Educational Research: Theory and Practice
Volume 36, Issue 2, 2025
Editor: Chris Was
(Link to Complete Issue)
ISSN: 2637-8965
What Can Blue Do for You? LED Lighting with Longer Blue Wavelength Spectral Concentration Increases Student Reading Performance
Michael S. Mott — University of Mississippi – Mississippi, USA
Regan Morse — University of Mississippi – Mississippi, USA
Lauren Saltzman — University of Mississippi – Mississippi, USA
Daniel H. Robinson — University of Texas at Arlington – Texas, USA
Abstract: Classroom lighting, when set to high luminous (lx) and cooler correlated color temperature (CCT) conditions, can increase student focus, concentration, and oral reading fluency (Mott et al., 2012; 2014). However, when illuminance is too high and color temperature is too cool, irritating and adverse effects can occur such as visual fatigue and eyestrain (Noseda et al., 2010). We evaluated the effects of lighting enriched with blue to cyan spectral range, along with the normal industry recommended range of both CCT and lux, on reading performance. High school students were randomly assigned (within grade strata) to classrooms with LED lighting either within the normal range or blue-to-cyan wavelength. Two reading comprehension measures, an ACT practice test and an adapted assessment, were used. Students in the blue-to-cyan lighting rooms scored higher on the ACT Practice Test than did the control students. Implications for using optimal lighting conditions to enhance reading are discussed.
Reference:
Mott, S. M., Morse, R., Saltzman, L., & Robinson. D. H. T. (2025). What can blue do for you? LED lighting with longer blue wavelength spectral concentration increases student reading performance. Educational Research: Theory and Practice 36(2), 1-12.
License: Attribution 4.0 International
Exploring the Phenomenon of Mismatch in University Program Choices and Admission: The Case of Public English-Speaking Universities in Cameroon
Etta M. Aki — University of Buea – Buea, Cameroon
Abstract:
In developing countries like Cameroon, students’ participation in higher education can improve on the social, economic, and political status of the country. However, the mismatch between students’ program choices and the preferences of the admission board may undermine this vision of national development. Surprisingly, even when students are admitted into mismatched programs, they accept and persist in the study of such programs. This study aimed to understand the mismatch phenomenon amongst university students using a phenomenological mixed method design. Data was collected from 34 final year students in the University of Buea and thematic analysis revealed the following three patterns of mismatch, including: first, students who never applied for their preferred programs of study; second, students who applied but were not admitted into any of their preferred programs; and third, students who were admitted to their least preferred programs of study from their ranked choices. These mismatches are mainly determined by prior subject choices in secondary and high school but students persist because other alternatives will result in time and money losses. However, while some students found congruence in their new programs, others indicated that their new programs still do not match their interests. Mismatches in program choices are detrimental to the quality of student participation. A multi-sectoral approach including efforts from basic, secondary, and higher education can limit the effects.
Reference:
Aki, E. M. (2025). Exploring the phenomenon of mismatch in university program choices and admission: The case of public English-Speaking universities in Cameroon. Educational Research: Theory and Practice, 36(2), 13-26.
License: Attribution 4.0 International
The Influence of COVID-19 On Special Education Due Process Hearings Involving Pennsylvania City Local Education Agencies
David H. Rush — Temple University – Pennsylvania, USA
Abstract: Due to the recent nature of the COVID-19 Pandemic there has been limited study of its influence on special education due process hearings. To explore this phenomenon, the present study compares hearing officer decisions involving Pennsylvania city Local Education Agencies (LEAs) for the two years before and after the global health crisis. Frequency of appearance, hearing officer ruling outcomes, and remedies owed by LEAs, are explored variables. A discussion of findings follows to promote the need for future research on this topic.
Reference:
Rush, D. H. (2025). The influence of COVID-19 on special education due process hearings involving Pennsylvania city local education agencies. Educational Research: Theory and Practice, 36(2), 27-36.
License: Attribution 4.0 International
Microteaching in Teacher Education: Greek University Students Appraise Their Experience
Evangelia Ch. Lozgka — Democritus University of Thrace – Komotini, Greece
Abstract: Microteaching—an innovative teaching method in which students deliver a mini-lesson to a small group of peers within a limited timeframe to develop specific teaching skills and refine pedagogical behaviors—has been implemented in teacher education and training for half a century. This qualitative study explored the views of 10 graduate students regarding their experiences with microteaching during their undergraduate studies in a Greek pedagogical university department. Data were collected through free-texts composed by participants as a research tool and analyzed using qualitative content analysis. The findings revealed that graduate students held a positive stance toward microteaching, emphasizing its benefits and its positive impact on teachers’ teaching skills and professional development. These results further reinforce the need for integrating microteaching into teacher education and training programs.
Reference:
Lozgka, E. Ch. (2025). Microteaching in teacher education: Greek university students appraise their experience. Educational Research: Theory and Practice, 36(2) 37-49.
License: Attribution 4.0 International
Colorado’s Alignment to Reduced Educator Turnover Based on the Work of its Teaching and Learning Conditions Initiative
Rich Sinclair — University of Colorado, Colorado Springs – Colorado, USA
Abstract: This 2022 policy evaluation explores the continually low (<60%) educator participation rate associated with the Teaching and Learning Conditions Colorado (TLCC) survey and the state’s overall alignment with its 2008 goal, to reduce educator turnover and related student achievement gaps. Through an intrinsic case study and a pragmatic lens, interviews were conducted with eight superintendents and three non-heads of systems from across the region, including the charter community. Representing the intended end-user of the survey’s intelligence, the paper examines their readiness for working conditions data, background in workplace leadership, direct experience with the TLCC, and their perspective on what is needed for their culture and future educators to significantly improve. Questions grounded in similar studies of Child Trends and FutureEd, and Reichheld’s score of enthusiastic employee loyalty (eNPS) offered an understanding of the survey’s relative lack of value to leaders. The policy evaluation theoretical framework of Theodoulou and Kofinis and the deductive data analysis strategies established by Stake were used to examine the data. The analysis found Colorado’s administrative approach (and the greater K-12 system) to be out of sync with its policy goal. The primary suggestion is for the Department of Education to follow the transformative leadership example of North Carolina’s survey (>90%) program.their self-efficacy as literacy teachers, resulting in better student outcomes and higher reading achievement.
Reference:
Sinclair, R. (2025). Colorado’s alignment to reduced educator turnover based on the work of its teaching and learning conditions initiative. Educational Research: Theory and Practice, 36(2), 50-68.
License: Attribution 4.0 International