Summit Institutional Repository @ PSU
Summit Institutional Repository @ Plymouth State University is a digital repository for gathering, indexing, preserving, and making available a treasury of research and scholarly work generated by PSU faculty, students and staff. Based on the principle of Open Access, one of Summit's key missions is to ensure that these scholarly and creative endeavors are accessible to the widest possible audience.
These collections are freely available, organized, made accessible by PSU's Lamson Library. They demonstrate the summit of academic production at the University and its commitment to encourage transformational teaching and connected learning, to advance the Plymouth State University motto - Ut prosim (That I may serve). The content is available to be used responsibly under fair use US copyright law for personal and educational purposes or with the permission of the authors and/or copyright holders. For more information about submitting your work to Summit, please contact us at psu-lamson-repository@plymouth.edu.
Recent Submissions
Item The Space Between: The Story of a Rural School District Implementing Trauma-Informed and Equity-Centered Practices(2025)This qualitative case study of a rural Vermont school district explores how place shapes the implementation of trauma-informed and equity-centered practices. Often treated as a static backdrop, place is reframed here—through Critical Place Theory—as a dynamic, interactive force shaped by and shaping educational practices. This study analyzes location, locale, and sense of place to frame place as interactive and evolving. Data collection included interviews, document analysis, and researcher engagement with the community to explore how place informs daily educational experiences. Findings reveal a shared desire for improvement across the physical, social, cultural, emotional, and psychological dimensions of place, with trauma-informed and equity-centered practices proving most effective when rooted in collective community efforts. Yet, tensions in implementation underscore the need for collaborative, context-responsive approaches that honor local values while fostering broader equity goals. These findings contribute to research on equity and trauma-informed practice, offering guidance for educators and leaders seeking meaningful community partnerships.Item Superintendents’ Use of Student Achievement Data from New Hampshire State Assessments(2025)The No Child Left Behind (NCLB) Act of 2002 began holding public schools accountable for improving student achievement in math and reading in grades 3-8. A provision of this act required states to administer annual assessments. This reinforced the civil rights aspect of the Elementary and Secondary Education Act (ESEA) of 1965. The intention was to ensure that underperforming students received intervention and support to close achievement gaps. This testing mandate was maintained when NCLB was reauthorized in 2015 as the Every Student Succeeds Act (ESSA). Competencies for superintendent licensure in New Hampshire include the verbiage to promote achievement. One way to meet this competency is the establishment of “a strong professional culture of growth, openness and collaboration wherein educators engage in analyzing student data and planning program improvements that result in closing achievement gaps” (New Hampshire Education Law, Part Ed 506, §506.01(b)(1)(b), 2023). Thus, it is argued that superintendents, like principals, have a responsibility to use data from the New Hampshire Statewide Assessment System (NH SAS) to promote academic achievement. Yet the extent of superintendents’ use of this data, and in collaboration with principals, is unknown. This knowledge might inform designers of technical assistance and developers of resources about ways to enhance superintendents’ capacity to use the data. Correlational analysis from this quantitative study showed significant relationships when superintendents collaborated with principals to analyze and interpret data (i.e., data inquiry). Use of data to decide and plan also had strong connections. An Inquire, Decide, Plan (IDP) model highlights these strengths.Item Social-Emotional Learning Is Not One-Size-Fits-All: Reflections on Youth Voice in Out-of-School-Time Programs(2025-03-01)This qualitative portraiture study explored the role of youth voice in shaping social-emotional learning (SEL), culturally responsive practices (CRP), and youth agency within out-of-school time (OST) programs in Greater Boston. Former OST participants (ages 18-24) took part in interviews guided by an art activity called “Create Your Own SEL Model,” which encouraged reflection on cultural identities and SEL experiences. Themes of self-efficacy, family influence, self-expression, and boundaries emerged from the data. Participants shared how their sense of agency grew through active involvement in program development, reinforcing essential SEL skills like self-awareness, social awareness, and decision-making. The study underscores the importance of centering youth voices in OST program design to foster more culturally responsive and inclusive learning environments. It highlights the need to support educators in creating curricula that celebrate diverse cultural identities, promote transformational opportunities for historically marginalized students, and strengthen culturally sustaining SEL practices.Item MRMS Hourly Rainfall Estimates Compared to Dual Polarization Hourly Rainfall Estimates in the Year 2020 in the Greater Puget Sound Region of Washington State(2024-05)ABSTRACT MRMS HOURLY RAINFALL ESTIMATES COMPARED TO DUAL POLARIZATION HOURLY RAINFALL ESTIMATES IN THE YEAR 2020 IN THE GREATER PUGET SOUND REGION OF WASHINGTON STATE By Nate Murphy Plymouth State University, December, 2024 The purpose of this research is to compare precipitation estimates between radar-only MRMS and dual-polarization WSR-88D for moderate to heavy rainfall in the greater Puget Sound region of Washington State throughout the year of 2020. The dual polarization radar and MRMS radar-only estimates are compared to the rain gauge measurements to see if any product performed better than the other. Rainfall estimates from MRMS, Takoma Washington Doppler Radar (KATX), and Langley Hill Doppler Radar (KLGX) are compared to observations from seven rain gauge locations. Both the MRMS radar-only QPE and the dual polarization estimates underestimated rainfall rates. However the bias was slightly less for the MRMS radar-only QPE. There was no significant correlation between any set of data when not split up by rain gauge location. When split up by rain gauge location, different products performed better and had significantly higher correlations. Also it was found that the MRMS radar-only QPE estimate had a slightly lower RMSE when compared with the dual polarization estimates. Some possible explanations for the under estimating in the area could be potential beam blockage in the region due to the mountainous terrain in the area.Item Exploring the Impact of Identity-Based Student Organizations on Sexual Orientation and Gender Identity (SOGI) Spectrum Minority Students’ Integration, Belonging, and Academic Persistence in Higher Education(2024-08-29)AN ABSTRACT OF THE DISSERTATION OF Caitlyn R. Veenstra for the degree of Doctor of Education Presented on August 29, 2024 Title: Exploring the Impact of Identity-Based Student Organizations on Sexual Orientation and Gender Identity (SOGI) Spectrum Minority Students’ Integration, Belonging, and Academic Persistence in Higher Education Abstract approved: ___________________________________________________ Scott Mantie, PhD, Dissertation Committee Chair This exploratory, mixed-method study examines the role of identity-based student organizations in supporting sexual orientation and gender identity (SOGI) spectrum minority students in higher education. Through convenience sampling, 44 participants were surveyed. Open coding revealed four key themes influencing student engagement: community building, advocacy and leadership, personal and professional growth, and inclusivity and resources. Descriptive analysis showed a significant 1.38-point increase in students’ sense of belonging after joining these organizations, suggesting a positive impact on respondents’ overall post-secondary experience. Notably, 76.9% of respondents intended to continue their involvement, with graduation being the primary reason for discontinuation. Identity-based student organizations were found to be vital pillars for fostering a sense of belonging, advocating for inclusivity, and promoting personal and professional growth for SOGI spectrum minority students.
Communities in Summit Institutional Repository
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