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New Search Publisher Webster University Collection School of Education – Doctoral Portfolios

  • YOU ARE IDEAL: A Critical Literature Review of the Transformative Impact of Service-Learning Projects and Integrated Resources for Individuals with Disabilities

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    Creator:
    Norton, Kaylan
    Depositor:
    jonathanmajors64@webster.edu
    Publisher:
    Webster University
    Language:
    English
    Date Uploaded:
    04/14/2026
    Date Modified:
    04/14/2026
    Date Created:
    2025
    Rights:
    In Copyright
    Resource Type:
    Other
    File Format:
    PDF
    Abstract:
    The purpose of this study is to examine the relationship between diverse service-learning projects, learning opportunities, and integrated resources, and how these elements contribute to the success of individuals with disabilities. This study seeks to identify distinct types of service-learning opportunities and integrated resources available to individuals with disabilities and their families. Additionally, it aims to determine at what points across the lifespan individuals with disabilities should be introduced to these opportunities to maximize access to services and integrated supports. A critical review of literature indicates the relationship between service learning and integrated resources being a benefit to individuals with disabilities. Researchers have provided key findings despite the gaps in research to provide clarity of the learning opportunities that service learning offers with integrated resources as additional support. With inclusion of support from parents, vocational support and schools can foster a dynamic environment and support to maximize the efforts of the transformative impact of these resources. [author provided]

  • A Critical Literature Review of Social Media (TikTok) and Its Impact on Education and Mental Health of Elementary Aged Children (6-13)

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    Creator:
    Teaste, Aeisha
    Depositor:
    jonathanmajors64@webster.edu
    Publisher:
    Webster University
    Language:
    English
    Date Uploaded:
    04/14/2026
    Date Modified:
    04/15/2026
    Date Created:
    2025
    Rights:
    In Copyright
    Resource Type:
    Other
    File Format:
    PDF
    Abstract:
    The purpose of this study was to examine the relationship between social media use, education, and the mental health of elementary school–aged children. A secondary aim was to determine whether the use of social media platforms, particularly TikTok, has contributed to an increase in mental health concerns among children in this age group. A critical review of the literature indicates a growing number of elementary school children being diagnosed with mental health issues. At the same time, researchers have raised concerns regarding the impact of social media on children’s educational outcomes, mental well-being, and self-esteem, particularly due to exposure to unrealistic and idealized content. Despite these concerns, findings suggest that TikTok and similar platforms may offer educational and social benefits when used appropriately. In conclusion, intentional collaboration among parents, educators, and children is essential to foster a healthy digital environment that maximizes the positive effects of social media while minimizing its potential risks. [author provided]

  • Breaking the Cycle: Examining the Effectiveness of Administrative Strategies for Empowering High School Students with Diverse Ethnic Backgrounds

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    Keyword:
    transformative learning theory, educational leadership, administrative strategies, student empowerment, equity, diverse ethnic backgrounds, minority student success
    Creator:
    Iaiennaro, Trisha
    Depositor:
    jonathanmajors64@webster.edu
    Publisher:
    Webster University
    Language:
    English
    Date Uploaded:
    04/14/2026
    Date Modified:
    04/15/2026
    Date Created:
    2025
    Rights:
    In Copyright
    Resource Type:
    Other
    File Format:
    PDF
    Abstract:
    This dissertation, Examining the Effectiveness of Administrative Strategies for Empowering High School Students with Diverse Ethnic Backgrounds, investigates how school leaders may spearhead transformative and inclusive strategies for empowering students by cultivating equity and long-term success. Informed by Mezirow's Transformative Learning Theory, the researcher examines the ways in which administrative practices can create opportunities for critical reflection, personal growth, and active participation for high school students from diverse cultural and ethnic backgrounds. This study will identify and explore the effectiveness of administrative strategies that lead to the creation of school environments where students from all walks of life are valued, supported, and able to reach their full potential. It adopts a qualitative research design and investigates, through interviews, focus groups, and document analysis, how school administrators interpret, design, and apply the practices promoting transformative learning experiences among ethnically diverse students. By giving voice to both students and educators, the research seeks to uncover challenges and opportunities within the implementation of inclusive leadership strategies at the high school level. This dissertation contributes to the literature on educational leadership by applying and extending Mezirow's Transformative Learning Theory to a secondary education context, which is less regularly examined in the literature. The findings have implications for refining theoretical conceptions of transformative learning and generating actionable insights for administrators working to close opportunity gaps and promote more equitable outcomes. At its core, this work stems from a deep commitment to educational justice and the belief in the power of inclusive leadership to bring about transformation. This integration of rigorous scholarship with practical application will hopefully support educators and administrators in the creation of learning environments that empower minority students to achieve academic success and develop as confident, reflective, and socially aware individuals ready for postsecondary and lifelong success. [author provided]

  • Experiences in Racism: African American Women Working in Higher Education Institutions

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    Creator:
    Davis, Shawntá
    Depositor:
    jonathanmajors64@webster.edu
    Publisher:
    Webster University
    Language:
    English
    Date Uploaded:
    04/14/2026
    Date Modified:
    04/14/2026
    Date Created:
    2025
    Rights:
    In Copyright
    Resource Type:
    Other
    File Format:
    PDF
    Abstract:
    Even though there have been numerous advancements in employment opportunities for African American women there have also been many setbacks. Social movements brought on by the pandemic put issues in the faces of American citizens and can no longer be ignored. Whether or not members of society agree or disagree with the Black Lives Matter, or Me Too Movements they are here to stay. African American women working in higher education witness and endure infractions and microaggressions performed against them and other people of color daily (Muhs et al., 2012). These challenges will be investigated highlighting African American women working in higher education and how they deal with racism. This paper will explore how African American women have managed to progress and be successful while learning to cope with adversity. [author provided]

  • Exploring the Adoption of AI-Assisted Teaching Among TESOL Instructors at a University in Tashkent

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    Creator:
    Imomov, Oybek
    Depositor:
    jonathanmajors64@webster.edu
    Publisher:
    Webster University
    Language:
    English
    Date Uploaded:
    07/14/2025
    Date Modified:
    04/15/2026
    Date Created:
    2025
    Rights:
    In Copyright
    Resource Type:
    Other
    File Format:
    PDF
    Abstract:
    This qualitative study investigated the use of AI-assisted teaching technologies by TESOL instructors at a university in Tashkent, Uzbekistan. Focusing on instructors’ levels of awareness, self-reported use, preceding or sociocultural-ethical AI-related perceptions, and challenges AI integration into language education, the study was guided by the Technology Acceptance Model (TAM) along with Social Constructivism. Data were collected through surveys, semi-structured interviews, and reflective journals, then analyzed using thematic analysis in NVivo software. Most participants were aware of the existence of AI-assisted tools such as ChatGPT, QuillBot and Grammarly, but their adoption of such tools remained at a different level. The main usage of AI assisted tool is for lesson planning and activity creation, brainstorming ideas. Instructors cited lack of training, tool limitations, ethical concerns and sociocultural factors such as dealing with plagiarism and lacking specific institutional policies. Research shows that TESOL instructors treated the innovation carefully and with a high level of ethical consideration when incorporating AI technologies into their lessons. This study advocates for professional development in AI and policy frameworks for TESOL educators to have meaningful ethical AI use in TESOL classrooms. This will contribute to the discussion on integrating AI technologies in education and assist institutions adopting new technologies in language instruction.

  • What Do Transformative Classroom Interactions Look Like? A Qualitative Case Study on Advocacy for Diversity, Equity, and Inclusion among South Carolina Elementary School Teachers

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    Creator:
    Stalks, Cherie
    Depositor:
    jonathanmajors64@webster.edu
    Publisher:
    Webster University
    Language:
    English
    Date Uploaded:
    06/12/2025
    Date Modified:
    04/15/2026
    Date Created:
    2024
    Rights:
    In Copyright
    Resource Type:
    Other
    File Format:
    PDF
    Abstract:
    The term multiculturalism describes the presence or support of various cultures and ethnicities in our society (Oxford,2023c). The acceptance of multiculturalism has played a significant role in how we function in society. Historically multiculturalism has reshaped the legislation, population, and educational system in South Carolina. South Carolina was the last state in the nation forced to desegregate its public school system, in 1963, almost ten years after the Brown v. Board of Education decision (LDHI,2025). Currently South Carolina lawmakers passed bill H.3927, a controversial bill that targets state agencies and schools for any association with diversity, equity, and inclusion programs, training, or practices (Moore,2025). This study of ‘What Do Transformative Classroom Interactions Look Like? A Qualitative Case Study on Advocacy for Diversity Equity and Inclusion among South Carolina Elementary School Teachers “explores the characteristics of transformative interactions that focus on teacher advocacy and Diversity, Equity and inclusion in classroom settings. The purpose of this mixed method research study is to explore how teacher advocacy in diverse classroom settings promotes transformative learning experiences. This research will investigate challenges and barriers to learning in diverse classroom settings. The study seeks to address the critical gap in understanding how teacher advocacy initiatives for DEI create transformative learning in South Carolina elementary schools. This study was inspired by the need to understand how teachers can effectively advocate for DEI in classrooms, creating equitable learning outcomes for South Carolina students. [author supplied]

  • Shattering the Glass Ceiling: Exposing and Addressing Racial and Gender Biases in STEM Careers for Women of Color in Higher Education

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    Creator:
    Hogan-Smith, Ethel
    Depositor:
    jonathanmajors64@webster.edu
    Publisher:
    Webster University
    Language:
    English
    Date Uploaded:
    06/10/2025
    Date Modified:
    04/15/2026
    Date Created:
    2025
    Rights:
    In Copyright
    Resource Type:
    Other
    File Format:
    PDF
    Abstract:
    This research investigates the intersectionality of gender and race in STEM careers among women of color in higher education. The goal is to clarify these women’s unique experiences and challenges while developing strategies to advance diversity and inclusion within STEM fields. Reflecting on the journey as a Black woman, daughter of migrant workers, wife, mother, grandmother, and scholar, a profound understanding of how racial and gender biases manifest in various facets of life has been gained. It has been observed that women of color often encounter significant exclusion from essential networks and are subjected to policies that undermine their contributions and expertise in the STEM disciplines. This realization has inspired the research, aiming to uncover and confront these barriers, paving the way for more equitable opportunities for women of color in STEM careers. This research examines how the interplay of gender and race affects the professional journeys of women of color in STEM, particularly in collegiate settings. The goal is to raise awareness about these individuals’ obstacles and biases while exploring ways to amplify their voices and contributions. Through qualitative methods, the research aims to uncover specific challenges and identify effective strategies for fostering inclusivity and equity in STEM environments. Ultimately, this work aspires to contribute to creating supportive educational spaces that empower women of color to thrive in STEM disciplines, ensuring their diverse perspectives are valued and included in shaping the future of these fields. [author supplied]

  • A Mixed-Methods Investigation of Equity-centered High School Graduation and Entrance into Post-secondary Program Strategies Among Urban Public High School Educators

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    Creator:
    Starr-Hunter, Erika
    Depositor:
    jonathanmajors64@webster.edu
    Publisher:
    Webster University
    Language:
    English
    Date Uploaded:
    06/09/2025
    Date Modified:
    04/15/2026
    Date Created:
    2025
    Rights:
    In Copyright
    Resource Type:
    Other
    File Format:
    PDF

  • The Impact of COVID-19 on the Academic Achievement of Students in the Foster Care System

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    Creator:
    Chaney, Tina
    Depositor:
    jonathanmajors64@webster.edu
    Publisher:
    Webster University
    Language:
    English
    Date Uploaded:
    06/06/2025
    Date Modified:
    04/15/2026
    Date Created:
    2025
    Rights:
    In Copyright
    Resource Type:
    Other
    File Format:
    PDF
    Abstract:
    This qualitative study explores how the COVID-19 pandemic impacted the academic achievement of students in the foster care system, drawing on the perspectives of teachers and school administrators. Through interviews and surveys, I examined the unique challenges foster students faced during remote learning, including placement instability, limited access to technology, and increased mental health concerns. Participants described how the digital divide and frequent placement changes disrupted educational continuity and widened existing achievement gaps. The findings also highlight the strain on support systems and the urgent need for trauma-informed practices and targeted interventions. Beyond documenting these challenges, this project became a transformative learning experience for me as a practitioner and advocate. Engaging deeply with the stories and insights of educators and administrators changed how I understand the intersection of policy, equity, and everyday practice. The process prompted me to rethink how schools and agencies can collaborate and inspired me to develop actionable recommendations for improving support for foster students-especially in times of crisis. While the study’s small sample size limits generalizability, the lessons learned offer a foundation for ongoing growth, reflection, and positive change in the field. [author supplied]

  • Digital Pedagogical Creativity among Teacher Candidates in a Creativity-Centered University Program in Uzbekistan

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    Creator:
    Boltaeva, Rokhatoy
    Depositor:
    jonathanmajors64@webster.edu
    Publisher:
    Webster University
    Language:
    English
    Date Uploaded:
    05/28/2025
    Date Modified:
    04/15/2026
    Date Created:
    2025
    Rights:
    In Copyright
    Resource Type:
    Other
    File Format:
    PDF
    Abstract:
    This study investigates how digital pedagogical creativity is conceptualized and demonstrated by pre-service and in-service teachers enrolled in the MA EDIN program at a university in Tashkent. In response to the growing need for innovative digital teaching practices in higher education, this qualitative case study examines how teachers engage with digital tools and creative pedagogies during their coursework. Data was gathered from 30 participants through semi-structured interviews, focus groups, and analysis of 55 digital artifacts. The study uses thematic analysis with NVivo software to understand how patterns of creativity as action are performed in digital learning environments. This research attempts to reconceptualize digital pedagogical creativity in locally relevant ways and builds on the international discourse concerning teacher education creativity. The results will help shape the expected practices of teachers, the curriculum, and institutional policies on fostering creativity in educational teaching practices using modern technologies. [author supplied]