The Department of Educational Leadership, Curriculum, and Special Education prepares the school leaders and special education faculty of tomorrow by offering graduate degrees and certificates in over ten specialized areas. Students are encouraged to participate in the pursuit and dissemination of the results of educational research.
Theses/Dissertations from 2024
A Quantitative Study on The Association Between Ace Groups and Experiences Beyond High School, Sara Erin Strohm
The American View on Global Education in Curriculum and Its Necessity for Entering the Workforce, Alison Taylor
Middle School Teachers’ Perceptions of Standardized Testing and Preparation with Students’ Different Abilities and Classroom Instructional Strategies: A Case Study, Manoj Karikode Thomas
An Analysis of Arkansas Alternative Learning Placement Characteristics, Corey Throckmorton
Impact Of Adverse Childhood Experiences on Academic, Behavioral, And Emotional, Success of Elementary School Children, Marsha Wallace
School-To-Prison Pipeline: The Importance of Teachers’ and Administrators’ Perceptions of their Social Bonds with Students, Garrett Whitley
An Examination of Credit Accrual and Graduation Rates Through the Modalities of Instruction in An Online Learning Environment, Jennifer L. Wilkinson
Influence Of Professional Learning Communities on Teachers’ Stress: A Case Study, Jason Young
Theses/Dissertations from 2023
Effective Standards-Based Grading Protocol in High School Chemistry, Matthew Jon Balcom
Examination Of Montessori Training: Experiences of People of Color in Public and Charter Montessori Schools, KaLinda Bass-Barlow
Teachers’ Perspectives on Qualities of An Effective Instructional Leader: A Phenomenological Study, Lindsey Renee Bohler
Arkansas Novice Teachers’ Perceptions of Preparedness in Relation to Self-Efficacy Within Classroom Management, Curriculum and Instruction, And Communication with Families: A Phenomenological Study, Margaret A. Campbell
Crisis In South Carolina: A Phenomenological Study Examining Teacher Attrition Through the Experiences of Educators Before and During the COVID-19 Pandemic, Kimberley Kristin Devers
Answering the Call of Revolutionary Love Through Literature: A Collaborative Autoethnography Framed in Toni Morrison's Beloved, Shekema S. Dunlap and D'Andrea N. Wright
Exploring Teachers’ Perceived Sense of Efficacy on Black Student Achievement in Reading for Grades 5–8, Bryan David Lowe
Teachers’ Perceptions on Effective Strategies to Retain Black Ninth-Grade Students, Jackie Lanette McFarland
Impact Of Work Based Learning on Employability Skills of High School Students, Kelli Dawn McGaha-Martin
Arkansas K-2 Teachers’ Perceptions of the Science of Reading: A Case Study, Heather L. Nutt
The Impact of Trauma on the Behavior and English Language Arts Performance of Middle-School Black Boys in an Urban Setting, Thelma A. Ramsey Bryant
Technology’s Impact On K-12 Educators: Correlations Between Technostress and Burnout Among Rural High School Teachers, Jason Keith Reeves
The Influence of a Teacher Education Program on Preparing Future Teachers to Meet the Needs of Diverse Learners, Kellie Riggs
Pressin' On: Leadership From the Black Female Imposter's Perspective, Topeka Small Singleton
Alaskan Educator Perceptions of Preparedness to Identify Diverse Gifted Learners: A Phenomenological Study, Heather J. Stewart
Principal Perspectives of Professional Development on their Growth and Self-Efficacy: A Phenomenological Study, Melinda J. Stewart
Accountability Measures and the Instructional Measures that Promote Student Achievement in Low Socioeconomic Status Students, Shanna W. Vaughan
A Phenomenological Study of Social Networking Sites and Their Influence on the Collegiate Expectations and Experiences of Generation Z, Kellen A. Washington
Examining The Influence of Teachers’ Emotional Intelligence on their Retention: A Case Study, Monica Ann Wilhelm
Submissions from 2022
Carrying a Double Load: A Black Woman Doctoral Student's Experience of Decolonizing Educational Leadership Research, Shekema S. Dunlap
