Educational Research: Theory and Practice
Volume 36, Issue 3, 2025
Editor: Chris Was
Retiring Editor’s Note
(Link to Complete Issue with Editor’s Note)
ISSN: 2637-8965
Undergraduate Stay Interviews: Examining Retention Efforts at a Rural State College
Kyle Ryan — Northwest Missouri State University – Missouri, USA
Virginia Kouba — Peru College – Nebraska, USA
Lara Wells — eru College – Nebraska, USA
Abstract: Declining enrollment in higher education is of major concern. Existing literature tends to focus on enrollment management with little attention paid to how or why students are retained. The researchers believe that stay interviews—structured conversations designed to understand why individuals remain in their current roles (Vignesh & Babu, 2014)—may enable institutions to effectively highlight and/or enhance student satisfaction, which may lead to increased enrollment. Preliminary results of this study suggest that affordability, campus community, and academic support are key factors influencing retention. This study explores the potential of adapting stay interviews—a strategy used in corporate sectors—to undergraduate settings, particularly in a rural state college.
Reference:
Ryan, K., Kouba, V., & Wells, L. (2025). Undergraduate stay interviews: Examining retention efforts at a rural state college. Educational Research: Theory and Practice, 36(3), 1-9.
License: Attribution 4.0 International
Labeling Learning Disabilities: A Qualitative Analysis of Former Special Education Students’ Perceptions of Their Educational Experiences
Madelyn Ambler — Salem State University – Massachusetts, USA
Brian W. Ernest — Salem State University – Massachusetts, USA
Abstract: Students who receive special education services are identified as having one of the 13 disabilities categories recognized by the Individuals with Disabilities Education Act. This identification allows for services such as educational, social-emotional, and/or behavioral supports. However, labeling students with a disability can also have detrimental effects on students. The purpose of this study was to investigate the perceptions of college students with previous individualized education programs (IEP) for learning disabilities (LD) and/or attention-deficit/hyperactivity disorder (ADHD). This study utilized semi-structured interviews and basic qualitative methods to capture the experiences of five current college students at a public, regional university in the northeastern United States who had an IEP during their K-12 experience for LD and/or ADHD. Four themes emerged: (a) “A Random Sticker,” (b) “I’ve Always Hated School,” (c) “They Thought I Was an Alien,” and (d) “I Thought I Would Never Be Normal.” Based on the findings, three recommendations are offered: (1) combat others’ negative perceptions, (2) support self-perceptions of students with disabilities, (3) clarify special education services for students, (4) collect data from multiple sources and perspectives, and (5) implement policy-level changes.
Reference:
Ambler, M. & Ernest, B. W. (2025). Labeling learning disabilities: A qualitative analysis of former special education students’ perceptions of their educational experiences. Educational Research: Theory and Practice, 36(3), 11-25.
License: Attribution 4.0 International
Secondary School Agricultural Science Teachers’ Curriculum Implementation Challenges in the Zambezi Region, Namibia
Percy Mashebe — University of Namibia – Windhoek, Namibia
James Abah — University of Namibia – Windhoek, Namibia
John Nyambe — University of Namibia – Windhoek, Namibia
Abstract:
The goal of the current study was to look at the viewpoints of secondary school Agricultural Science teachers with regard to the challenges they encounter when implementing the curriculum in their classrooms. Instructional resources and Continuous Professional Development (CPD) programme workshops need to be provided to successfully teach the curriculum. Using the qualitative descriptive research design, twelve teachers were purposively selected to participate in the interviews. Purposive sampling technique was used in this study to choose the participants. The findings of the study divulged that the main challenges faced by Agricultural Science teachers in implementing the curriculum in the study area, include a deficiency of instructional resources such as school textbooks, according to 75% (9 out of 12) of the respondents. The study also discovered that 83% (10 out of 12 of the participants had not attended any CPD programme workshops in Agricultural Science since their appointment at their schools. This study recommends that sufficient and relevant instructional resources should be made available to Agricultural Science teachers and be supported in terms of regular CPD programme workshops to keep them abreast with regard to the current Agricultural Science related issues. These targeted measures will help the subject teachers to successfully implement the curriculum and thus enhance learners’ performance.
Reference:
Mashebe, P., Abah, J., & Nyambe. J. (2025). Secondary school agricultural science teachers’ curriculum implementation challenges in the Zambezi region, Namibia. Educational Research: Theory and Practice, 36(3), 26-40.
License: Attribution 4.0 International
Student Perspectives on College Readiness: Listening to Students
Carolyn Casale — Henry Ford College – Michigan, USA
David Maier — Henry Ford College – Michigan, USA
Denise Piche — Henry Ford College – Michigan, USA
Abstract: This study analyzed student’s college readiness in high enrolled first-year courses at a prominent midwestern community college located in an urban/suburban area. This exploratory research consists of a survey with quantitative and qualitative components. The demographics of the community college are predominantly students from a marginalized background, including financial and ethnically non-mainstream. This research is significant to understand and reduce Ds, Es (Fail), Withdraws, and Incompletes rates in gateway courses. The first courses students take in higher education are impactful for the way students perceive themselves and abilities. The purpose of this research is to learn how to increase success in core general education courses and increase retention and completion. The main research question explores how students perceive their academic readiness and institutional support through a survey. The researchers thematically organized the student responses. The findings indicate the need for institutional support services to be better communicated, particularly on conveying the significance of institutionalized structural support and student time management skills. Specifically, students identified time management and the role of instructors in their perceptions of their success or failure.
Reference:
Casale, C., Maier, D., & Piche, D. (2025). Student perspectives on college readiness: Listening to students. Educational Research: Theory and Practice, 36(3), 41-62.
License: Attribution 4.0 International
Four Squares to a Plan of Care: A Novel Approach to Clinical Reasoning
LaVerene Garner — Hawai’i Pacific University – Hawaii, USA
Nancy Smith — Winston-Salem State University – North Carolina, USA
Abstract: Background and Purpose. Clinical reasoning development related to neurologic physical therapist practice in entry-level physical therapist students is essential to ensure optimal patient outcomes. Constructivist teaching methods, such as mind, concept, or argument mapping, may enable students in their reasoning processes. Case Description. Students were instructed on using a graphic organizer tool that integrated mind, concept, and argument mapping, designed to improve clinical reasoning and knowledge retention. The instrument was incorporated as a component of Movement Disorders, a course designed to transition students from basic neurological sciences to clinical science coursework. Outcomes. In this case study of one cohort (n=20), students rated the usefulness of mind maps on a five-point Likert scale with the question “The use of mind maps as a tool to integrate information presented throughout the semester was helpful” as part of an instructor-developed course evaluation. The mean score was 4.2 (SD=0.7). Discussion. This case study demonstrates one possible way to incorporate graphic organizers along with mind or concept mapping into a clinical reasoning tool within a physical therapy program. The students in one DPT cohort found this tool helpful for their learning.
Reference:
Garner, L. & Smith, N. (2025). Four squares to a plan of care: A novel approach to clinical reasoning. Educational Research: Theory and Practice, 36(3), 63-71.
License: Attribution 4.0 International