Educational Research: Theory and Practice
Volume 37, Issue 2, 2026
Co-Editors: William Cain & Leslie Grant
ISSN: 2637-8965
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V37(2) Editor’s Note
An Exploratory Mixed Methods Study of Undergraduate Cybersecurity Students’ Validating Experiences at a Four-year University
Yiyun “Kate” Fan — Drexel University – Pennsylvania, USA
Kristin L. K. Koskey — Drexel University – Pennsylvania, USA
Michael Klein — Drexel University – Pennsylvania, USA
Toni May — Drexel University – Pennsylvania, USA
Dara Bright — Drexel University – Pennsylvania, USA
Turea Michelle Hutson — Drexel University – Pennsylvania, USA
Thomas Heverin — Drexel University – Pennsylvania, USA
Abstract: Fostering validating experiences has been shown to positively influence college student persistence, retention, and adaptive socioemotional outcomes reflective of a supportive learning environment. CyberCorps® is a federally funded program that aims to recruit and retain underrepresented cybersecurity majors through student scholarships and supportive learning environments. This two-phase exploratory sequential mixed-methods single case study sought to describe how 18 undergraduate cybersecurity students experienced validation while enrolled in the CyberCorps® Program (pseudonym) guided by Rendón’s validation theory. In Phase 1, instructors and program mentors were described as prominent agents for fostering validating experiences. Four themes of academic validation and two themes of interpersonal validation emerged. Students further described academic and interpersonal outcomes fostered by their validating experiences. In Phase II, statistically significant associations were found between five validating practices and outcomes: (a) engaging and growth-based instructional strategies and increased cybersecurity learning; (b) professional development and increased cybersecurity learning; (c) professional development and increased access to the profession; (d) community building and increased sense of belongingness; and (e) recognition and affirmation and increased self-confidence. Findings supported the benefits of applying validation theory in the program. Implications for higher education practices supporting student validating experiences are discussed.
Keywords: college experience, cybersecurity education, mixed methods, student support, validation theory
Reference:
Fan, Y. K., Koskey, K. L. K., Klein, M., Bright, D. Hutson, T. M., & Heverin, T. (2026). An exploratory mixed methods study of undergraduate cybersecurity students’ validating experiences at a four-year university. Educational Research: Theory and Practice, 37(2), 1-16.
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Envisioning Students as Education Consumers: Toward a Model of Degree Program Satisfaction with Implications for Persistence in Science, Technology, Engineering, and Mathematics
Elizabeth S. Peterson — Horizon Research, Inc., Chapel Hill – North Carolina, USA
Joseph A. Taylor — University of Colorado, Colorado Springs – Colorado, USA
Abstract: Degree program satisfaction is an important but insufficiently researched topic, especially considering its potential impact on major switching behavior. Therefore, the purpose of this study was to develop a model of degree program satisfaction through verification and extension of well-established principles. Built upon expectancy-value theory, disconfirmation theory, and the theory of emotion and adaptation as well as the use of preexisting survey data and logistic regression, this investigation aimed to conceptualize students as consumers of their education. Results revealed that having educational expectations met and receiving a quality education have a positive and statistically significant association with a student’s satisfaction with their bachelor’s degree program whereas major classification has a non-significant negative association. Understanding these results allows researchers and practitioners to feel more confident in the knowledge they already possess about student satisfaction and could motivate institutions to probe the issue more deeply, possibly begetting new policies or best practices aimed at advancing degree program satisfaction and subsequent major persistence.
Keywords: student satisfaction, student retention, higher education, STEM pipeline, STEM workforce, consumer framework
Reference:
Peterson, E. S., & Taylor, J. A. (2026). Envisioning students as education consumers: Toward a model of degree program satisfaction with implications for persistence in science, technology, engineering, and mathematics. Educational Research: Theory and Practice, 37(2), 17-23.
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Shaping Future Clinicians: The Role of Interprofessional Education in Pediatric Case-Based Learning
Heather Disney — University of Saint Augustine for Health Sciences – Florida, USA
Summer San Lucas — University of Saint Augustine for Health Sciences – Florida, USA
Angie Muñoz — University of Saint Augustine for Health Sciences – Florida, USA
Macy Burr — University of Saint Augustine for Health Sciences – Florida, USA
Jorge Sarmiento — University of Saint Augustine for Health Sciences – Florida, USA
Norman Belleza — University of Saint Augustine for Health Sciences – Florida, USA
Abstract:
Medical errors contribute to over 250,000 deaths annually, emphasizing the need for interprofessional education (IPE) to enhance collaboration among healthcare professionals, including occupational therapy (OT) and physical therapy (PT). The Interprofessional Education Collaborative (IPEC) outlines four core competencies: roles and responsibilities, Communication, Teams and Teamwork, and Values and Ethics. Research supports the role of IPE in enhancing communication and teamwork, with professional organizations advocating for its integration into curricula. However, the impact of case-based learning on the attitudes of OT and PT students toward IPE remains underexplored. This study evaluates the effect of an IPE pediatric patient case on OT and PT students’ attitudes using the SPICE-R2 assessment, testing the null hypothesis that no attitudinal change occurs post-intervention. We assessed attitudes across four domains using the SPICE-R2, a validated tool aligned with IPEC competencies. Participants included 25 hybrid-curriculum OT/PT students (11 PT, 15 OT) from first to third year. A Wilcoxon Signed-Rank test analyzed pre/post-test differences, while a Mann-Whitney U test assessed interprofessional variations. The results showed significant improvements in students’ perceptions of roles and responsibilities and patient outcomes following the IPE intervention. Differences in responses to healthcare cost reduction highlighted disciplinary variations in perspectives. IPE enhances students’ understanding of teamwork and professional roles, particularly in pediatric care. These findings reinforce the value of interprofessional collaboration in optimizing healthcare delivery, reducing redundancy, and supporting value-based care models.
Keywords: interprofessional education (IPE), case-based learning, occupational therapy education, physical therapy education, collaborative practice, SPICE-R2.
Reference:
Disney, H., San Lucas, S., Muñoz, A., Burr, M., Sarmiento, J., & Belleza, N. (2026). Shaping future clinicians: The role of interprofessional education in pediatric case-based learning. Educational Research: Theory and Practice, 37(2), 24-38.
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“Concerned, Considerate, Cooperative, Caring, and Collaborative”: Examining the Reciprocity of Collective Hope and Perezhivanie
Suzanne H. Jones — Utah State University – Utah, USA
LeAnn G. Putney — University of Nevada, Las Vegas – Nevada, USA
Brett D. Campbell — Utah System of Higher Education – Utah, USA
Jacob B. Earnest — Utah State University – Utah, USA
Matthew H. Huffaker — Utah State University – Utah, USA
Abstract: This study examined hope as a motivational tool of learning through the lived experience of fifth-grade students in an urban public elementary school. This paper explored the intersection of hope, consisting of willpower, waypower, and agency with Vygotsky’s concept of perezhivanie, or lived experience. Through discourse analysis of classroom discussions, we made visible both the academic and social aspects of hope. In addition, the students’ lived experiences and sense-making within the classroom contributed to a shared, collective sense of hope. Thus, results indicated that the classroom became an intersubjective space where norms, expectations, and relationships functioned as catalysts for hope. This shared meaning-making process suggests that hope is not merely internal but may be nurtured through interaction, shared values, and mutual support, leading to what may be termed collective hope. In addition, results demonstrate the interrelationship of perezhivanie and hope in pursuit of common academic and social goal attainment, fostering not only personal resilience but also collective motivation.
Keywords: collective hope, perezhivanie, classroom community, collective efficacy, norms
Reference:
Jones, S. H., Putney, L. G., Campbell, B. D., Earnest, J. B., & Huffaker, M. H. (2026). “Concerned, considerate, cooperative, caring, and collaborative”: Examining the reciprocity of collective hope and perezhivanie. Educational Research: Theory and Practice, 37(2), 39-54.
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Examining the Mental Health Experiences of College Students with Autism Spectrum Disorder (ASD)
Darcy Clark — University of Nevada, Reno – Nevada, USA
Abstract: There has been an increase in individuals with autism spectrum disorder (ASD) being enrolled in the college setting, which has led to unique experiences and challenges. Specifically, college students with ASD are at higher risk of comorbid psychiatric disorders, including anxiety disorders, major depressive disorders (MDD), and even suicidal ideation or suicidal attempts. This study used case study methodology to examine the mental health experiences of college students with ASD within their academic, social, and vocational lives. Also, this was a qualitative case study that examined the mental health experiences of college students with ASD to see if there were any barriers or available supports available to them in the college setting. Preliminary results showed that college students with ASD received the necessary academic accommodations but were missing mental health accommodations or resources. Implications for research follow-up are included as well.
Keywords: autism spectrum disorder, adults, postsecondary education, mental health, academic, social, supports, barriers
Reference:
Clark, D. (2026). Examining the mental health experiences of college students with autism spectrum disorder (ASD). Educational Research: Theory and Practice, 37(2), 55-66.
License: Attribution 4.0 International
It’s Just Who He Is: Inter- and Intra-Personal Mindsets of Teacher Education Students and Racialized Referrals for Student Misbehaviors
Nicole L. Lorenzetti — The City College of New York – New York, USA
Abstract: This research examines whether teacher education students (TES) mindset beliefs, both inter- and intrapersonal, underly racialized disciplinary decisions. This correlational research design used a convenience sample of 704 TES who completed the Mindsets Survey and the Teachers’ Interpersonal Attributions of Student Behavior survey. The more a TES held an entity mindset of intelligence, the more likely they were to refer Black non-compliant/disruptive students and White students with ADHD out of the classroom. When differences in intrapersonal and interpersonal intelligence beliefs were parsed out, participants holding stronger entity beliefs in interpersonal intelligence were more likely to recommend removing Black students with disruptive behavior from the classroom. One implication of this research is that addressing mindset beliefs in teacher preparation programs is a low-cost, low-effort way to address TES beliefs about students that may help combat implicit biases. This research is a first step toward building support for this knowledge base. This would serve as a form of prejudice reduction that would have real, tangible consequences for the discipline gap.
Keywords: mindsets, discipline gap, implicit bias, teacher education, student behavior, race
Reference:
Lorenzetti, N. L. (2026). It’s just who he is: Inter- and intra-personal mindsets of teacher education students and racialized referrals for student misbehaviors. Educational Research: Theory and Practice, 37(2), 67-80.
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“I’m Just Gonna Tell the Truth”: How Black Teachers Resist “Divisive Concepts” Legislation
Rebecca G. W. Mueller — University of South Carolina Upstate – South Carolina, USA
Meredith Jack Burroughs — Gettys D. Broome High School – South Carolina, USA
Abstract: Educators are well aware of how external forces shape their work, but the intense debate around “divisive concepts” legislation has piqued public attention and prompted research that examines how educators are responding. Considering the relationship between “divisive concepts” legislation and the inclusion of race and racism in the curriculum, it is particularly important to learn more about how Black educators are navigating this latest affront. Our qualitative study applies the lens of fugitive pedagogy to the research question “How are Black teachers reacting to South Carolina’s ‘divisive concepts’ legislation?” Seven Black middle and secondary English language arts and social studies teachers participated. Data sources include pre- and post-questionnaires, a legislation annotation task, and focus group interviews. Findings suggest that “divisive concepts” legislation did not lessen these teachers’ belief in the importance of integrating race and racism into the curriculum, but it may impact how they pursue this goal. Findings also reveal the impact of school and classroom contexts, particularly student demographics, on teachers’ perceptions and actions. This study contributes to the body of literature attempting to elevate the voices of Black educators and highlight their continued efforts to work around and against harmful policies.
Keywords: Black educators, divisive concepts, fugitive pedagogy
Reference:
Mueller, R. G. W., & Burroughs, M. J. (2026). “I’m just gonna tell the truth”: How black teachers resist “divisive concepts” legislation. Educational Research: Theory and Practice, 37(2), 81-96.
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Clarity and Communication: Preservice Teachers’ Experiences in Online PLCs Provide Hope for the Future of Education
Fay Quiroz — University of Wyoming – Wyoming, USA
Mary Todd — University of Wyoming – Wyoming, USA
Trina Kilty — University of Wyoming – Wyoming, USA
Jennifer Mellizo — University of Wyoming – Wyoming, USA
Tia Fraham — University of Wyoming – Wyoming, USA
Abstract: University methods instructors applied their background in online learning and teaching experience from K-12 classrooms to implement a new platform for elementary preservice teachers. Traditionally higher education online courses use threaded discussions for students to collaborate on course readings and projects. This pilot study investigates a new experience for preservice teachers called Professional Learning Communities (PLCs) in an online, asynchronous university methods course. Exposing preservice teachers to PLCs provides opportunities for them to learn about the PLC experience in public education settings prior to entering their residency or student-teaching semester. This qualitative study analyzed student surveys (n=26) posing open-ended items focusing on their experience participating in a PLC during their final semester in three methods courses. The findings suggest that communication and collaboration play vital roles in building a sense of community. Additionally, understanding the purpose of PLCs while balancing multiple areas of time influences preservice teachers’ sense of communication, collaboration, and community. Researchers suggest preservice teachers need ample time to experience collaboration in a real-life PLC experience to feel supported in a community. Future research should investigate students’ experiences before and after participating in a PLC experience.
Keywords: asynchronous, professional learning communities, preservice elementary teachers, online learning
Reference:
Quiroz, F., Todd, M., Kilty, T., Mellizo, J., & Fraham, T. (2026). Clarity and communication: Preservice teachers’ experiences in online PLCs provide hope for the future of education. Educational Research: Theory and Practice, 37(2), 97-124.
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Mapping DEI Retrenchment Across R1 Universities, 2023-2025: Institutional Characteristics and Patterns of Change
Kimberly Feig — Montana State University – Montana, USA
Desiree Taylor — Montana State University – Montana, USA
Abstract: This study examines how R1 universities have responded to the intensified political backlash against diversity, equity, and inclusion (DEI) since 2023. This period has been marked by coordinated federal and state-level retrenchment efforts aimed at dismantling DEI infrastructure. We constructed a national sample of 176 R1 universities, 108 of which appeared on The Chronicle of Higher Education’s DEI Tracker and formed the analytic sample for examining publicly documented retrenchment through June 1, 2025. Guided by institutional theory, racialized organizational theory, and institutional racial paralysis, we categorized documented institutional retrenchment actions into four categories: structural, symbolic, funding, and ambiguous. Descriptive statistics showed that symbolic and structural actions were the most frequently documented forms of retrenchment among tracker-listed institutions. Structural actions were associated with Republican gubernatorial leadership, enacted anti-DEI legislation, and larger institutional size. Symbolic retrenchment was documented across varied political contexts and was associated with minority-serving institution status. Our findings suggest that institutional DEI commitments may be structurally fragile and susceptible to abandonment under political pressure. This study provides a foundational account of how R1 universities navigated contemporary racialized pressures during the initial 2023–2025 period of intensified DEI retrenchment.
Keywords: Diversity, equity, and inclusion (DEI); DEI retrenchment; R1 universities; higher education; racialized organizations; institutional isomorphism; political backlash
Reference:
Feig, K., & Taylor, D. (2026). Mapping DEI retrenchment across R1 universities, 2023-2025: Institutional characteristics and patterns of change. Educational Research: Theory and Practice, 37(2), 125-143.
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Correcting Misrepresentations of TLCC: A Rebuttal to Sinclair (2025)
Kent Anderson Seidel — University of Colorado, Denver – Colorado, USA
Julie Oxenford O’Brian — University of Colorado, Denver – Colorado, USA
Abstract: This rebuttal addresses factual inaccuracies and methodological limitations in Sinclair’s article, “Colorado’s Alignment to Reduced Educator Turnover Based on the Work of its Teaching and Learning Conditions Initiative.” The original article misstates the statutory purpose of the Teaching and Learning Conditions Colorado (TLCC) survey, incorrectly claims the absence of validity evidence, and mischaracterizes stakeholder engagement and administration practices. It also draws statewide conclusions from a small, non-representative sample without triangulation. Using evidence from Colorado statute, official TLCC documentation, and independent technical reports (2018–2024), we demonstrate that TLCC is a biennial, statewide instrument with established technical quality, active implementation supports, and broad stakeholder collaboration. Accurate representation of TLCC is essential for informed policy, educator voice, and school improvement. We offer this rebuttal to correct the scholarly record and encourage future research grounded in rigorous methodology and comprehensive evidence.
Correspondence concerning this article should be addressed to Kent Anderson Seidel, E-mail: KENT.SEIDEL@UCDENVER.EDU
Keywords: Teaching and Learning Conditions Colorado (TLCC), teaching and learning conditions, educator working conditions, culture of continuous improvement, growth culture, administrative accountability and control, survey validity and reliability, stakeholder engagement, school improvement, continuous improvement, methodological rigor
Reference:
Seidel, K. A., & O’Brian, J. O. (2026). Correcting misrepresentation of TLCC: A rebuttal to Sinclair (2025). Educational Research: Theory and Practice, 37(2), 144-149.
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