Publications

Journal Articles:

Moses, J. R. (2026 expected). “Evidence-Based Practices, Culturally Relevant Pedagogy, and 21st-Century Skill Development in Social Studies Education: A Mixed-Methods Praxis-Oriented Study”.

This journal article is based on the author’s doctoral dissertation research and examines how high school social studies teachers teach effectively within politically polarized, high-pressure, and institutionally constrained environments. The study demonstrates that Evidence-Based Practices are most effective when intentionally aligned with Culturally Relevant Pedagogy, supporting the development of students’ critical thinking, communication, collaboration, creativity, and civic understanding.

Drawing on mixed-methods findings, the article shows that teachers who exhibit adaptive leadership are more successful in implementing inquiry-based learning, structured discussion, real-world application, and student voice and choice—even when navigating curriculum restrictions, community pressure, and limited resources. These educators are better positioned to sustain instructional coherence and professional judgment in complex classroom conditions.

Building on these findings, the article introduces the BE–KNOW–DO framework, a praxis-oriented model developed from the dissertation research:

  • BE – Educator identity, beliefs, and commitment to equity

  • KNOW – Professional knowledge, including content, pedagogy, and cultural competence

  • DO – Instructional practice, leadership action, and policy engagement

The BE–KNOW–DO framework provides a practical structure for translating research into practice by aligning instruction, leadership, and policy. It offers educators and leaders an empirically grounded approach to strengthening student engagement, equity, and civic readiness, even within challenging and contested educational environments. International Journal of Social Sciences.

Doctoral Dissertations:

Moses, J. R. (2025). “Evidence-Based Practices for Enhancing Social Studies Instruction and Developing 21st-Century Skills in a Complex World”. Available from ProQuest Dissertations & Theses Global. Committee: Donnette Noble, PhD (Chair); Deanne Otto, PhD (Committee Member). This mixed-methods study examined high school social studies teachers’ perceptions of Evidence-Based Practices (EBPs), their alignment with Culturally Relevant Pedagogy (CRP), and the impact on preparing students for the 6Cs—Critical Thinking, Communication, Collaboration, Creativity, Connectivity, and Culture—essential for thriving in Volatile, Uncertain, Complex, and Ambiguous (VUCA) environments. Grounded in CRP and Adaptive Leadership Theory (ALT) and informed by Self-Efficacy, Cognitive Development, and Inquiry-Based Learning, the study used statistical and qualitative analyses to show how teacher beliefs shape culturally responsive instruction, student readiness, and policy directions for equitable, evidence-based teaching. Findings contribute to scholarship and practice in education, public administration, and other fields requiring inclusive and adaptive leadership.

Moses, J. R. (2018). “Outsourced Food Service Operations and the Impact on the Army's Expeditionary Capability: A Qualitative Case Study”.  Available from ProQuest Dissertations & Theses Global. Committee: Deanne Otto, PhD (Chair); Melanie Shaw, PhD, (Committee Member). This study examined the phenomenon of outsourcing and the subsequent impact on the Army logistics workforce’s ability to execute 3 of the 4 components of Decisive Action (Offensive, Defensive, Stability Support) necessary to conduct Unified Land Operations (the Army Operating Concept), in support of current and future expeditionary missions across Multi-Domain Operational environments; from the New Public Management (NPM – Public Administration), Organizational Learning (OL), Organizational Knowledge Creation (OKC), and Symbolic Interactionism (SI) theoretical perspectives.