Educational Research: Theory and Practice
Volume 37, Issue 1, 2026
NRMERA 2025 Conference Proceedings
Co-Editors: William Cain & Leslie Grant
(Link to Complete Issue)
ISSN: 2637-8965
The Practicum Effect: A (Very) Exploratory Study of Practicum Interactions and Their Impact on Teaching Performance
Jamie H. Hamblin — Southern Utah University – Utah, USA
Abbey R. Judd — Southern Utah University – Utah, USA
William J. Davis — Southern Utah University – Utah, USA
Abstract: The purpose of this exploratory study is to examine interactions between faculty and students in a teaching practicum and the interactions’ impact on teaching performance. Practical experiences in teacher preparation programs are often regarded by scholars and students as the most significant component of teacher preparation programs. Despite the perceived importance of practical experiences, very little is known about the specific practices or components that yield successful teaching practice, let alone positively impact K-12 students’ learning. We defined and noted three supervision/coaching interactions we had with practicum students: observations without feedback; observations with formative feedback; and observations with a formal conference debrief. Our analysis found positive but low/moderate associations between our interactions and subsequent student teaching evaluation scores.
Reference:
Hamblin, J. H., Judd, A. R., & Davis, W. J. (2026). The practicum effect: A (very) exploratory study of practicum interactions and their impact on teaching performance. Educational Research: Theory and Practice, 37(1), 1-6
License: Attribution 4.0 International
Exploring College Students’ Perceptions of the Use of Artificial Intelligence (AI)
Sara K. Moon-Seo — Rogers State University – Oklahoma, USA
Shaundel S. Garrett — Rogers State University – Oklahoma, USA
Abstract: This study explored college students’ perceptions of using Artificial Intelligence (AI) for academic purposes through semi-structured interviews. The researchers interviewed students from a regional college to understand their definitions of AI, their perceptions of its advantages and disadvantages, and their ethical concerns regarding AI use in academia. Using thematic analysis (Kiger, & Varpio, 2020), four themes emerged: (1) definitions of AI in academics, (2) advantages of using AI in academia, (3) concerns of using AI for academic integrity, and (4) impacts of AI on jobs and environment. Although students acknowledge the benefits of using AI tools, such as ChatGPT, their overall attitudes toward AI in academia were somewhat negative, particularly in relation to issues of academic integrity, lack of genuine learning, cheating, and plagiarism. Additionally, students expressed concerns about potential job displacement and the environmental impact associated with AI-related energy consumption.
Reference:
Moon-Seo, S. K. & Garrett, S. S. (2026). Exploring college students’ perceptions of the use of artificial intelligence (AI). Educational Research: Theory and Practice, 37(1), 8-13.
License: Attribution 4.0 International
Elementary Preservice Teachers’ Integration of Technology in Mathematics Lesson Plans
Allison Roxburgh — Idaho State University – Idaho, USA
Abstract:
This paper presentation examined how preservice teachers’ lesson plans aligned with effective technology integration. Nineteen elementary preservice teachers planned two mathematics lessons that integrated technology. Data analysis included coding categories for technology integration and problem solving. Results indicated preservice teachers passively integrated technology into their mathematics lessons. Further, results showed that the problem solving tasks preservice teachers used were passive and did not support students’ active engagement with the mathematics concepts.
Reference:
Roxburgh, A. L. (2026). Elementary preservice teachers’ integration of technology in mathematics lesson plans. Educational Research: Theory and Practice, 37(1), 14-19 .
License: Attribution 4.0 International
Building the North Dakota Teaching Force: Insights from the Rural Student Teaching Experience (RSTE)
Maria Zaman — University of North Dakota – North Dakota, USA
Lisa Vojacek — University of North Dakota – North Dakota, USA
Sarah Zacher — University of North Dakota – North Dakota, USA
Ryan Summers — University of North Dakota – North Dakota, USA
Abstract: This study investigates the impact of the Rural Student Teaching Experience (RSTE), a North Dakota (ND) EPSCoR-funded initiative designed to strengthen the rural STEM teacher pipeline. Integrating financial support, structured mentoring, and place-conscious pedagogy, the RSTE prepares preservice teachers to thrive in rural schools. Using a mixed-methods design, the study analyzed data from 22 participants representing six universities within the North Dakota University System (NDUS). Qualitative interviews and reflections were thematically analyzed using Braun and Clarke’s (2006) framework, alongside descriptive employment data. Findings revealed that financial assistance, mentoring, and community engagement enhanced teachers’ confidence, adaptability, and sense of belonging, while addressing barriers to rural participation. Nearly 80% of participants entered P–12 teaching, most in rural ND schools. The results highlight the RSTE as a replicable, equity-driven model for rural teacher preparation that promotes long-term commitment and professional growth.
Reference:
Zaman, M. Vojacek, L., Zacher, S., & Summers, R. (2026). Building the North Dakota teaching force: Insights from the Rural Student Teaching Experience (RTSE). Educational Research: Theory and Practice, 37(1), 20-27 .
License: Attribution 4.0 International
Ethical by Design: Aligning LDT Student Outcomes with Responsible AI Use
William Cain — University of Wyoming – Wyoming, USA
Abstract: This paper examines the shared student learning outcomes (SLOs) of eight online graduate programs in Learning, Design, and Technology (LDT) and aligns them with generative AI-focused ethical principles derived from the Daniels Fund Ethics Initiative. This conceptual approach – aligning thematically related or shared SLOs with a set of universal ethical principles in the context of generative AI use – demonstrates how ethical considerations can be integrated into LDT educational programs, ensuring that graduates are equipped to navigate the complexities of AI and emerging technologies responsibly. This paper is meant to demonstrate a research-based approach to developing ethical alignments for AU uses within LDT-program SLOs with the goal of fostering ethical, equitable, and sustainable professional practices in the field.
Reference:
Cain, W. (2026). Ethical by design: Aligning LDT student outcomes with responsible AI use. Educational Research: Theory and Practice, 37(1), 28-35.
License: Attribution 4.0 International
Preparing K-12 Teacher Candidates to Teach Reading Comprehension: A Targeted Review of Quantitative Studies
Anna J. McFadden — Utah State University – Utah, USA
Jake Downs — Utah State University – Utah, USA
Kyrsten E. Lund — Utah State University – Utah, USA
Alycia Cole — Utah State University – Utah, USA
Cherish Sarmiento — Utah State University – Utah, USA
Abstract: This targeted review of the literature analyzes quantitative studies (2001–2025) on how K–12 teacher preparation programs equip pre-service teachers to teach reading comprehension. Findings emphasize the importance of explicit strategy instruction, reflective practice, and embedded field experiences to improve comprehension instruction while balancing technical and pedagogical knowledge.
Reference:
McFadden, A. J., Downs, J., Lund, K. E., Cole, A., & Sarmiento, C. (2026). Preparing K-12 teacher candidates to teach reading comprehension: A targeted review of quantitative studies. Educational Research: Theory and Practice, 37(1), 36-44.
License: Attribution 4.0 International
Subjective Well-Being, Perceived Social Support, and Resilience in Informal Caregivers of Older Adults
Sonya E. Munsell — Rogers State University – Oklahoma, USA
Sophia Rodgers — Rogers State University – Oklahoma, USA
Abstract: As the number of elderly adults in the US increases, so does the need for caregivers. Caregivers may be paid workers, such as nurses and home health professionals or informal, unpaid individuals. Oftentimes, informal caregivers of older adults provide support for parents and spouses. The purpose of this study was to explore the relationship between perceived social support, resilience, and subjective well-being in informal caregivers. More specifically, the researchers sought to examine which construct (social support or resilience) contributed most to subjective well-being. Thirty-seven informal caregivers (mostly White women between the ages of 45-64) completed a survey related to these three variables. Results revealed that perceived social support contributed more to subjective well-being than did resilience.
Reference:
Munsell, S., & Rodgers, S. (2026). Informal caregivers: Subjective well-being, perceived social support, and resilience. Educational Research: Theory and Practice, 37(1), 45-49.
License: Attribution 4.0 International
Nurturing Entrepreneurial Mindsets among Indigenous STEM Student: Comparing the Role of AIBL and AISES
Emmanuel Teye — Montana State University – Montana, USA
Bryce Hughes — Montana State University – Montana, USA
Abstract: This study examined how the American Indian Business Leaders (AIBL) and the American Indian Science and Engineering Society (AISES) foster Indigenous entrepreneurial competencies within STEM education. Guided by Sen’s (1999) capability approach and the fifth essential understanding of Indian Education for All (IEFA) which emphasizes interpreting history and knowledge through tribal perspectives, we conducted document analysis of each organization’s materials, programs, and strategic priorities. The findings indicated that both AIBL and AISES expand and promote entrepreneurial capabilities, Indigenous knowledge, collective leadership, innovation readiness, adaptive problem-solving, and emotional intelligence in students. Together, AIBL and AISES serve as transformative educational spaces where Indigenous students blend STEM and entrepreneurial skills for collective value creation which ultimately contributes to nurturing culturally grounded, community-oriented STEM-entrepreneurial identities.
Reference:
Teye, E., & Hughes, B. (2026). Nurturing entrepreneurial mindsets among Indigenous STEM students: Comparing the Role of AIBL and AISES. Educational Research: Theory and Practice, 37(1), 50-56.
License: Attribution 4.0 International
Rebuilding Hope Through Universal Design for Learning
Wendie Lappin Castillo — Central Washington University – Washington, USA
Abstract: This roundtable workshop was a research-to-practice approach with the intent to guide educators in the use of a newly-designed graphic organizer (Castillo & Sedano, 2025) used to map social emotional goals within the guidelines and principles of Universal Design for Learning. With the need for support of social emotional outcomes for students, layering learning through the approach of universal design supports accessibility and academic growth in the classroom (CAST, 2018). This workshop integrated a tool for reference to support educators with accommodations to consider pending children’s needed supports.
Reference:
Lappin Castillo, W. (2026). Rebuilding Hope through Universal Design for Learning. Educational Research: Theory and Practice, 37(1), 57-61.
License: Attribution 4.0 International
Leveraging Local Resources with Place-Based Learning to Build Preservice Teacher Self-Efficacy
Christine McGrail — University of North Dakota – North Dakota, USA
Abstract: Science teaching self-efficacy is a strong predictor of elementary teachers’ efforts to provide elementary students with robust science learning. This exploratory study examined the impacts of place-based science learning on pre-service elementary teachers’ science teaching self-efficacy and perceptions of science. Place-based pedagogy was used to leverage experiential, community-based, and ecological learning for preservice elementary teachers. Findings reveal a significant increase in preservice teachers’ Personal Science Teaching Efficacy Belief (PSTE).
Reference:
McGrail, C. (2026). Leveraging local resources with place-based learning to build preservice teacher self-efficacy. Educational Research: Theory and Practice, 37(1), 62-71.
License: Attribution 4.0 International
Teachers’ Views on Mandarin Matrix in Utah Chinese Dual Language Immersion Program
Hsiaomei Tsai — Utah State University – Utah, USA
Kathleen A. J. Mohr — Utah State University – Utah, USA
Abstract: Textbooks are essential for second language (L2) literacy, as their systematic framework promotes coherent instruction and access to texts. Teachers also play a critical role in modeling how language functions in real-life communication and providing instruction to support students’ linguistic competence and cultural understanding. Together teachers and texts can provide rich resources of language and contextual knowledge. Via an online survey, this research focused on investigating Utah Chinese dual language immersion (DLI) teachers’ experiences implementing instruction using Mandarin Matrix (MMX) textbooks—a state-mandated Chinese literacy curriculum. Findings indicated that the participating teachers expressed diverse impressions of MMX. They reported using various literacy activities, including reading groups, role play, story prediction and retell, vocabulary or story writing, association of Chinese characters and illustrations, and educational apps. The findings inform instructional approaches for DLI teachers and suggest that additional resources may be needed.
Reference:
Tsai, H., & Mohr, K. (2026). Teachers’ views on Mandarin Matrix in Utah Chinese dual language immersion program. Educational Research: Theory and Practice, 37(1), 72-80.
License: Attribution 4.0 International
Dealt a Bad Hand: An Oral History of a College Student with Eight ACEs
Donna Coplon Sharp — Rogers State University – Oklahoma, USA
Abstract: This qualitative study draws from the power of oral tradition to narrate aspects of a person’s life. Oral history has the potential to mobilize the force of language as the researcher examines the student’s lived history. I explore the life of a resilient young woman who has overcome significant childhood adversity to graduate from college and matriculate into post-graduate studies. The slogan, “Education = hope” is a fitting descriptor for her life. Oral history covers the narrator’s life story and begins with talk, valuing diverse ways of knowing. An oral history interview renders explicit the subject’s lived history, whether childhood or present times. Women interacting among women can experience a “difference of ease;” they can “speak more freely, more expansively” in a less formal relationship than traditional interviewing provides (Freeman & Schmidt, 2000). The author draws from feminine scholarship of Noddings (1984) and Gilligan (1982), and biographical scholarship (Goodson, 1991), to analyze this woman’s story. In doing so, the author emphasizes the imperative of studying her history of childhood adversity for understanding social justice, ethics of care, and a woman’s voice. In this oral history, the life of a young woman who has overcome significant childhood adversity to graduate from college and matriculate into post-graduate studies is explored.
Reference:
Sharp, D. (2026). Dealt a bad hand: An oral history of a college student with eight ACEs. Educational Research: Theory and Practice, 37(1), 81-85.
License: Attribution 4.0 International