Educational Research: Theory and Practice
Volume 36, Issue 1, 2025
This is the proceedings issue from the 2024 NRMERA Conference
Editor: Chris Was
(Link to Complete Issue)
ISSN: 2637-8965
Does Closeness within LGBTQ Students’ Support Networks Enhance Science and Engineering Identity?
Bryce E. Hughes — Montana State University – Montana, USA
Emmanuel Teye — Montana State University – Montana, USA
Abstract: This study investigates the relationship between closeness within LGBTQ students’ support networks and their science and engineering identity. Utilizing an egocentric social network analysis, data were collected from 507 students across four universities, focusing on LGBTQ students in STEM fields. The analysis revealed that personal support network closeness significantly predicts higher interest, competence, and recognition as a science person, but lower recognition as an engineering person. These findings suggest that personal support networks play a crucial role in bolstering science identity among LGBTQ students, highlighting the need for targeted support mechanisms within educational institutions to enhance diversity and inclusion in STEM.
Reference:
Hughes, B. E. & Teye, E. (2025). Does closeness within LGBTQ students’ support networks enhance science and engineering identity? Educational Research: Theory and Practice, 36(1), 1-9.
License: Attribution 4.0 International
Sorry, Teachers Can’t Do It All: A Case for Educator Wellbeing
Sara Freer-Etherington — Weber School District – Utah, USA
Diane Hammer — Alpine School District – Utah, USA
Joel Judd — Southern Utah University – Utah, USA
Abstract:
Two teacher-researchers, in different districts, conducted studies of teacher wellbeing. One was a self-study and the other district-wide. The self-study identified specific sources of workplace stress for one teacher and initial steps she is taking to alleviate it. The other teacher surveyed 458 teachers about their work and its effect on their wellbeing. She then took her findings and recommendations to district and school administrators. Both teachers documented high levels of teacher stress and burn-out associated with untenable workplace expectations. We find the notion of workplace “imbalance” (Hascher et al., 2021) useful in evaluating and defining teacher wellbeing, and support Dreer’s (2023) call for additional research on the outcomes of teacher wellbeing.
Reference:
Freer-Etherington, S., Hammer, D., & Judd, J. (2025). Sorry, teachers can’t do it all: A case for educator well-being. Educational Research: Theory and Practice, 36(1), 10-16.
License: Attribution 4.0 International
What Keeps You Here: A Qualitative Study on College Student Motivation
Zion W. Solomon — Rogers State University – Oklahoma, USA
Sara K. Moon-Seo — Rogers State University – Oklahoma, USA
Abstract: This qualitative study delves into the multifaceted nature of motivation among college students and its implications within and beyond academia. Utilizing semi-structured interviews, four participants engaged in discussions about their experiences with motivation. Thematic analysis revealed several key themes: a shared perspective on momentum, future goals as present motivation, broader life purpose, the impact of basic needs and mental fatigue, and the interplay between internal (intrinsic) and external (extrinsic) influences on motivation. Participants’ narratives supported the significance of aligning personal values with academic pursuits and maintaining physical and mental well-being to sustain motivation. These findings emphasize the dynamic nature of motivation and its essential role in shaping the college experience. Additionally, the study acknowledges the limitations of qualitative research and suggests avenues for future explorations considering individual perspectives in addressing motivational challenges faced by college students.
Reference:
Solomon, Z., & Moon-Seo, S. K. (2025). What keeps you here: A qualitative study on college student motivation. Educational Research: Theory and Practice, 36(1), 17-22.
License: Attribution 4.0 International
Teachers’ Shifting Practices and Orientations in their Work with Culturally and Linguistically Diverse Students
Leslie T. Grant — University of Colorado Colorado Springs – Colorado, USA
Monica S. Yoo — University of Colorado Colorado Springs – Colorado, USA
Abstract: While the number of multilingual students continues to grow, the preparation of most classroom teachers does not adequately equip them to support students who are learning English as a second language. This study reports on a two-year program for in-service teachers working with culturally and linguistically diverse students and their families. This program incorporated intentionally designed coursework consisting of eight classes and quarterly coaching. Pre- and post-program surveys were used to determine self-reported knowledge of and appreciation for culturally and linguistically diverse students, their families and communities, and increased knowledge of language structure, second language acquisition, and appropriate instructional practices. Teachers also were asked about their confidence in serving culturally and linguistically diverse students. Shifts in practices and orientations were uncovered using end-of-year interviews. Findings indicated increased levels of knowledge, changes in orientations, and more teacher confidence in their capacity to serve students.
Reference:
Grant, L. T. & Yoo, M. S. (2025). Teachers’ shifting practices and orientations in their work with culturally and linguistically diverse students. Educational Research: Theory and Practice, 36(1), 23-30.
License: Attribution 4.0 International
A Systematic Literature Review of the Theories Present in Preservice Teachers’ Self-Efficacy in Literacy Instruction
Julie Rushing — Boise State University – Idaho, USA
Melinda Giordano — Boise State University – Idaho, USA
Abstract: Teachers’ self-efficacy levels are directly related to student reading outcomes. The theories that underpin what we know about self-efficacy help explain how we see these problems and how they are presently evaluated. Still, more research is needed on the theories present in the self-efficacy of preservice teachers in their literacy instruction. Based on specific inclusion criteria, we conducted a systematic literature review of 16 articles to identify the most prevalent theories used in the research on preservice teachers’ self-efficacy levels in their literacy instruction. The current relevant literature found four explicitly dominant theories: social cognitive, self-efficacy, sociocultural, and social constructionism theories, whereas several other less-dominant theories were also present in the literature. These theories are presented and synthesized with explicit and implicit findings. This contributes to the awareness of the theoretical frameworks through which we see teacher self-efficacy and how we can help preservice teachers evaluate their self-efficacy as literacy teachers, resulting in better student outcomes and higher reading achievement.
Reference:
Rushing J. & Giordano, M. (2025). A systematic literature review of the theories present in preservice teachers’ self-efficacy in literacy instruction. Educational Research: Theory and Practice 36(1), 31-41.
License: Attribution 4.0 International
Cognitive Partners in Design: Using Generative AI for Active Online Learning in a Graduate-Level Course
William Cain — University of Wyoming – Wyoming, USA
Abstract: This study examines the use of generative AI as cognitive partners in a Learning, Design, and Technology course, enhancing online active learning through meaningful interactions. It highlights the AI’s role in fostering engagement, critical thinking, and collaboration, positioning strategies where generative AI augments learning along multiple dimensions. Findings underscore the potential of generative AI in establishing meaningful cognitive partnerships, where students interacted with AI as cognitive partners in design and collaboration rather than mere tools. Such interactions were meant to augment online active learning experiences, providing tailored discussion, feedback, and real-time support, thereby fostering continuous engagement. This interplay between students and generative AI foreshadows generative AI stratgies where technology is seamlessly integrated into pedagogical frameworks, fortifying foundational skills, facilitating collaboration among students, and encouraging innovative problem-solving in design eduction contexts.
Reference:
Cain, W. (2025). Cognitive partners in design: Using generative AI for active online learning in a graduate-level course. Educational Research: Theory and Practice, 36(1), 42-51.
License: Attribution 4.0 International
Collaborative Learning in Higher Education
Sara K. Moon-Seo — Rogers State University – Oklahoma, USA
Zion W. Solomon — Rogers State University – Oklahoma, USA
Abstract: Collaborative learning is essential for creating a successful learning environment and fostering positive relationships between instructors and students. In this study, the researcher explored important factors that promote interactive learning through her classroom teaching. Autoethnography was used as a qualitative method to describe, observe, and analyze the findings. The findings support that collaborative interaction within the classroom setting plays a crucial role in cultivating social relationships between instructors and students, as well as among students themselves. Additionally, the educational and cultural backgrounds of instructors significantly impact teaching and learning dynamics within the curriculum. Therefore, educators and researchers should be aware of and understand the ongoing interactive collaboration influenced by the educational and cultural backgrounds of both instructors and students, as well as by the classroom environment.
Reference:
Moon-Seo, S. K. & Solomon, Z. W. (2025). Collaborative learning in higher education. Educational Research: Theory and Practice 36(1), 52-55.
License: Attribution 4.0 International
Teacher Persistence: Why Teachers Stay in the Profession
Christina C. Pfister — Siena College – New York, USA
Sophia Paljevic — New York City Schools – New York, USA
Abstract: This study looked at the reasons teachers cite for remaining in the teaching profession. Drawing from the literature on teacher persistence and retention, we conducted interviews with 30 teachers selected from graduates of one college’s teacher preparation program who had volunteered to be part of a larger study. Teachers indicated they persisted in the profession for three reasons: (a) they enjoy the content they teach and the act of teaching, (b) they like their schedule and the cyclic nature of their work, and (c) they feel valued and supported. This research adds to the knowledge base on teacher retention.
Reference:
Pfister, C. C. & Paljevic, S. (2025). Teacher persistence: Why teachers stay in the profession. Educational Research: Theory and Practice, 36(1), 56-60
License: Attribution 4.0 International
Working-Class Woes: Adjustment of Working-Class Students to a Four-Year University
Donna Coplon Sharp — Rogers State University – Oklahoma, USA
Abstract: This research on the working-class student’s experience in higher education was initially stimulated by a student’s post in a “Welcome” discussion thread. In her introduction to the class, the student indicated that her working-class background might hold her back, a statement that resonated with this educator. Teaching at a university with a 41percent population of working-class students provides me with the opportunity to investigate the academic and socioemotional experiences of the working-class student in higher education.
Reference:
Sharp, D. C. (2025). Working-class woes: Adjustment of working-class students to a four-year university. Educational Research: Theory and Practice, 36(1), 61-68
License: Attribution 4.0 International
Growth Through Reflection: Moving Beyond Traditional Doctoral Advising
Shanon S. Taylor — University of Nevada Reno – Nevada, USA
Jennifer Shorett — University of Nevada Reno – Nevada, USA
Elizabeth Newman — University of Nevada Reno – Nevada, USA
Jessica Keefhaver — University of Nevada Reno – Nevada, USA
Shannon Keeley — University of Nevada Reno – Nevada, USA
Britnie Marquez — University of Nevada Reno – Nevada, USA
Marisa Nabong — University of Nevada Reno – Nevada, USA
Bridget Speer-Long — University of Nevada Reno – Nevada, USA
Lindsay L. Diamond — University of Nevada Reno – Nevada, USA
Abstract: Traditional doctoral mentoring is completed in one-to-one dyads with the advisor serving as mentor and student as the mentee. This can be effective but does little to promote collaboration (Darwin & Palmer, 2009). The reflective self-evaluation (RSE) process was originally designed for a previously federally funded Leadership project in our program. It was developed because previous research by Ross and Blanton (2004) determined that traditional special education teacher preparation was often lacking many reflective and constructive qualities that would allow teacher education to become more flexible and creative and move away from a more rigid process-product paradigm (Abernathy et al, 2008). As initially implemented, not only did the RSE teach and strengthen reflective practice, but it turned out to be an effective mentoring tool (Abernathy et al., 2008). In this manuscript, current students reviewed their RSE process and shared their experiences.
Reference:
Taylor, S. S., Shorett, J., Newman, E., Keefhaver, J., Keeley, S., Marquez, B., Nabong, M., Speer-Long, B., & Diamond, L. L. (2025). Growth through reflection: Moving beyond traditional doctoral advising. Educational Research: Theory and Practice, 36(1), 69-74
License: Attribution 4.0 International
Dancing in the Rain(Forest): Pre-Service Dance Educators Teaching Abroad
Karen D. Jensen — Brigham Young University – Utah, USA
Abstract: This narrative research study examines the experiences of four pre-service dance education majors participating in a Dance Education Field Study in Costa Rica, focusing on their cross-cultural understanding and development of dance pedagogy skills through teaching, learning, and collaboration. The findings highlight the significance of diverse mentoring relationships, including peer, faculty, and cultural mentors, each contributing uniquely to participants’ growth. Participants gained insights into the cultural integration of nature into daily life and the warm, inclusive hospitality extended to outsiders. Pedagogical practices were enriched through the application of pre-learned concepts in real-world contexts, fostering two-way learning environments and necessitating flexibility and continuous adaptation to meet student needs. These results offer valuable implications for pre-service, arts-education programs seeking to enhance intercultural competence, pedagogy strategies, and mentorship models.
Reference:
Jensen, K. D. (2025). Dancing in the rain(forest): Pre-service dance educators teaching abroad. Educational Research: Theory and Practice, 36(1), 75-79
License: Attribution 4.0 International