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New Search Date Created Tesim 2025

  • 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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    ... December 2025 Copyright by Aeisha Teaste ALL RIGHTS RESERVED 2025 The author hereby grants Webster ...
    ... communication and conversation during the Spring 2025 semester. To my readers, Dr. OConnor and Dr. Clay, thank ...
    ... that a significant percentage of children use TikTok (Nagata et al., 2025). This usage raises concerns ...
    ... inappropriate content, and privacy concerns (Nagata et al., 2025). As usage among children increases. Studies ...
    ... scrolling on the FYP (For You Page) (Nagata et al., 2025). In the U.S., kids spend an average of 113 minutes ...
    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]

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

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    ... Education (Ed.D.) in Transformative Learning in the Global Community December 2025 The author hereby grants ...
    ... -reflection and personal experience to explore cultural social occurrences (Simply Psychology, 2025). The ...
    ... president (Dembicki, 2025). 29% of African American women compared to Hispanic at 21%, or white women at 22 ...
    ... %, were more than likely to have that responsibility. Others are caring for aging parents (Dembicki, 2025 ...
    ... | Exhibitions at the Library of Congress | Library of Congress, n.d.). On January 20, 2025, newly elected United ...
    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]

  • 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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    ... Brown v. Board of Education decision (LDHI,2025). Currently South Carolina lawmakers passed bill H.3927 ...
    ... , equity, and inclusion programs, training, or practices (Moore,2025). . This study of What Do ...
    ... ,2025). This means that funding, resources, and initiatives will be eliminated from school curriculums ...
    ... nations largest teachers' unions, have acted against the banning of DEI (Binkley, 2025). The American ...
    ... administration, stating that these DEI bans violate the First and Fifth Amendment (Binkley,2025). When teachers ...
    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]

  • Breaking the Glass Ceiling: Strategies of Black Women Entrepreneurs to Overcome Barriers Across Disciplines in Higher Education

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    ... /2025 2 Acknowledgements I would especially like to thank my family and friends for their unwavering ...
    ... social impact (Porter, 2025). However, they face unique challenges at the intersection of race, gender ...
    ... exclusionary networks, supporting this studys focus on inclusive education (Accion Opportunity Fund, 2025 ...
    ... Fund, 2025). To navigate these obstacles, Black women demonstrate resilience through communitybased ...
    ... receive less than 1% of investment dollars (Stacker, 2025). Building on the critical role of mentorship ...
    Creator:
    Stacker, Monica
    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 qualitative phenomenological study investigates the intersectional challenges Black women entrepreneurs face due to their race, gender, and educational backgrounds, using Kimberlé Crenshaw’s (1989, 1991) intersectionality framework. Through semi-structured interviews, a focus group, and artifacts from seven Black women entrepreneurs across industries, this study explores systemic barriers and resilience strategies. Findings reveal that race and gender create “double jeopardy,” amplifying obstacles like limited access to capital, exclusion from networks, and undervalued credentials. Participants leveraged education, mentorship, social media, and spirituality to navigate these challenges, with education as both a barrier (due to non-inclusive curricula) and a tool for credibility. The study contributes to entrepreneurship literature by highlighting tailored strategies and advocating for policy reforms, such as specialized mentorship programs and equitable funding, to foster an inclusive entrepreneurial ecosystem. Future research should examine additional identity factors and sectors using mixed methods designs to deepen understanding of Black women’s diverse experiences. [author supplied]

  • A Grounded Theorizing of the Learning Opportunities Afforded to Third Graders Who Read Below Grade Level

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    ... reading scores. I hope to look at 2024 to 2025 second graders as they move to third grade in the fall of ...
    ... (2025) when students frequently miss class, those absences affect more than their own grades. The ...
    ... grade, they concluded. (Education Week, 2025) In Figure 2, my hypothesize that absenteeism may also ...
    ... -pandemic levels (APA, 2025, p. 5). As a school administrator who handles discipline in school, many urban ...
    ... have struggled with since adolescence, hoping it would not limit the childs school success. APA (2025 ...
    Creator:
    Clay, Joseph L.
    Depositor:
    Joseph Clay
    Publisher:
    Webster University
    Language:
    English
    Date Uploaded:
    05/11/2025
    Date Modified:
    06/11/2025
    Date Created:
    2025
    Rights:
    In Copyright
    Resource Type:
    Other
    File Format:
    PDF
    Abstract:
    The research design is a qualitative research method that uses systematized methods of theoretical sampling, coding, categorization, constant comparison, and memoing to guide the researcher to a theory (Cohen et al., 2018). The study's qualitative phase explored research question one: can reading instruction/curriculum like phonics and the Science of Reading intervention increase scholars' reading below grade level to reach proficiency? Then, research question two, asked, do third-grade classrooms experience transitions that interfere with student learning? This researcher breaks down the transitions into categories that will be explained in the findings. Then, research question three asked whether students and parents contribute to and transform the students' learning process to improve student reading skills, to read at grade level before entering middle school, and to close the opportunity gap. In the final question, the researcher will see how much parental involvement in reading at home lends itself to the overall educational preparedness of students. According to Neuropsychology & Education Services for Children & Adolescents (NESCA) (2021), children who read 20 minutes per day, i.e., five days a week, are exposed to 1.8 million words in one school year. The students observed reported reading only 10 minutes per night or less, which equals possibly 564,000 words per school year, far lower than what's recommended, which may be the cause of some low Missouri Assessment Program (MAP) test scores and the inability to read leaving third grade. [author supplied]

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

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    ... University in partial fulfillment of the requirements for the Degree of Doctor of Education May 2025 Webster ...
    ... Groves Campus Webster Groves, Missouri, United States Copyright by Oybek Imomov ALL RIGHTS RESERVED 2025 ...
    ... recently, I attended the TESOL Convention in the US in April 2025 and shared my research at the Convention ...
    ... attended the TESOL 2025 Conference in the U.S., where I presented my EdD research topic and exchanged ideas ...
    ... technologies, professional training is essential (Tan et al., 2025). The focus of these programs should be the ...
    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.

  • 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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    ... the Global Community December 2025 Copyright by Kaylan Norton ALL RIGHTS RESERVED 2025 The author ...
    ... . According to the proposed transition planning by TyldesleyMarshall et al. (2025), transition planning is ...
    ... by Graux et al. (2023) and Tyldesley-Marshall et al. (2025) enhance positive academic performance ...
    ... . According to Tyldesley-Marshall et al., (2025), collaboration among agencies during such transition periods ...
    ... in 2024 through to 2025. Preliminary pilot studies of multi-component systems involving personalized ...
    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]

  • Black Teachers Matter: Unraveling the Black Teacher Shortage by Exploring the Lived Experiences of Black Educators in the United States K-12 Public Schools System

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    ... Black Educators in the United States K-12 Public Schools System. By: Andrea Lavette Drone May, 2025 ...
    ... responsibility in this effort to separate people (Ishuka, 2025). Grow Your Own Programs New Careers for the Poor ...
    ... Teach Black History-Very Carefully, 2025). Small but Mighty There is documented evidence on how Black ...
    ... small but still helpful way to tell stories (Joseph,2025). Teaching Homeplace: How Teachers can ...
    ... History lessons to teachers (Barfield-Berry, 2025). White Teachers Black Students This book discusses how ...
    Creator:
    Drone, Andrea
    Depositor:
    Andrea Drone
    Publisher:
    Webster University
    Language:
    English
    Date Uploaded:
    05/25/2025
    Date Modified:
    05/06/2026
    Date Created:
    2025
    Rights:
    In Copyright - Educational Use Permitted
    Resource Type:
    Other
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    PDF
    Abstract:
    “Black Teachers Matter” is a counter-storytelling analysis of Black teacher experiences working in a public-school setting. It helps bring awareness of the Black teacher shortage issue in the United States K-12 public school system. It helps address the gap in the Black teacher shortage by allowing Black teachers to tell their stories. It allows Black teachers to have a voice by telling their stories about their experiences working in the United States K-12 public school system. In many situations at school, Black teachers do not feel like they are included. In this research passage, many Black teachers have expressed concerns with not feeling welcomed by other teachers at school. Black teachers bring the diversification that is needed within the United States public school system. Most have expressed that they have a passion for teaching students of all cultural backgrounds. The Black teacher has struggled to receive recognition for their hard work and dedication. Many Black men teachers are expected to do extra duties that is not expected of teachers of other cultural backgrounds. Black male teachers have expressed concerns with their expectations for resolving physical altercations at school. Black women have voiced concerns with experiencing certain stereotypes or blatant disrespect when attempting to voice their opinions. The literature review section consists of a total of 16 literary works that support that the Black teacher shortage is an issue today. Each literature review offers its own unique way of supporting the idea that more Black teachers are needed in United States public schools. They also offer ways to help improve the Black teacher shortage issue. There was a total of 16 participant interviews conducted for “Black Teachers Matter” research. Each participant is asked a total of 10 interview questions. These interview questions are designed to allow each participant the ability to tell their individual story about their experiences working in United States public schools. Each individual experience is unique and helps provide a closer look into some of the reasons for the Black teacher shortage today and ways to help improve the issue. [author supplied]

  • Enhancing Communication: The Positive Impact of AAC Devices for Nonverbal Neurodivergent Students in Elementary Education

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    ... for the Degree of Ed.D. in Transformative Learning in the Global Community April 2025 Webster Groves ...
    ... Campus, St. Louis, MO, United States of America Copyright by Susan R. Donze ALL RIGHTS RESERVED 2025 The ...
    ... -5, with a student-teacher ratio of 11:1, significantly better than state averages (Meyers, 2025 ...
    ... students each at 6.9%, Asian students at 3.5%, and Pacific Islander students at 0.2% (Meyers, 2025). The ...
    ... Program, indicating significant socioeconomic variation within the student population (Meyers, 2025 ...
    Creator:
    Donze, Sue
    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:
    Augmentative and Alternative Communication (AAC) devices have revolutionized the educational landscape for nonverbal neurodivergent children, offering unprecedented opportunities for self-expression and learning. These sophisticated tools serve multiple critical functions: enabling students to communicate basic needs and wants, facilitating engagement with complex academic content, fostering meaningful social interactions, and perhaps most significantly, providing individuals with an authentic voice in their daily lives (ASHA, 2022; Dixon & O'Hara, 2006; Wilkinson & Madel, 2019). This qualitative study investigated the methodologies and strategies employed by special education teachers and speech therapists in teaching core vocabulary through high-tech AAC devices (ASHA, 2022). The research spanned multiple educational environments, including one-on-one therapy sessions, special education classrooms, and general education settings, examining how these professionals integrate AAC systems across various contexts (ASHA, 2022; Coleman, 2020; Schreiber & Valle, 2013). Through in-depth interviews with educators and speech-language pathologists, the study addressed several critical questions: What type and quality of training were professionals provided to support AAC implementation? What measurable positive impacts emerged within school environments? How were AAC devices effectively integrated into general education classrooms? How did systematic core language instruction influence students' proficiency with their speech-generating devices? The research particularly focused on understanding the intersection between theoretical knowledge and practical application in real educational settings (Creswell & Poth, 2024). The findings of this study offer substantial practical implications for educational professionals working with AAC users. The study documented both successful approaches and significant challenges, revealing specific support structures that facilitated effective implementation and identifying critical gaps in current curriculum frameworks (Light & McNaughton, 2014). Notably, the research highlighted the importance of cross-disciplinary collaboration and consistent implementation across different educational settings (Creswell & Poth, 2024; Vygotsky, 1978; Vygotsky, 1934). The investigation also uncovered several key factors that influence successful AAC integration, including professional development opportunities, administrative support, and peer engagement strategies. These insights led to the development of specific recommendations for curriculum design, professional training programs, and support systems necessary for effective AAC implementation (ASHA, 2022; Coleman, 2020; Schreiber & Valle, 2013). The study concludes with detailed recommendations for expanding this research, suggesting future investigations into long-term outcomes, the role of family involvement, and the impact of different technological platforms on student success. These findings contribute to the growing body of knowledge about AAC implementation in educational settings and provide a foundation for developing more effective support systems for nonverbal neurodivergent students. [author-supplied]

  • Advocating for Trauma-Informed Instructional Strategies for Engaging Homeless Students in Urban K-12 Schools

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    ... of Ed.D. in Transformative Learning in the Global Community. May, 2025 ADVOCATING FOR HOMELESS ...
    ... experiencing homelessness jumped 25% between the 2020-21 and 2022-23 school years (Arundel, 2025). As the ...
    ... relationship. Child and Family Social Work, 23(1), 815. https://doi.org/10.1111/cfs.12376 Arundel, K. (2025 ...
    ... Presbyterian Seminary. (n.d.). A history of homelessness. Retrieved March 5, 2025 https://www.upsem.edu/justact ...
    Keyword:
    trauma, homeless, homelessness, trauma-informed strategies
    Creator:
    Vernier, Sarah
    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:
    As the demographic of the homeless population shifts from predominantly single males to more families with children, there is a pressing need for the education system to adapt its support strategies to address the unique needs of homeless students. While homelessness has long been a significant societal issue, recent research has brought greater attention to the ways in which homelessness contributes to childhood trauma. This growing body of evidence underscores the urgent need for schools to implement trauma-informed strategies, particularly when working with homeless students who often face a range of emotional and social challenges due to their unstable living situations. As more students arrive at public schools coming from a variety of homeless situations, whether it’s staying temporarily with friends or relatives (referred to as “doubling up”), living in shelters or motels, or experiencing the uncertainty of not knowing where they will sleep each night—educators must become more attuned to these students' living conditions. By understanding the context of their students' lives, teachers can adjust classroom procedures and create a more supportive learning environment for these students. This paper explores the findings from qualitative research designed to better understand the challenges and needs of homeless students in the classroom. The research utilized several qualitative methods, including teacher questionnaires aimed at identifying the specific needs of homeless students, follow-up interviews to clarify responses and gather further insights, and a researcher reflexive journal to provide a deeper understanding of the research process. The findings of this study indicate that students experiencing homelessness have heightened social-emotional needs in the school setting, which often require specialized support beyond what is typically provided in the classroom. Teachers reported feeling unprepared to address these needs, and many expressed a strong desire for trauma-informed training to help them better support homeless students in their classrooms. Based on these findings, the study provides several key recommendations for school districts. These recommendations aim to equip educators with the tools and strategies they need to effectively support homeless students. Teachers highlighted the lack of resources and support as one of the most significant challenges they face when teaching this vulnerable population. In particular, they expressed a need for more comprehensive training on how to understand and respond to the trauma experienced by homeless students. By incorporating trauma-informed practices and providing teachers with the appropriate resources, schools can create a more inclusive and supportive environment for homeless students, ultimately improving their educational outcomes and emotional well-being. This research offers valuable insights into the specific needs of homeless students and provides actionable recommendations that can help school districts better serve this growing population. By recognizing the unique challenges these students face and implementing the necessary support systems, educators can help mitigate the negative impacts of homelessness on their academic and emotional development. [author supplied]