William & Mary ScholarWorks
Welcome! William & Mary ScholarWorks preserves and provides access to the research and creative output of William & Mary's faculty, staff, and students.
UPDATE 18th JUNE 2025: The repository has today migrated from Digital Commons to Open Repository DSpace, and some further changes will be added over the remainder of June.
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Item Development and validation of the sense of belonging among counselor education students survey (SOBACES).(2024-02-17)Sense of belonging among students has been studied extensively (Gopalan & Brady, 2020), and has been shown to be a predictor of success, engagement, and well-being in college students. While studies have investigated a sense of belonging amongst specific marginalized groups within a university (e.g. Duran et al., 2020; Lewis et al., 2021; Sims et al., 2020) there have been few studies that examine a sense of belonging among master students in counselor education programs. This paper will outline the development and validation of a new instrument, Sense of Belonging among Counselor Education Students (SOBACES).Item Applying Street-Level Bureaucracy Theory to Understand the Barriers to the Implementation of Restorative Justice in Public School Organizations(2024-02-17)This systematic review identifies the barriers to implementing restorative justice programs in public school organizations. Due to the novelty of restorative justice in schools, barriers often hamper the implementation process. Thus, it was necessary to identify barriers and how they can be mitigated. The PRISMA tool was utilized to examine 17 studies. The review harnessed Lipsky’s (1980) street-level bureaucracy framework to understand the roles of street-level bureaucrats in the education bureaucracy and to understand how the barriers align with the variables that comprise the framework. The results indicated that several barriers existed which include resources, bureaucratic discretion, and role ambiguity.Item Moving Forward in the Wake of the Pandemic: Shifting from Schools Acting Alone to Engaged Partnerships with Families and Communities(2024-02-17)Workplace shortages are a top concern for schools in times of calm and even more troubling in times of stress. Burnout is especially widespread in stressful situations of disrupted learning, trauma, and discord (e.g., Diliberti & Schwartz, 2022; Thomas et al., 2019). In the wake of the pandemic, educators struggled to deal with the stressors on their own (IES, 2022). It became clear that schools could no longer work in isolation. Moving forward in the wake of the pandemic required an intentional shift in purpose from isolated classrooms to interconnected partnerships with families and communities. In the path to recovery, educators rediscovered the value of shifting beyond the schoolhouse to engage in partnerships with the greater community. Lessons learned indicate that schools were more likely to make the shift to partnerships happen when they welcomed the wisdom of families, embraced external supports, and collaborated to expand local community resources for healing and recovery.Item Engaging Latinx Students: A Path to Life-long Learning(2024-02-17)Although the Latino ethnic group is the largest minority and the fastest growing subgroup in the United States, they are one of the most underserved groups in public schools. This is due to many systemic issues; however, this paper focuses on student engagement. Increasing student engagement decreases student dropout rates. If we can foster high levels of engagement with Latinx students in K-12, they are more likely to graduate high school possibly with aspirations to further their education. This conceptual paper aims to answer the following questions: What factors inhibit and/or contribute to Latinx students' engagement? How do we engage Latinx students in K-12 to encourage them to further their education? Several factors negatively impact Latinx students’ engagement in K-12 schools including cultural disconnection, issues with the curriculum, and inequitable practices. Nevertheless, many Latinx students become successful learners. There are many strategies teachers can leverage to support students’ success through increased engagement, educators can build relationships, offer a relevant curriculum, and employ equitable practices. Considering the factors that hinder and contribute to Latinx students’ engagement in K-12, and drawing from several motivation and engagement theories I advance a conceptual model that promotes Latinx students’ engagement and possibly lifelong learning aspirations.Item Teachers’ Social Media Use and Its Legal Implications(2023-01-01)As society becomes increasingly dependent on technology, school leaders must navigate the evolution of websites, resources, and platforms, including social media, as part of their responsibility to facilitate a safe and productive learning environment for students. This article reviews both constitutional and case law as a means of informing educational leaders of their rights and duties, as well as providing a foundation upon which effective K-12 social media policies and practices for educators can be built. Specifically, we offer an analysis of landmark cases involving the First Amendment and free speech, the delicacy around teachers’s roles as both public employees and private citizens, and recent court cases involving social media use. Additionally, we propose guidelines around social media use, compiled from both practitioners in the field and relevant literature.