of religious activities, such as reading the Holy Quran, reading religious non-fiction texts and attending religious lectures, but also they expanded important funds of knowledge and literacies through activities such as reading non-religious fiction, reading and writing poetry, and participating in debate tournaments. These findings reveal the complex nature of interaction with the world outside of school that contributes to an understanding of how seemingly unrelated extracurricular activities can provide valuable skills for comprehension and language production. They also demonstrate the ways funds of knowledge contribute to the development of cultural and social capital and reinforce an understanding of the potential for all literacies, including religious, to contribute to student self-confidence and a strong sense of identity.
DOES KNOWLEDGE LEAD TO ACTION? EMPOWERING SCHOOL ADMINISTRATORS TO SUPPORT MULTILINGUAL LEARNERS IN ACADEMICALLY AND CULTURALLY RESPONSIVE WAYS
([Bloomington, Ind.] : Indiana University, 2025-05) Martin, Gabriela
This dissertation explores how school administrators learn about and apply knowledge related to multilingual learners (MLs), and how this understanding shapes their leadership practices within secondary school settings. Grounded in a qualitative case study approach, the research focuses on three department chairs overseeing seven departments in a diverse high school. Through a series of four structured study sessions, participants engaged with frameworks such as the Sheltered Instruction Observation Protocol (SIOP), translanguaging pedagogy, and culturally responsive teaching (CRT). In this study I investigate how these leaders reflect on their current practices, identify systemic barriers, and consider shifts necessary to better serve ML students. The conceptual framework draws on sociocultural learning theory and transformative leadership, emphasizing the importance of reflective practice and equity-driven decision-making in educational leadership. I collected data through audio-recorded discussions, written reflections, and a culminating artifact: a collaboratively developed lesson plan reflecting a reimagined approach to instruction that centers multilingual learners’ linguistic and cultural assets. Findings reveal that administrators often possess limited formal preparation regarding ML education but are eager to engage when provided with structured, reflective opportunities. Participants identified critical gaps in district-wide training, inconsistencies in program implementation, and a lack of shared language for discussing ML needs. They also expressed a shift in mindset—from deficit-oriented views to asset-based frameworks that value students’ bilingualism and cultural identities. This study contributes to the field by illustrating how targeted professional learning can foster more inclusive, equity-minded leadership practices. It also offers a replicable model for engaging administrators in structured reflection and collaborative inquiry to build capacity in supporting MLs. Ultimately, the research underscores that when school leaders are given the space to learn and reflect, they can become powerful advocates for systemic change that better supports multilingual students academically and culturally.
TRAUMAS AND TRIUMPHS: GEODIZED IDENTITIES IN STUDENT-CREATED ARTIFACTS
([Bloomington, Ind.] : Indiana University, 2025-05) Montgomery, Shaylin; Damico, James
The purpose of this study is to explore what happens when student identities are seen and validated in the classroom environment. To that end, sixty-five students in a Language Arts II course in a rural high school were tasked with creating Personality Islands for display in a classroom museum; these Islands, and the accompanying audio/video reflections were then analyzed according to the thematic analysis principles of Clark and Braun. The classroom at the center of this project places the concepts of trauma-informed practice and Funds of Knowledge at the heart of its pedagogical approach, and so these concepts must be, and are, addressed consistently throughout this text. That said, the design of the project itself is rooted primarily in the theory of artifactual critical literacy as described by Pahl and Rowsell. The findings suggest that identity, an inherently tricky concept, can certainly be sedimented within a text, as further work by Pahl and Rowsell contends—but also, that identity can be geodized within a text; in other words, various aspects of a student’s identity can become so entangled within a text that separation is impossible. This discovery is ripe for additional study and highlights the value of exploring student identity as related to classrooms texts and spaces.
“MI ABUELA LO DICE ASÍ”: NAVIGATING LANGUAGE IDEOLOGIES WITH SECONDARY SPANISH HERITAGE LANGUAGE LEARNERS
([Bloomington, Ind.] : Indiana University, 2025-05) Wells, Mary Elizabeth
This study explores how high school Spanish teachers are prepared to work with heritage language learners in an evolving educational landscape. In the United States, where Hispanic-origin students form the largest minority group, teachers face the challenge of balancing traditional language instruction with the unique cultural and linguistic needs of these students. Using qualitative discourse analysis grounded in Critical Language Awareness, this research examines how in-service teachers express their beliefs about language and whether their initial training equips them to foster a critical awareness of language diversity in the classroom. Findings from this research aim to shed light on current gaps in teacher training and provide insights into how more inclusive, socially just teaching practices can be developed to empower students and embrace the rich diversity of Spanish language varieties.
LEADERSHIP ACTIONS FOR TECHNOLOGY INTEGRATION INTO SCHOOLS
([Bloomington, Ind.] : Indiana University, 2025-05) Harper, April Grace; Lochmiller, Chad
This dissertation presents findings from a single case study in one elementary school. As technology integration in schools continues to develop, this study looks at the role of a school principal as she engages in technology leadership. The study is designed around a conceptual framework by Scott McLeod (2015) who defines leadership actions that are central to integrating technology in schools undergoing improvement as the following: setting forth a unified vision with the purpose for the initiative; eliminating the fear of change in community and staff members; releasing control to allow students more autonomy; and supporting parents, teachers, and students with professional learning and a robust infrastructure. Data collection included interviews, observations, and professional documents and artifacts. There are two key findings for school leaders working to integrate technology: principals must operationalize a vision by creating conditions for teacher learning and principals must provide access and build capacity.
BUILDING THE SAFETY NET: THE ROLE OF FACULTY IN SUPPORTING STUDENT MENTAL HEALTH
([Bloomington, Ind.] : Indiana University, 2025-05) Langfitt, Nathan Andrew
Students in American colleges and universities are experiencing a mental health crisis that is continuing to worsen. The utilization of campus counseling centers has skyrocketed, and the incidence of mental health diagnoses and severity have both increased. Institutions are exploring more campus community models of mental health care that activate other offices, units, and operations to increase student wellbeing outside of the counseling center. One of the most critical constituents to these efforts being successful is the faculty. Yet, little research has been conducted on faculty’s conceptualization of and comfort in their role as mental health support. Large quantitative studies have shown that faculty feel that it is their responsibility to support student mental health, but lack adequate training to do so confidently. Smaller qualitative studies have focused on the experience of faculty within specific academic units in supporting student mental health. The purpose of this qualitative interview case study was to understand how faculty conceptualize their role as a mental health supporter, what factors inform the conceptualization of this role, and the impact that supporting student mental health has had on faculty wellbeing. An additional component of this study was that it encompassed the breadth of an entire university. I conducted 16 faculty interviews across the University of Texas at Austin, using Holland vocational interest codes to understand differences in approach by academic discipline. Participants in the study felt responsible for supporting student mental health but lacked an understanding of how the institution wanted them to respond. Faculty also felt that the institution does not acknowledge the work they are putting forth to support students and that systems of faculty appraisal do not adequately acknowledge this work. Finally, there were some differences in how faculty of different academic disciplines perceived their role. The results of the study provide evidence that faculty of different academic disciplines perceive their role in supporting student mental health in unique ways, and that institutional strategy should be responsive to this. The study concludes with recommendations for professional practice and areas where future research would strengthen the discourse on the topic.
COMPARING VOCABULARY RICHNESS IN CHILDREN’S YOUTUBE VIDEOS AND CHILDREN’S PICTURE BOOKS
([Bloomington, Ind.] : Indiana University, 2025-05) Kim, Haeun; Samuelson, Beth Lewis
Children’s growing screen exposure, especially video consumption raises concerns about language development, yet few studies have directly examined whether videos provide sufficient vocabulary input compared to books. This study aims to quantitatively examine the differences in vocabulary provided by children’s picture books and children’s YouTube videos in terms of vocabulary size, diversity, and complexity. A total of 56 popular children’s picture books and 56 highly viewed children’s YouTube videos targeted at children aged eight and under were analyzed using natural language processing techniques and statistical tests like t-test and Welch’s t-test. Statistical analyses revealed that children’s picture books contain significantly more words per minute (vocabulary size) and greater lexical diversity (vocabulary diversity) compared to YouTube videos, though no significant difference was found in word frequency values (vocabulary complexity). These findings suggest that children’s video content may provide less rich vocabulary input than books, potentially contributing to vocabulary development gaps. This study provides valuable insights for educators and caregivers in selecting content that supports adequate language input for children’s language acquisition.
CITI PROGRAM TRAINING: PERCEPTIONS OF LEARNERS ENGAGED IN HUMAN SUBJECTS RESEARCH
([Bloomington, Ind.] : Indiana University, 2025-05) Benson, Amie; Ozogul, Gamze
Ethics in research is an important topic in organizations and education in research has grown over the last twenty years. Compliance in human subjects research training is a need for many organizations. The CITI Program Training is the standard in the United States for Training that addresses human subjects protection and can be used to meet compliance requirements. The CITI Program is a widely used platform for research ethics and compliance training and offers a variety of online courses in human subjects research ethics. Although CITI Program is widely used and has attractive features, it can be difficult to understand what impact the training has. To understand training impacts, individuals can be asked about their perspectives. UnitedHealth Group (UHG) is a health care and well-being company that has an Office of Human Research Affairs (OHRA). Even though participants have completed and met the 80% passing requirement on the required CITI modules, the problem is it is unknown what impact or value the CITI modules are having. This study explored UHG participants’ experiences with CITI Program training modules, using Kirkpatrick’s first level as a framework to capture perceptions and experiences. Participants of the study included eight participants who have completed required ITI Training modules. Interviews were used to discover participants’ perceptions of the CITI Program Training. The interviews consisted of twenty, semi-structured questions comprised of primarily qualitative questions to allow more information to be obtained several months after the training event has occurred. Interview questions were based on the New World Kirkpatrick Model framework for Training evaluation at level one: reaction. The questions focused on participant perceptions, or reaction, and about their perceptions of their reaction to training, learning, behavior, and results. This study is expected to yield preliminary understandings of how participants perceive CITI Training and what it means in their research context and job. These findings offer a richer understanding of the participants CITI Training experience for future learners, and leaders who operate within and influence this space.
EXPLORING TRENDS IN THE USE OF VIRTUAL SIMULATIONS IN THE 9th- 12th GRADE SCIENCE CLASSROOM: PRESENTING TEACHERS PERSPECTIVES & PRACTICES ON USE, ACCESS AND DECISION-MAKING
([Bloomington, Ind.] : Indiana University, 2024-12) Balogun, Aishat Olere; Kwon, Kyungbin
This study explored and presented teachers’ perspectives on the use of virtual simulations and how their practices reflected this. The main purpose was to foreground teachers' perspectives in how and why they select simulations. This study aimed to understand when teachers use virtual simulations, why they use them, how they use them, challenges they encounter if any and if they have alternatives to the simulations. The qualitative research method using the multiple case study approach and a descriptive cross case analysis design was used in this study. Data was collected from two sources namely semi-structured individual interviews, and lesson plans. The interview responses were analyzed using thematic descriptive analysis while content analysis was done on the lesson plans. The factors considered in this research included where teachers get information about the simulations to use, how these simulations are accessed, consideration while selecting or adopting a simulation to use, how simulations informed the teacher’s pedagogical decisions, the thought process behind the use of a particular simulation, goals and approaches for using the virtual simulations. The findings showed that when selecting simulations, teachers consider (1) Focus on Student type, learning levels and rigor, (2) Accurate representation, especially the appearance and graphics relevant to the concepts and (3) Ease of access, use and versatility especially with LMS. The findings also revealed that teachers' source of information about simulations were mostly from self-search by browsing the internet, social media and dependence on trusted sources like recommendations from fellow teachers, higher institutions, professional bodies and federal agencies. Content analysis of the lesson plans showed that the teachers seem to emphasize engagement and exploration in the simulation they use which is reflected in the lessons they design. Deepen understanding by providing opportunities to connect prior knowledge, apply, practice and reinforce concepts were also reflected in the lessons. While factors like the type of student and the type of content taught inform the pedagogical decisions of the teachers. Finally, this study found that while most of the teachers seem to use and support the use of simulations, caution was advised especially the risk of misconception based on the illustration or graphics used in the simulations.
EXPERIENCES AND THEIR ATTRIBUTES THAT GAVE STEM PROFESSIONALS SELF-EFFICACY TO CONSIDER NAVAL STEM CAREERS
([Bloomington, Ind.] : Indiana University, 2024-12) Closser, Florentina; Leftwich, Anne Ottenbreit
Due to the reliance on STEM professionals to fulfill the Navy’s mission of protecting our country’s interest at sea, developing the pipeline of STEM talent is an area of critical importance to the United States Navy. However, there is concern that the current trend of students obtaining STEM degrees will not meet the demand for STEM professionals. To broach this gap the Department of Defense and the U.S. Navy have instituted several STEM experiences designed to grow the talent pipeline. Using parallel mixed methods, this study explores the experiences and their attributes that contributed to the self-efficacy of STEM professionals in considering U.S. Naval STEM careers. Utilizing Social Cognitive Career Theory (SCCT) and Bandura’s sources of self-efficacy, this research investigated the influential experiences of current Naval STEM professionals. This study identifies STEM experiences such as in-school, out-of-school experiences, both formal and informal and support systems that foster self-efficacy. There were key themes for implementing effective STEM experiences: the importance of real-world problems; exploring a wide range of topics important to students; the importance of encouragement and inclusivity; the importance of academic support; career chosen on positive attributes; intrinsic interest; and financial opportunities. The study concludes with three recommendations to the Naval STEM Coordination Office: revisit naval STEM catalog and add more real-world problems; formalized mentor training; and connect with affinity groups. The findings aim to inform the development of effective STEM programs to motivate students towards STEM careers, addressing the Navy’s need for a skilled STEM workforce.
THE INVISIBLE IMPACT: COLLABORATION WITH TEACHING FACULTY AND INSTRUCTIONAL DESIGNERS
([Bloomington, Ind.] : Indiana University, 2024-12) Cooper, Shannon L.; Brush, Thomas
This study sought to understand how instructional designers in medical and health professions education collaborate with teaching faculty with the design and development of learning events for health professions students. Successful collaboration depends on clear and effective communication between instructional designers and the faculty they support. This research also investigated instructional designers' perspectives on what barriers they may have encountered—especially with communication—and the teaching methods (e.g., tools, types of learning events, instructional design models) they use to help teaching faculty create curricula for students. The study also explored how these models and theories are used in practice. To answer these questions, a mix of surveys and semi-structured interviews was used to gather data. The study's findings echoed earlier research, showing that communication with teaching faculty and subject matter experts is one of the biggest challenges for instructional designers. Other challenges—already noted in the field—include teaching faculty and subject matter experts not fully understanding the instructional designers' role and the lack of time to complete projects. Survey participants also often shared that they rarely use instructional design models throughout, from start to finish. Ultimately, this study aimed to bring greater awareness to the ongoing challenges that instructional designers face in higher education.
TEACHER PERCEPTIONS AND PROFESSIONAL DEVELOPMENT IMPACT ON GENERATIVE AI USE IN MIDDLE GRADES
([Bloomington, Ind.] : Indiana University, 2024-12) Dixon, Kathryn; Brush, Thomas
Educational technology is changing rapidly, partly due to the increased accessibility of generative AI available to teachers and to students. This case study aims to examine teacher perceptions and use of AI use in middle grades and how professional development opportunities impact these perceptions in three middle schools in Indiana. The research questions are (1) What innovative pedagogical uses for AI are reported by teachers?, (2) What professional development opportunities related to AI do middle grade teachers participate in? and (3) How do teacher perceive that professional development has supported their use of AI in the classroom? To obtain information about AI use in middle grade classrooms and teacher perceptions, a survey was disseminated via Google Forms to middle school teachers in three school districts in Indiana, and qualitative interviews were conducted with 12 teachers who elected to participate. Results of the study suggest connections between professional development opportunities in schools and positive perception and innovative use of AI tools in classrooms.
Preparing Future Educators to Offer Queer-Inclusive Curriculum through Teaching Scenarios: A Practitioner Inquiry Perspective
([Bloomington, Ind.] : Indiana University, 2024-12) Fulvi, Camilla; Damico, James
The dominance of heteronormative P-12 curricula has gained even greater force in recent years because of numerous laws put in place nationwide that severely limit teachers’ opportunities to provide a Queer-inclusive curriculum for their students. Even in states where these laws are not in place, fear over retribution causes widespread self-censorship when creating curricula. Despite research showing that all students benefit from inclusive curricula for many reasons including the access to “windows and mirrors” (Bishop, 1990), currently there is no cohesion in if or how educator preparation programs prepare future educators to navigate the nuances of providing a Queer-inclusive curriculum. This is a practitioner research study that uses Braun and Clarke’s thematic analysis method to analyze reflection and discussion data from a graduate-level educator preparation program course that uses teaching scenarios that present scenarios teachers face when deciding how to include LGBTQ+ topics and people in a hostile environment. The findings of this study indicate that the use of such teaching scenarios is beneficial for several significant reasons. This approach allowed future teachers to think about solutions to problems before they face them in the field, encouraged productive and respectful discussion on controversial issues in education that center marginalized students and families, and prompted future teachers to think critically and realistically about how they can provide a Queer-inclusive curriculum once they are out in the field.
IMPROVING A SCHOOL PROBLEM-SOLVING TEAM USING IMPROVEMENT SCIENCE
([Bloomington, Ind.] : Indiana University, 2024-12) Henderson, Jamie; Lochmiller, Chad
This study examined how the problem-solving team (PST) process at one elementary school could be improved using an improvement science framework to identify and test change ideas. An improvement team analyzed the specific problem with the PST process through a root cause analysis, which consisted of empathy interviews, document reviews, observations, a group brainstorming session, and the collaborative development of a cause-and-effect diagram. A theory of improvement was then developed that framed the problem: the PST was not completing all eight steps of the problem-solving process. To address this, the team organized improvement ideas into a driver diagram, which provides a visual representation of the hypotheses for improvement of the PST process. Next, the team selected and implemented three specific change ideas: (1) a pre-meeting; (2) an initial meeting discussion protocol; and (3) a follow-up meeting discussion protocol. The change ideas were tested and refined through three plan-do-study-act (PDSA) cycles. Data collection and analysis was iterative and ongoing throughout these PDSA cycles and included both qualitative (i.e., observations and participant interviews) and quantitative sources of information (i.e., checklists and participant exit tickets). Results indicated that the introduction of these three change ideas led to a notable improvement in the problem-solving process. Across three PDSA cycles, the total number of problem-solving steps increased from 2.13 out of 8 for baseline cases to 7.75 out of 8 for cases receiving all three change ideas. Moreover, a preponderance of participant interview comments suggested that each of the three change ideas improved the PST’s ability to adhere to the problem-solving process by improving the efficiency and action orientation of team meetings. Data also indicated that there were several contextual factors which impacted the effectiveness of the change ideas, such as the specific context of the student case, the staff involved, and school environment factors. Overall implications for PSTs, as well as recommendations for the school’s next steps for further refinement are discussed.
SHIFTING NEXUS, TRANSCENDING SELF: EXPLORING THE COSMOPOLITAN LITERACIES OF KOREAN PRE-SERVICE TEACHERS
([Bloomington, Ind.] : Indiana University, 2024-12) Herron, Lindsay N.; Hines, Mary Beth
In the face of an increasingly interconnected world seemingly rife with insidious intolerance, there has been in recent years a call for educational practices that cultivate more critical, compassionate perspectives—in particular, critical cosmopolitan education, which aims to encourage open-minded, responsive, reflective dispositions in students (e.g., Hansen, 2013; Hawkins, 2014; Hull & Stornaiuolo, 2014). Recent research in cosmopolitanism, however, has primarily been from Western perspectives (Delanty, 2009, 2014; Sobré-Denton & Bardhan, 2013), leaving a discernible dearth of work examining how critical cosmopolitanism might manifest in other contexts. Situated in a critical sociocultural framework (Lewis, Enciso, & Moje, 2007) and couched in new literacy studies (Gee, 2001; New London Group, 1996; Street, 1998), this practitioner-inquiry ethnographic case study takes an asset-oriented perspective to consider the ways in which critical cosmopolitan literacies were practiced by Korean university students, all pre-service elementary teachers, participating in an online intercultural exchange with peers in the United States. Among the data collected were the Korean students’ digital multimodal creations, digital interactions via email, and post-exchange reflections. These data were analyzed using a combination of nexus analysis (Medina & Wohlwend, 2014; Scollon & Scollon, 2004; Wohlwend, 2021) and thematic analysis (Cresswell & Poth, 2018; Saldaña, 2009) to better understand students’ situated cosmopolitan maneuvers in the authentic situation of engaging with their overseas counterparts. This project aims to flesh out cosmopolitan theory, particularly by adding nuances from an Asian educational context; support teachers in understanding and building on students’ situated critical cosmopolitan literacies; identify spaces of fracture that can open opportunities for critical reflection; and pinpoint options for educators seeking to facilitate open, responsive dispositions that can help contribute to a more welcoming, just world.
EXAMINATION OF SOCIAL BELONGING AND CONNECTEDNESS IN AN ONLINE SCIENCE COURSE: AN ACTION RESEARCH STUDY
([Bloomington, Ind.] : Indiana University, 2024-12) Londino-Smolar, Gina; Akerson, Valarie
There is a desire to improve science education in the online learning environment, in which the focus is on students’ connectedness and belonging and with the use of learning technologies, can enhance the current teaching climate of the large enrollment, online, forensic science course. In a popular introductory forensic science online course, students were given opportunities to engage and interact with learning materials, peers, and the instructor using various learning technologies. Specific pedagogies, such as inclusive teaching methods, communication, and building interpersonal relationships, used throughout the course were evaluated in the success to build an online learning community, focusing on the students’ perception on their sense of social connectedness and belonging. Various technology tools were used in the online course to deliver learning materials, engage students in course content, and as a platform for student interaction with peers and the instructor, which were focused on promoting students’ sense of social connectedness and belonging. With the increase in learning technologies used in the online learning environment, discovering the effectiveness of learning tools will help others choose appropriate tools depending on the desired outcome. Students were asked at the start of the course what social belonging and connectedness meant to them and were surveyed to evaluate their current sense of belonging and connectedness at multiple points throughout the course. Specific learning activities were designed to build on students' sense of belonging and connectedness based on student feedback, focusing on creating inclusive teaching practices, communication, and interpersonal relationships. At the end of the learning experience, students were asked again to share their perception of belonging and connectedness with the addition of individual student interviews. The students’ perception of social belonging and connectedness was increased from the beginning of the course. Specific learning technology tools, such as InScribe, Peer-review assignments, and recorded instructor videos vc, were effective in building community through a sense of social belonging and connectedness to both the others in the course, as well as the course content.
SELF-REGULATED LEARNING IN AN ONLINE MICRO-CREDENTIAL: AN EXPLANATORY SEQUENTIAL MIXED METHODS CASE STUDY
([Bloomington, Ind.] : Indiana University, 2024-12) Marcelle, Paula; Bonk, Curtis J.
Self-regulated learning is how individuals actively and autonomously manage and monitor their learning. Online learners require self-regulated learning skills to be successful. This study examines the context of an online nonformal learning micro-credential program embedded within a formal learning environment of a research-intensive midwestern US university. Using theoretical frameworks for Self-Regulated Learning and Transactional Distance Theory, this study examines how learners apply self-regulation learning skills and what course design features facilitate self-regulation. An explanatory sequential mixed-methods case-study design was used. Learners in the micro-credential program included faculty, staff and students. Data was collected from 78 participants using a survey questionnaire comprising the closed-ended online self-regulated learning questionnaire, a self-directed learning checklist, and open-ended items on course design. Additional data was collected from 12 semi-structured interviews and 6 document artifacts that formed select cases from a sub-sample of learners who were beginners, continuing, completed, or inactive in the micro-credential program and had average and high SRL scores based on maximum variation sampling. The analytic strategies used included descriptive statistics, cluster analysis, reflexive thematic analysis, qualitative and quantitative content analysis, and mixed methods integration analysis. The results revealed that learners exhibit high environment structuring (M = 4.41, SD = 0.67) and goal setting strategies (M = 4.19, SD = 0.77) but scored lowest in task strategies skills (M = 2.89, SD = 0.92). Four distinct clusters of self-regulators existed: (1) high self-regulators, (2) moderate self-regulators, (3) disillusioned self-regulators, and (4) struggling self-regulators, but across all clusters, learners exhibited poor task strategies. Learners had high goal setting skills because they valued digital literacy skills for employability, career growth, and academic success. Although learners organized their learning with digital tools, which supports their self-regulation and efficient management of their cognitive resources, they had low overall task strategies scores. Through the Transactional Distance Theory lens, the course structure was the most prevalent (48.2%) coded domain that learners reported facilitated their self-regulated learning. An implication of these findings is that learners need to be taught how to learn in an online learning environment, focusing on applying task strategies to effectively implement the plans made in the forethought stage of SRL.

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