Mehmet Soyer

Utah State University

Editorial for the Inaugural Issue of the Journal of Educational Impact

Sebahattin Ziyanak

University ofT exas Permian Basin

In the last two decade, it has become clear that retention methods must utilize polychoric correlation instead of Pearson correlation to eliminate drawbacks such as underestimation of the magnitude of the relationship between latent variables that result in spurious findings (Bernstein & Teng, 1989). In the present study, the literature review will be examined and compared using Monte Carlo simulation to determine the most parsimonious method of retention for categorical data. With continuous variables, the majority of researchers still implement Cattell’s scree test (Henson & Roberts, 2006) and Kaiser-Guttman-1 rule (Velicer et al., 2000), because these procedures are the default in popular statistical packages, such as SPSS and SAS. The present study will examine two of the most accurate methods: MAP (Minimum Average Partial) and PA (Parallel Analysis) along with Very Simple Structure (VSS) with categorical variables.

Travis Thurston

Utah State University

This article explores the need to humanize online learning environments while simultaneously developing students' AI literacies and essential academic skills. Fostering meaningful student engagement by integrating AI tools within the #DigitalPowerups strategy for online discussions, educators can enhance both social presence and collaborative knowledge co-construction, creating a more dynamic and interactive learning experience for students. This approach not only supports creativity, critical thinking, and interdependent thinking, but also ensures that students are equipped with the technological competencies required for success in this digital-age. Remixing these elements—humanized learning, AI literacy, and #DigitalPowerups—provides a comprehensive strategy for engaging students more deeply with course content while preparing them to navigate and thrive in modern educational and professional contexts.

Phelton Moss

Virginia Common Wealth University

Marcus, a young principal hired to turn around an underperforming school in the rural South, struggles to stabilize the school’s current staffing challenges. Throughout the case study, Marcus navigates recruiting and retaining teachers; however, he also creates an innovative partnership that enables him to train prospective teachers on his campus. The purpose of this case study is to encourage school leaders to pursue non-traditional solutions to staffing. This case also benefits graduate students in education policy, principalship preparation, and educational administration. Further, this case benefits leaders struggling to staff schools in under-resourced communities like the ones in the rural South.