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Submissions from 2025

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MIDDLE SCHOOL STUDENTS’ PERCEPTIONS OF SOCIAL AND EMOTIONAL LEARNING, Janelle Butler

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Addressing the Disparity: Examining the Barriers to Success for Economically Disadvantaged Students in Advanced Placement, Brittany Culbreath

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Unlocking Literacy: A Structured, Systemic, and Multisensory Phonics Intervention for Struggling 5th-Grade Readers, Kimberly Driskell

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Layers of Influence: Examining teacher experiences in the selection and implementation of multicultural texts in secondary English, Marine Feron Leabeater

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Underrepresentation of Black Students in Advanced World Language Study, Megan E. Golden

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Transformative Storytelling: Informing Our Practice by Exploring Ourselves, Heather Sellier Holman

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Kindergarten Through Third-Grade Teachers’ Understanding of Dyslexia and Their Preparedness to Teach Students With Potential Dyslexia, Including English Speakers of Other Languages (ESOL) Students, Carrie Madden

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Impact of Professional Development on Teacher Perceptions of Culturally and Ethnically Diverse Students, Stephanie Kirk McMillan

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Understanding Middle School Teachers’ Content Knowledge and Pedagogical Content Knowledge for Effective Teaching of the Nature of Science, Austin C. Wilson

Submissions from 2024

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Impact of Professional Development on Primary School Teachers' Practices and Student Engagement, Tracy Hartley Clark

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Quality, Meaningful Educational Experiences: An Autobiographical Study of Teaching and Learning Algebra 1, Marya Ray

Submissions from 2023

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Adults' Recollections and Reflections on the Impacts of Grade Retention, April Dockery

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The Effectiveness of a Social and Emotional Learning Intervention Program with Middle School Students in Central Georgia, Daymond Ray