Session Numbers: 7.1, 7.2, 7.3, 7.4, 7.5, 7.6, 8.1, 8.2, 8.3, 8.4, 8.5, 8.6, 9.1, 9.2, 9.3, 9.4, 9.5, 9.6, 10.1, 10.2, 10.3, 10.4, 10.5, 11.1, 11.2, 11.3, 11.4, 11.5, 12.1, 12.2, 12.3, 12.4, 12.5, 13.1, 13.2, 13.3, 13.4, 13.5, 13.6, 13.7, 14.1, 14.2, 14.3, 14.4, 14.5, 14.6
 

Session 7.1

9:00 A.M. – 9:50 A.M.           ACHIEVEMENT ................................................................................................ Gardenview A

 

Presider:                                  Randy Parker, Louisiana Tech University

 

The Impact of Storytelling on Reading Achievement: A Study in an Isolated Elementary School in Alabama

 

Brooks Steele and Mary Ann Robinson Finch, University of South Alabama

                         When a storyteller transfers an image to someone, the storyteller utilizes the spoken word in a partnership with gestures, facial expressions, tone of voice, and posture, etc. ( Lipman, 1999).  Information Power: Building Partnerships for Learning (American Library Association, 1998), states in Principle Seven of Learning and Teaching that the school media program will support the learning of all students regardless of their diverse learning styles, abilities, and needs.  Because most children have much higher listening comprehension than independent reading comprehension, storytelling allows students who cannot read to participate fully in the learning process (Weismann, 2001).  This presentation focused on ways in which storytelling techniques were used with elementary students to impact reading achievement.  The participants attended Alabama’s most remote school, Monroe Intermediate School, which is accessible from within Monroe County only by ferry.  Data collection methods, results, and implications for teachers and school library media specialists were presented.

A Three-Year Longitudinal Study of the Academic Performance of Students Enrolled in 21st Century Community Learning Center Afterschool Programs

 

Lynne B. Meeks, University of Alabama

                         After-school programs have changed and adapted in many ways since their inception in the late 19th Century. At present, growing interest and rising public investments in after-school programs are fueled by recognition of their potential role in improving social, emotional and cognitive development. In 1998, federally funded 21st-Century Community Learning Center (21st-CCLC) after-school programs were instituted with a mandate to improve student academic performance. Subsequently, under requirements established in No Child Left Behind (NCLB), programs face increased accountability standards. A limited number of studies have been conducted and reports are mixed. The Mathematica (2002) study of first year 21st-CCLC grantees reports few improvements although other studies indicate a positive impact on student academic achievements.  This longitudinal study of one 21st-CCLC program analyzed changes in classroom grades and standardized test scores of regular attendees (n = 539) by site, grade level, gender and ethnicity. Paired sample dependent-t tests (p < .05) were used to analyze grade changes, and the Wilcoxon Signed Ranks test was used to analyze changes in standardized test performance. Because of disparities in data reporting (sample NCE scores versus population percentile ranks) limited participant/nonparticipant statistical comparisons, performance differences were described in a narrative. Overall, students exhibited greater gains in standardized test scores than in grades. During each of the three years, all statistically significant changes (p < .05) as measured by classroom grades were negative. Conversely, all statistically significant changes in standardized test scores were positive. Since these findings are not congruent with national evaluation by Mathematica, recommendations for further study were suggested.  Studies that differentiate among urban/suburban/rural populations, longitudinal studies with larger samples and comparison groups, and measures of program success other than grades and standardized scores were recommended. Implications for instruction and curriculum, marketing, administration, and policy development were also noted.

The Effect of Demographic Factors, Attitudes, and Self-efficacy on Achievement in Undergraduate Educational Technology Courses

 

Sara J. Lindsey and Jennifer L. Harris, University of Louisiana, Monroe

                         Technology is an inevitable part of our everyday lives. In order to prepare children for the future, technology must be an integral part of the education system. Agencies such as ISTE require that teachers effectively integrate technology into their teaching. Thus, university technology courses designed for preservice teachers have increased dramatically, and instructors have become more concerned with preservice teacher technology achievement. Several factors are thought to impact achievement. Demographic factors such as gender and race influence technological achievement (Harris, 1999; Ray, Sormunen, & Harris, 1999). Attitudes also affect achievement, with perception of value being a strong predictor of success (Volk, Yip, & Lo, 2003; Viau & Bouchard, 2000). Self-efficacy is yet a third factor that influences achievement (Harrison, Rainer, Hochwarter, & Thompson, 1997; Reynolds, n.d.). In order to determine predictors of achievement, the researchers administered a survey to 50 students in two undergraduate-level Educational Technology computer classes. Surveys were administered via the Internet, and the results were automatically emailed to the researchers. Towards the end of the course, the students were given a skill-based proficiency test; these results, together with their final course grades (a final grade which included exemplary projects and a penultimate grade which did not) were added to the data. Analyses were performed, and the results indicated that those older students who believed they had higher levels of  knowledge and confidence in word processing and keyboarding skills did better in their final grade (R2 = .310, p = .003), while white students with similar beliefs did better in their penultimate grade (R2 = .310, p = .003). These results are in line with those of other researchers who claim that age, race, and self-efficacy affect achievement, and have several implications for the technology classroom.

The Effect of Teacher Characteristics on Students’ Physical Science and Physics Achievement

 

Meiko Negishi, Anastasia Elder, and Taha Mzoughi, Mississippi State University

                         For the last 40 years, many researchers have empirically examined measurable factors affecting students’ academic achievement.  Previous studies indicated that students achieved more when their teachers’ scores were higher (Fergason & Ladd, 1996; Rowan, Chiang, & Miller, 1997), when their teachers had longer teaching experiences (Ehrenberg & Brewer, 1994; Ehrenberg & Brewer, 1995), and when their class sizes were smaller (Fergason & Ladd, 1996; Hanushek, 1992).  The subject areas studied were mathematics, reading, and vocabulary; however, there was little research in physical science and physics.  The current study examined the effect of teacher characteristics (years of teaching experiences, class size, school socioeconomic status, and teachers’ knowledge) and students’ prior knowledge on students’ achievement gain in physical science and physics.  Data were obtained in conjunction with a three-week teacher training workshop held during the summer on a southern university campus.  The teachers’, as well as students’, science knowledge, was measured by a conceptual test twice:  pretest and posttest.  Using two-level hierarchical linear modeling method (HLM), 108 students’ science understanding was predicted by the characteristics of their six teachers.  HLM (Raudenbush, & Bryk, 2002) is commonly used and is an appropriate technique for analyzing nested data such as students’ achievement gains.  As expected, students’ prior achievement was a statistically significant predictor, p = .01.  Although none of the teachers’ characteristics was found to be a statistically significant predictor, there were consistent results, at least in terms of direction, with previous studies.  Students scored higher on posttests if their teachers had higher scores on the test, if their teachers had more years of teaching experiences, and if their class sizes were smaller.  Moreover, a large amount of variation in students’ posttest scores was explained by teachers’ years of teaching experiences (31%) and class sizes (62%).  Limitations of this study and recommendations for future studies were discussed.

Session 7.2

9:00 A.M. – 9:50 A.M.           EVALUATION ................................................................................................... Gardenview B

 

Presider:                                  Jane Nell Luster, National Center for Special Education Accountability Monitoring

 

How to Distribute, Collect, and Analyze a Survey on the Web

 

Sherri L. Restauri, J. Gordon Nelson, and Franklin King, Jacksonville State University

                         Surveys are prone to error within the various steps of manual distribution, collection, and analysis. A more valid and timely method is the use of web-based survey software. Once created, surveys can be accessed and completed via selection of a hyperlink on websites or emails. In many survey systems, a preliminary report of the data is automatically calculated with percentages, bar graphs, and commentary. As well, many programs allow for exportation of the data into spreadsheet software for further analysis. The primary software used at Jacksonville State University is EventHandler Pro, Version 3.6. This software program was purchased in May 2001. EventHandler has been utilized in multiple capacities across campus, including attitudinal and interest surveys, end-of-term course evaluations, faculty research projects, and departmental evaluations, including recent use by the Office of Distance Education in maintaining accreditation. Step-by-step instruction for web-based survey creation, deployment, retrieval, and analysis was demonstrated. Several surveys of interest were illustrated. Overall, it appears that the use of web-based surveying increases productivity, enhances validity in assessment methods, and provides a solid platform for evaluation that can meet the needs of the students, faculty, staff, and administration in today's technologically-oriented society.

Website Evaluation Form

 

Charles E. Notar, Donna F. Herring, and Janell D. Wilson, Jacksonville State University

                         The evaluation of World Wide Web resources has become a critical information skill for students. Based on the definition of “qualified teacher” as charged in the No Child Left Behind Act of 2001 (NCLB), new teachers are “not qualified” if their program of study does not include an Instructional Technology class.  It is recognized that the most successful technology-using teachers function with relative independence more as instructional designers than lesson planners.  As such, educators are then asked to choose from many different activities that were created to fit the needs and preferences of groups of students different from their own, and adapt these activities for use in their own classrooms.  Normally there is no guidance for the selection of World Wide Web-based instructional activities. A website evaluation form was developed for preservice students to use to assess websites to be used in their instructional design. There were 61 weighted items being evaluated that were divided into four major categories: Fundamentals, Credentials, Content, and Technical.  The evaluation form was on an Excel spread sheet. The form has been tested on preservice teachers in stand-alone technology classes and technology-integrated classes.

Software Evaluation Form

 

Donna F. Herring, Charles E. Notar, and Janell D. Wilson, Jacksonville State University

                         Based on the definition of “qualified teacher” as charged in the No Child Left Behind Act of 2001 (NCLB), new teachers are “not qualified” if their program of study does not include an Instructional Technology class.  It is recognized that the most successful technology-using teachers function with relative independence more as instructional designers than lesson planners.  As such, educators are then asked to choose from many different activities that were created to fit the needs and preferences of groups of students different from their own, and adapt these activities for use in their own classrooms. Normally, there is no guidance for the selection of multimedia software-based instructional activities. A software evaluation form was developed for preservice students to use to assess multimedia software used in their instructional design. There were 40 criteria being evaluated that were divided into three major categories:  Content, Student Involvement, Design, and Esthetics.  The evaluation form was on an Excel spread sheet. The form has been tested on preservice teachers in stand-alone technology classes and technology integrated classes.

The Career Satisfaction, Future Plans, and Personal Characteristics of Tennessee Public School Science

and Mathematics Teachers in 2001

 

Delisa K. Dismukes and Janell D. Wilson, Jacksonville State University

                         The effect of state mandates on the supply and demand of science and mathematics teachers in Tennessee is dependent upon the composition of the population of science and mathematics teachers.  The purpose of this study was to replicate a study conducted in 1985 by Smith that determined the demographic profile of the general population of secondary school science and mathematics teachers in Tennessee, their general level of job satisfaction, their future plans, and their perceptions of the extent to which they possess job-related skills and abilities, the extent to which they value job-related variables, and the extent to which they have achieved in the teaching profession.  The population of this study consisted of licensed secondary science and mathematics teachers employed in Tennessee during 2001.  A survey questionnaire was mailed to a sample of 320 science teachers and 325 mathematics teachers in order to obtain the information described above.  Findings of this study included:  (1) the typical teacher has over a decade of teaching experience and holds a graduate degree, (2) the highest rated ability for both subgroups was “Cooperating with a team.”  The highest rated value and extent of achievement for both groups was “An inner sense of knowing you are doing well,” (3) typical science and mathematics teachers indicated they were very satisfied with their current employment and their personal growth in their career, and would be extremely likely to choose an education career again, and (4) approximately one-half of the science and mathematics teachers indicated that they plan to leave the public school classroom in five years. Recommendations for further research included investigating the gender ratio to identify factors that determine a career choice in education versus a career in other mathematical fields, since the number of female mathematics teachers is twice the number of males.

Session 7.3

9:00 A.M. – 9:50 A.M.           TEACHER EDUCATION ................................................................................. Gardenview C

 

Presider:                                  Michael C. Ross, Kennesaw State University

 

Community Mapping: From the Community to the Classroom

 

Mary Ann Blank, Susan Benner and Cheryl Kershaw, University of Tennessee, Knoxville; Vicki Wells,

Knox County (TN) Schools; and Shannon Jackson, West High School, Knox County (TN) Schools

                         As part of Title II Teacher Quality Enhancement Grant, a university, school system, and state department partnership initiated a number of curricular changes that impact both preservice preparation and induction of novices in urban settings.  One of these is Community Mapping (Sears and Hersh, 1999).  For the past four years, this partnership has been refining the use of the process to assure its link with classroom practice. This session shared data from over 30 urban schools that have used Community Mapping to create an awareness of the assets within their school communities.  Second, it included the approaches that three Professional Development Schools (PDSs) have used to assure that preservice teachers have the knowledge, skills, and dispositions to apply the process to the school and classroom levels.  Third, it illustrated how two secondary PDSs are expanding the process to help preservice and inservice mentoring teachers learn how to disaggregate student achievement data to better understand the impact of teaching on the learning of students at all ability levels.  Finally, it addressed how Urban Specialists, talented urban teachers involved in the university’s two year “certificate program,” have assumed a leadership role in assuring that Community Mapping is a concept embedded in their own school and classroom cultures. Data from surveys and interviews provided insights into the impact of Community Mapping on the perceptions and practice of novice and experienced teachers in urban schools.  Interview data with urban administrators indicated both a need for community mapping, as well as suggestions for using the process to its potential.

Emotional Competence Inventory--University Edition: Assessing Emotional Intelligence Levels of Preservice

Secondary Teachers as a Means of Personal Change and Professional Growth

 

Daphne W. Hubbard, Susan Santoli, and Barbara Salyer, University of South Alabama,

and Michael C. Ross, Kennesaw State University

                         Emotional Intelligence refers to the abilities and personal qualities that help people fare better in life. Areas of Emotional Intelligence are demonstrated by attitudes, dispositions, and values associated with excellence in all realms of human behavior and performance (Goleman, 1995; Perkins, 1995).  Goleman (1995) asserted that one’s success in life may depend more on Emotional Intelligence than IQ. Very little Emotional Intelligence research has been applied to the field of education and teacher preparation. Collinson (1999) asserted that past research dealing with teacher excellence has primarily focused on the technical and observable aspects of teaching, not the unseen and intangible qualities of effective teachers, such as empathy, hope, compassion, persistence, enthusiasm, cooperation, etc. The National Council for Accreditation of Teacher Education (NCATE) presently requires teacher education programs to assess and monitor the dispositions of preservice teachers as a means of predicting future effectiveness in the field. As a means of measuring levels of Emotional Intelligence effectively, The Emotional Competence Inventory, University Edition (ECI-U) focuses on four constructs of emotional intelligence: self-awareness, self-management, social awareness, and relationship management. This 63-item, self-scoring assessment is designed specifically for use in academic settings. For this study, the ECI-U was administered to approximately 85 undergraduate and graduate preservice teachers in secondary education. The data were analyzed quantitatively and qualitatively based on the self-scoring inventory and a reflective, goal-setting guide for participants. The results were used to facilitate discussion regarding the affective or personal characteristics associated with effective teaching. The ECI-U is a valuable tool that can be used in any field for those interested in developing people who are fully aware of themselves as individuals and as members of larger communities in which emotionally healthy interpersonal interaction is a prerequisite to success and effectiveness.

Preservice Candidate Evaluation of Teacher Preparation Programs: A Follow Up

 

Kathleen R. Atkins and Joe Arn, University of Central Arkansas

                         Institutions of higher education have the responsibility of preparing future teachers for the classroom.  Increased focus on standards-based instruction and assessment in preparing teachers has created a critical need for valid teacher preparation program evaluations.   Research-based knowledge collected through a systematic study of teacher preparation programs to assist in program improvement is limited.   Interviews and surveys completed by faculty, candidates, and cooperating teachers can provide sound data for assisting in the program evaluation process.   This study sought to investigate program perceptions of candidates enrolled in the P-4 and Middle Education programs at the University of Central Arkansas.   Senior-level undergraduate students (n=60) participated in the study by completing The Early Childhood Education and Middle School Education Program Evaluations.   A Likert scale was designed to determine candidates perceptions in three areas: how well curriculum and planned experiences met program goals, how courses contributed to program goals, and the value of field experiences.   The evaluation was administered to candidates during the exit seminar at the completion of Internship II, the program capstone experience.   Means and standard deviations of 28 items allowed the investigators to determine the degree to which the program goals were met, courses contributing the most to meeting goals and those perceived contributing less, and the candidate’s perceptions of the contribution of field experiences.  The study indicated that while candidates feel program goals are being met and field experiences are valuable, particular courses in each of the two programs are perceived to have a minimal contribution to meeting program goals.  Results of the evaluations of the programs indicated a difference in program effectiveness as perceived by the two groups of candidates.  This study suggested the need for systematic assessment of teacher education programs for continual program enhancement and improvement.

Session 7.4

9:00 A.M. – 9:50 A.M.           PERFORMANCE ASSESSMENT .................................................................. Gardenview D

 

Presider:                                  Beverly M. Klecker, Morehead State University

 

Student Development in Human Services: An Alternative Assessment

 

Joel F. Diambra, Tricia McClam, Robert Kronick, and Marianne Woodside,

University of Tennessee, Knoxville

                         Formal quantitative pre- and post-assessment limits the richness of information present in outcome performance especially from students’ perspectives. The purpose of the present study was to measure student change and growth using a written assignment that students complete upon graduation. Pascarella and Terenzini (1991) identify two categories of theories specific to college students; developmental theories describe dimensions of student development and phases of growth. These theories focus on outcomes or the nature of student change. The second category focuses on the environmental or sociological origins of student change and the variables presumed to influence student change. Researchers analyzed 14 students’ critiques using a four-step process (Ryan and Bernard, 2000) of text data analysis: (1) the four researchers independently read text data, identified meaningful phrases, sorted them into categories, and assigned a name or theme for each; (2) the researchers met and discussed each analysis and themes emerged; (3) the researchers developed a list of phrases representing each theme; and (4) the researchers identified four major themes. The four major themes were: (1) Change - “I changed so much in so little time”; (2) Self-awareness - list strengths/list weaknesses; (3) Future – “Ready to work!”; and (4) Professional Growth - “Learning process will continue.” Findings were consistent with current college student development theories and recent research findings. Results provided insight into the anatomy of student change during the major. The results of this study affirmed several principles of teaching and learning that are prevalent in most human service curricula. One that is particularly relevant is the sequence of the curriculum. Students understand and appreciate the human service generalist preparation and approach to helping others and the many career choices within diverse settings. The students lauded their numerous active classroom learning, service learning and field experiences.

Sensitivity of Curriculum Based Measurement: Identifying Possible Sources of Error Variance

 

Philip K. Axtell and Christopher H. Skinner, University of Tennessee, Knoxville

                         To evaluate the effectiveness of academic interventions, educators need valid and reliable measures of student learning that can be administered quickly, repeatedly, and within a brief time period, to determine whether to:  (1) continue with an intervention, (2) adapt the intervention, or (3) try a different intervention.  These measures also must be sensitive enough to detect small changes in academic skill development. Curriculum Based Measurement (CBM) procedures appear to produce such measures. While the sensitivity of CBM measures is critical for decision making, because these rate measures are so sensitive, they may be influenced by extraneous factors, creating error in the decision-making process.  For example, a practitioner may conclude that an intervention is responsible for skill improvement, when in fact changes in the CBM data may have been caused by extraneous factors (error variance).  Researchers have shown that showing children the stopwatch when administering CBM probes cause systematic increases in student CBM scores (e.g., Derr-Minneci & Shapiro, 1992). Thus, it is possible that other administration variables could impact students’ CBM scores. The current study investigated the effects of instructional speed on student CBM scores for subtraction fluency.  Twenty-six third-grade students participated in this study.  Each student was included in four CBM trials:  (1) fast instruction group format, (2) slow instruction group format, (3) fast instruction individual format, and (4) slow instruction individual format.  ANOVA showed that varying the speed of instruction did not have a significant impact on student fluency scores.  However, significant differences in scores were found across assessment sessions, indicating that these measures may be susceptible to testing or practice effects. Discussion focused on the need to both identify and reduce error when collecting CBM data.

Are Rural Schools Inferior? Revisiting an Old Question with New Data and Methods

 

Edward B. Reeves, Morehead State University

                         The inferiority of rural schools has long been studied and debated.  Recently, several national studies have fueled the controversy by reaching inconsistent conclusions.  This study took aim at the question with new data and a new approach.  Repeated measures HLM was used to analyze a five-year series of assessment data for Kentucky public schools.  Samples included 661 elementary schools, 280 middle schools, and 217 high schools.  The schools in each sample were coded “rural” or “non-rural” using an NCES definition of school location.  The effects of rural schools were then tested with scale scores in reading, mathematics, and science.  In six of the nine tests, rural schools scored significantly below non-rural schools in baseline comparisons.  In four of the nine tests, the mean annual gain was greater in rural schools.  The tests offered qualified evidence for the inferiority of rural Kentucky schools; however, they also revealed that disparities might shrink with the passing of time.  A subsequent series of tests, in which the percentage of students eligible for free and reduced-price lunch and the percentage of black students were controlled, showed that the rural/non-rural contrasts lost significance entirely.  In conclusion, the inferiority of rural schools is not necessarily as dire as some have proposed.  Furthermore, the locus of the problem may not lie in rural schools per se but instead in the rural school’s under-resourced local environment.  With fewer resources and opportunities available, rural families and rural communities seem less able to support children’s and youths’ educational achievement.  Addressing this problem could necessitate the creation of new policies that disproportionately enrich rural school instructional capacity.  One innovation that could close the rural/non-rural performance gap in Kentucky is a Teachers’ Corps.

Session 7.5

9:00 A.M. – 9:50 A.M.           DIRECT INSTRUCTION READING: EFFECTIVE TEACHING AND

                                                   BEHAVIOR MANAGEMENT STRATEGIES (Training Session ).................... Le Conte

 

Alexandra A. Conniff, Auburn University

                         Teaching techniques for Direct Instruction Reading were presented. Participants learned strategies for teaching decoding and comprehension for all students, including students with mild learning and behavior problems.  Research-based techniques for accommodating students with disabilities were presented. Strategies for linking effective classroom management with instruction were emphasized. 

Session 7.6

9:00 A.M. – 9:50 A.M.           DISPLAYS ........................................................................................................... Lower Lobby

 

A Capstone Experience in Principal Preparation Programs: Two Programs' Approaches

in Providing a Realistic Simulation Activity

 

Jack J. Klotz and Shelly Albritton, University of Central Arkansas, and Thelma J. Roberson,

University of Southern Mississippi

                         This poster session provided attendees with working documents depicting the actual simulations from two universities designed to provide master’s students in educational leadership preparation programs with real-world capstone experiences.  These two programs utilize their capstone experiences near the end of their programs to allow students to collect fiscal, personnel, student enrollment, facility, and instructional data for use in developing a strategic plan for an actual school site.  Students collect data from several years comparing district and building-site information to ascertain trends.  From the collected data, students develop their strategic plans that they present at the end of their program in a simulated board of education meeting.  Students are expected to provide board members with their plan and, after their formal presentation, are responsible for responding to board member questions.  Attendees were provided with materials to replicate these capstone experiences in preparatory programs for master’s degree students in educational administration and leadership.

Theory to Practice: Creating an Educational Leadership Specialist Internship Program

 

Donna E. Pascoe and Martha Hall, Columbus State University

                         The importance of training highly qualified administrators has facilitated changes to the Education Leadership program of a southeastern state university. Professional development was deemed the foundation of this initiative as a way to enhance effectiveness of administrators, thus resulting in improved student achievement. An important component to the Leadership program was the development of a year-long internship for teachers/administrators seeking an Educational Specialist degree (Ed.S.) in Educational Leadership. An emphasis was placed on taking theoretical knowledge, as presented in the leadership curriculum, and embedding practical application through the use of the internship. Students worked in collaboration with university faculty, local school district principals, and system superintendents. The goals of the internship were to create educational professionals who have the tools to fully implement school system change. This was accomplished by improving their abilities as administrators to interpret data, perform research in their own school systems, and to work cooperatively with site supervisors, school personnel, parents, and the community. Importance was placed on the use of data and research when making decisions regarding policy or practice. Program evaluation is ongoing and reiterative. Assessment measures have been designed as indicators for changes to the program and depend on the input of students, faculty, and community leaders. The purpose of this display was to demonstrate the step-by step process for implementing and evaluating an Educational Leadership Internship program for university students seeking an Educational Specialist degree.

Validating the Educational Administration Internship Experience: The Portfolio Process/Application

 

Shelly L. Albritton and Jack J. Klotz, University of Central Arkansas

                         This poster session presented samples of students’ artifacts from successful portfolios utilized in validating completed field-based and internship experiences within a principal preparatory program. Additionally, participants were provided a CD-ROM disk of all appropriate templates for replicating and validating internship experiences as part of such a portfolio process. Finally, participants were provided samples of an orientation document for implementing an internship portfolio assessment program.

Innovative Instructional Technique for Internationalization of Curriculum: My Place, Your Place, Our Place

 

Glenda J. Ross, Gerald Ubben, and Cynthia Norris, University of Tennessee, Knoxville,

and Galya Hristozova, Bourgas Free University

                         The My Place, Your Place, and Our Place (MYOPlace) Project is an example of the fact that both research findings and the research process can contribute to the internationalization of curriculum for K-12 and higher education institutions.  Efforts to internationalize the curriculum of the Educational Administration program at The University of Tennessee, Knoxville have resulted in:  (1) facilitating dissertation research on an international scale, (2) expanding the world view of departmental faculty and graduate students, and (3) influencing internationalization of curriculum in K-12 schools in rural, Appalachian East Tennessee.  Dissertation research findings on the transition of Bulgarian higher education from communism to democracy led to comparisons of the historical, political, geographic, and philosophical barriers to internationalization of curriculum at all levels of education in Bulgaria and rural east Tennessee.  Relationships formed as an outcome of the research process led to the formulation of a cross-cultural team of elementary, secondary, and higher education educators dedicated to overcoming these barriers.  Consequently, K-12 students in both countries learn about their own and their partners’ culture, environment, government, educational system and economy by participating in cross-cultural, hands-on projects.  Participating educators learn about their partners’ ways of teaching and learning.  The foundations of the MYOPlace program are based in project-based learning, place-based learning, learning communities, intercultural communications, and global competencies.  The display session included information on MYOPlace history, its theoretical foundations, and how to participate in the program.  Team members from Bulgaria and Tennessee were present to discuss the project. 

Collaborative School Leadership: Evaluation of a Principalship Program

 

Richard L. Rice, Jr., Margaret L. Rice, and Harold L. Bishop, University of Alabama,

and Daphne Ferguson, Tuscaloosa (AL) City Board of Education

                         The Tuscaloosa City Board of Education School Leadership Program, currently in its second year, was developed to provide experiences for aspiring and practicing principals. It is a year-long program funded by a grant received from the U. S. Department of Education and operated by the Tuscaloosa City Board of Education.  The grant’s purpose was to increase the pool of qualified persons who may apply for principalship and supervisory positions in the school district. The program was designed to provide education leaders with a theoretical framework and practical application of knowledge and skills to create school districts that foster quality learning for all students.  The program supplied the demand for new principals, increased the pool of qualified candidates based on gender and race, provided mentoring, and provided leaders that meet the challenges of the future.   The School Leadership Program used a cohort model (Norris & Barnett, 1994) for the development of leadership skills in law, finance, technology, strategic planning, school assessment, facilities, diversity, and training of effective leaders.  Program evaluation was a case study design based on the Kirkpatrick model of evaluation for training programs (Kirkpatrick, 1959a, 1959b, 1960a, 1960b, 1994, 1998).  The program was being evaluated on levels of reaction, learning, behavior, and results through the examination of quantitative and qualitative data.  Evaluation was ongoing to provide for program modification to meet the needs of the participants.  Collected data included observations, focus groups, interviews, checklists, pre- and post-surveys, a reaction survey, and participant reflections and artifacts.  Due to the small sample size (12), the quantitative analyses was descriptive in nature.  Qualitative procedures included triangulation of the above-mentioned data sources.   Data were collected for cohorts that have finished the program to provide information on longitudinal effects. Analysis across cohorts was completed at the end of the project.

Session 8.1

10:00 A.M. – 10:50 A.M.      ACHIEVEMENT ................................................................................................ Gardenview A

 

Presider:                                  Sara J. Lindsey, University of Louisiana, Monroe

 

Residential Science Exploration Camps: The Impact on Achievement and Interest in Science

 

Randy Parker, Louisiana Tech University

                         In an era of increasing accountability, universities must collaborate with P-12 schools to develop programs that increase student achievement, as well as preparation for post-secondary educational opportunities. One way to collaborate is in providing on-campus experiences for at-risk students. Such opportunities have been shown to increase student attitudes and achievement (Dori & Revital, 2000), influence future career choices in mathematics, science, engineering, and technology (Joyce & Farenga, 1999), and provide for students a bridge to how science, technology, and engineering are used in society at large (Cavallo & Laubach, 2001; Dori & Revital, 2000). The purpose of this study was to determine the effects of summer residential science exploration camps (Year I and Year II) on the science achievement and attitudes of at-risk middle school students from 25 low performing school districts. Students participated in leadership workshops, tutoring sessions, science fieldtrips, and explorations in:  (1) nature and biology, (2) engineering and chemistry, (3) physical science and physics, and (4) technology. There were 196 campers attending Year I camps. In Year II, there were 350 initial campers and 125 returning campers. Pre- and posttest data were gathered on science attitudes using the 40-item Science Attitude Survey (SAS) and on achievement using the EPAS (Explore). Data were analyzed with dependent t-tests and ANOVA with alpha set at .05. Results of this analysis showed significant increases in:  (1) attitudes toward science, (2) math achievement, and (3) overall achievement for the total groups. Significant increases were consistent when data were analyzed by race and gender. Effect sizes using Cohen's d were in the moderate to large ranges. The results of this study indicated the positive attributes of residential exploratory camps in raising student awareness, achievement, and attitudes toward science, and in guiding student preparation for secondary and post-secondary education.

Linking School Libraries and Student Achievement

 

Mary Beth E. Applin and Thelma J. Roberson, University of Southern Mississippi

                         The presenters of this paper are involved in a multi-year study involving public school libraries and student achievement. To date the authors have accomplished the first three phases of the study and are embarking on Phase (4).  Methodology and results were discussed. Phase 1 is Compilation of Related Literature. The authors have identified key empirical, longitudinal studies that have indicated a positive correlation between certain characteristics of a school’s library and higher student achievement, even in studies that controlled for influences such as school funding and socioeconomic status of students. Phase 2 is Public School Libraries in Mississippi. Modeled from the works of Keith Lance, this study produced similar findings linking school libraries to higher achievement. The specific characteristics of libraries in high achieving schools included some obvious results such as number of hours library is open for student use, and number of print volumes and magazine subscriptions. However, this and earlier studies continue to highlight that when school librarians serve as an “instructional” partner, students perform higher on measures of student achievement. Phase 3 is Attitudes and Beliefs of Teachers, Librarians, and Principals Regarding School Libraries.  Interesting results were found regarding the perceived role of the school librarian, most notably the instructional role of the librarian. Results indicated the librarian held the most favorable views, closely followed by principals. Teachers held the most negative views. Methodology and survey instruments were shared along with implications. Phase 4 is Attitudes and Beliefs of Faculty Members in Departments of Education who prepare preservice teachers and principals.  The support for this study lies in the evidence produced in Phase 3 that the attitudes of teachers and principals are shaped by personal experience and their preparation programs. It is anticipated this phase will be completed in the fall 2004.

A Review of Trust as Part of the Eight Conditions in the Implementation of Innovations

 

Melissa J. Haab, Carla S. Stout, David Hall, and Daniel W. Surry, University of South Alabama

                         This review of the literature discussed the extent to which trust plays a role in the implementation of innovations. Ely’s eight conditions are Dissatisfaction with the Status Quo, Skills and Knowledge, Adequate Resources, Rewards or Incentives, Adequate Time, Participation, Commitment, and Leadership.  This paper suggested that trust might be a ninth condition.  This review is based on a suggestion given by Ely himself at a teleconference held at the University of South Alabama on March 31, 2004. The majority of the articles were found through EBSCO under the key words: leadership, change, trust.  Several books on leadership and trust were also used.  The literature suggested that trust is a major part of each of the eight conditions and should perhaps be a ninth condition.  Trust should be considered as a major factor in the implementation of innovations and is an important requirement for creating a positive attitude and openness to consider change.  Leaders must demonstrate the ability to be trusted to reduce resistance to change.

My Teacher and Me: Students' Perceptions of Their Teachers and Their

Relationship with Their Academic Performance

 

Christon G. Arthur, David Hood, David Gerth, Michael Gonzales, Tina Smith, Melinda Marks,

and Bridgette Jones, Tennessee State University

                         Current research has identified the classroom teacher as being pivotal in the academic success of students. Assuming that classroom teachers play such a pivotal role in students’ academics, it would be meaningful to examine how students perceive their teachers and the extent to which these perceptions affect their academic performance. The recently enacted No Child Left Behind Act requires educators to reach every child in their school system and ensure that they are making adequate yearly progress. Sanders (2001) has identified the classroom teacher as being the most important factor in explaining the academic success of students. Assuming that classroom teachers play such a pivotal role in students’ academics, it would be meaningful to examine student perceptions about their teachers and their relationship to academic performance. A person’s perception is essentially that person’s reality. Therefore, the way that students perceive their teachers would be tantamount to the realities that students experience in the classroom. In essence, students who perceive their teachers as being fair, loving, and caring are more likely to have positive feelings toward school and those positive feelings may translate into improved academic performance. This correlation study included about 900 students and their teachers from three school districts in Tennessee. The Student Perception Survey was administered to the students. Students’ demographic information including socioeconomic status and level of parental involvement were collected. Their cumulative TCAP Math, Reading and Language Arts score will be matched to their survey response. Data analysis included: (1) the relationship between students’ perception of their teachers and performance on the TCAP test; and (2) the best model for predicting students’ performance on the TCAP Test (criterion variable) based on the predictor variables of students’ perception of their teachers, socioeconomic status, parental involvement, etc.

Session 8.2

10:00 A.M. – 10:50 A.M.      EVALUATION ................................................................................................... Gardenview B

 

Presider:                                  Charles E. Notar, Jacksonville State University

 

Validity and Reliability Related to the Functional Hearing Inventory

 

Pamela M. Broadston, University of Arkansas, Little Rock, and Robert L. Kennedy,

University of Arkansas for Medical Sciences

                         The Functional Hearing Inventory (FHI), an observational instrument for functional hearing, provides information about how a deaf-blind child uses her/his residual hearing within a natural environment. Criterion-related validity was investigated by correlating it with teachers' and parents' ratings of functional hearing, and the traditional measure of hearing, the audiogram. Interrater reliability was studied through correlating the FHI ratings of deaf-blind subjects by two trained evaluators using point-by-point and consensus methods. The two raters included the researcher, and another rater who was trained by the researcher. The subjects for this study were a purposeful sample of students between the ages of three and 21 who were reported on the Federal Deafblind Census. There were 14 participants for whom there was complete information, comprising six females (42%) and eight males (57%). Fifty-seven percent of the participants were male, and 57% were Caucasian. The majority of the participants were in their teens, with 21% being in the 7th grade. Over 42% of the participants had a primary handicapping condition of deafblind, and four of the participants had a secondary handicapping condition of either hearing or visual impairment. Cohen's kappa was used to measure agreement for criterion validity, as well as to determine interrater reliability. There was a moderate relationship between the FHI ratings and the teachers' ratings (k = 0.46, p = 0.0043), with a somewhat weaker relationship between the FHI ratings and the parents' ratings (k = 0.22, p = 0.01 ). There was not a significant relationship between the FHI and the audiogram (k = 0.13, p = 0.26 ). The null hypothesis for interrater reliability could be rejected for environmental conditions/background noise, signal, and response levels.  The respective kappas were 0.96 (p < 0.0000005), 0.85 (p < 0.0000005), and 0.81 (p < 0.0000005), all considered to be high levels of association.

Program Evaluation Under NCLNB - The Case for Quasi-Experimentation

 

Peggy Kirby, ed-cet.inc, and Siham Elsegueiny, University of New Orleans

                         School districts today are faced with exceedingly difficult accountability demands. Every program choice requires “scientifically-based evidence” of its success. Yet, such evidence rarely exists and agreement as to what constitutes “evidence” is hotly debated. The random experiment advocates, led by the Institute of Education Sciences, settle for no less than true experimental studies. Through this means only, proponents argue, can the efficacy of educational programs be determined. Opponents counter that the medical research model is inapplicable to educational settings and the “real-world dynamics of classrooms.” They further criticize such researchers as inexperienced in educational matters, naïve about how learning occurs, and foolishly loyal to practices that stem from untested assumptions. Should school districts embrace the research of their profession, sponsored by groups such as the American Educational Research Association, or do they acquiesce to the Department of Education with its direct connections to the purse strings? This paper argued that neither position should dominate the field of educational evaluation. True experimental research is clearly rigorous, meaningful, and necessary. It is also expensive, time-consuming, and often lacking in external validity. Yet, the current emphasis on qualitative methods leaves many unconvinced that a few case studies can inform wide practice. More “real-world” research that takes into account context without diluting rigor is needed. Rather than sacrifice external validity to obtain controlled conditions or to obtain rich description through case study, there is a middle ground in the quasi-experimental studies described by Cook and Campbell (1979). This paper presented the case of I CAN LEARN, an instructional system for teaching mathematics. Several studies using different approaches were presented. The strengths and weaknesses of each were addressed and a resulting rubric for districts to use in determining how best to conduct their own evaluations of educational programs was suggested.

Session 8.3

10:00 A.M. – 10:50 A.M.      TEACHER EDUCATION ................................................................................. Gardenview C

 

Presider:                                  Nancy Boling, Murray State University

 

Raising the Bar in Reading Achievement: Four Teachers’ Experiences

 

Carla C. Dearman and Renee Falconer, University of Southern Mississippi

                         In an effort to raise the bar in reading achievement, legislative mandates (NCLB) are changing the business of education. Teachers are being held accountable for:  (1) the achievement of a diverse group of students, (2) making data-driven decisions, (3) assessing, planning, and meeting individual needs of students, and (4) using scientifically-based reading programs and research.  The literature includes research on the change process itself; however, there is a deficiency in the research describing how teachers experience these changes to their classroom practice.  This phenomenological study explored the socio-cultural aspects of four teachers’ experiences with the change process required to meet NCLB mandates for high-stakes testing of accountability. Data were collected via semi-structured interviews, observations, focus group discussions, and examination of documents. To determine the essential structure of these teachers’ experiences, the data analysis included reading the transcripts numerous times, coding by text segments, horizontalization, and triangulation to ensure trustworthiness. This study provided an exhaustive description of the experiences of four southeastern, rural, second-and third-grade teachers implementing the requirements of the NCLB Act. For these four southeastern teachers, meeting NCLB requirements means adding to their already overloaded teaching responsibilities, frustration with their prescribed instructional process, and dealing with the assumptions of policy makers and administrators.   Additionally, the findings indicated possible overreactions from policy makers and administrators to legislative mandates without considering the change forces (teachers) in the school (Fullan, 2000).  Furthermore, this study underscored both the teachers’ ability to make valuable decisions about their students and the need for these teachers’ voices to be heard. Consequently, teachers and administrators need to engage in dialogue and reflect on the practices that affect both teaching and learning to improve student achievement.

Teacher Preparation: Kidwatching and Constructing Case Studies

 

Carla C. Dearman and Rose B. Jones, University of Southern Mississippi

                         Educational mandates for accountability create a critical need for teacher candidates to understand and meet the individual needs of the total child. The purpose of this study was to compare elementary children’s case studies (kidwatching) conducted by 24 preservice teachers (12 in fall semester, 12 in spring) from a southeastern university. Both groups conducted case studies of one child in a school over a five-week period. The comparison indicates the need for preservice preparation in collecting and using observational data (kidwatching) when constructing a case study during the intermediate block practicum experience. The fall participants received traditional preparation in kidwatching, whereas the spring participants received the additional value-added training in the GALEF Institutes’ observational tool (Bird, 1995). Data were collected by tallying each case study’s notation regarding a child’s Engagement, Collaboration, and Flexibility (with 16 categories) in the learning process. The analysis of the data using two-tailed t-tests indicated significance differences of < .05 (in 13 out of 16 categories) between the fall and spring preservice teachers’ case studies. The means were higher in all three areas in the spring than in the fall. For example, in Engagement area means:  attitude 1.67 in spring and .50 in fall; motivation in spring 2.00 and .50 fall; confidence in spring 1.08 and fall .17; perseverance in spring 1.17 and fall .33; attention in spring 2.08 and fall 1.08; and risk-taker in spring 1.50 and fall .08. The findings of this study indicated preservice teachers can be taught to kidwatch. The significant differences noted between the traditional and value-added teacher candidate groups’ case studies could be important considering standards set by legislative mandates (NCLB) and NCATE stressing that teacher candidates must learn how to meet the needs of all students.

Developing a Sense of Diversity for the Classroom Setting

 

Patricia K. Lowry and Judy Hale McCrary, Jacksonville State University

                         The purpose of this research was to report findings of a Diversity Self-Report Inventory created by the authors to determine how well the curriculum and faculty of the college prepared students to understand diversity related to the classroom setting.  The sample, 245 graduate students, was collected during summer terms 2004.  Diversity can be defined as “differences among groups of people and individuals based on ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and geographical area.”  Depending on how well the teacher understands and satisfies the developmental needs of the students, the one-size-fits-all curriculum works less and less in classroom settings.  Thus, it is important to understand how the curriculum and faculty in a university classroom contribute to a sense of diversity within the classroom setting.  A questionnaire was developed to gather data.  A definition of diversity was provided for the sample population reading the statements related to curriculum and faculty to focus on the same meaning.  A Likert-type scale was used with the following choices: strongly agree, moderately agree, undecided, moderately disagree, and strongly disagree.  The findings were tabulated according to age, gender, ethnicity, degree, and major.  The results were used to analyze curriculum in light of developing a sense of fairness related to diversity, gaining knowledge about diversity, developing skills and/or strategies for adapting instruction related to diversity, developing a classroom climate that values diversity, and gaining a better overall understanding of diversity.  In addition, results of opportunities provided for interaction in classroom settings, as well as P-12 schools, were reported.  The overall college curriculum, as well as individual program areas, could make changes in program-related courses or seminars.  Also, faculty may need to provide more opportunities for interaction in classroom settings, as well as P-12 schools, related to diverse groups of people.

Determining the Underlying Structure of a Technology Competence Survey

 

Jaime B. Curts, Jesus Tanguma, and M. Jeanne Yanes, University of Texas, Pan American

                         A new teacher preparation program was implemented at The University of Texas, Pan American during fall 2002 that included the new state standards for certification, including technology applications. To ensure that preservice teachers comprehend the value of integrating technology into their instruction, the decision was made to model the use of technology as a learning tool in all teacher preparation classes following The International Society for Technology in Education (ISTE) standards. In May 2004 a Technology Competence Survey was administered to all students graduating from the program to determine their ability to use technology in their own classrooms.  The interest is to study the underlying structure within students’ responses to suggest improvements in the program. The survey was designed by The Academy for Educational Development (AED) in Washington, D.C. and used ISTE’s  “National Educational Technology Standards for Teachers—Resources for Assessment” to explore five dimensions:  (1) students’ fundamental technology skills, (2) technology and the professional development, (3) planning and implementing instruction, (4) management and assessment of instruction, and (5) communication and research.  The survey included 19 questions written in the positive direction using a Likert-type scale where 1=strongly disagree and 5=strongly agree. To assess content and face validity, the survey was shared with six professors of the teacher preparation program. Based on the feedback from the professors, some items were eliminated and others were modified. To assess construct validity, data were subjected to factor analysis using principal components extraction with Varimax rotation and Kaiser Normalization. Five components (eignenvalues greater than unity) accounted for 68% of the total variance with a reliability coefficient (Cronbach’s alpha) of 0.866 after dropping item number one from the survey. Subscales’ reliability coefficients ranged from 0.686 to 0.833. Results were consistent with those from similar studies using published surveys derived from ISTE’s standards.

Session 8.4

10:00 A.M. – 10:50 A.M.      TECHNOLOGY ................................................................................................. Gardenview D

 

Presider:                                  Cecilia D. Lemon, University of Alabama, Birmingham

 

Is Teaching Via the Internet a Viable Alternative to Teaching in a Face-to-Face Class?

 

Timothy E. Miller, Lola Aagaard, and Julia Lewis, Morehead State University

                        

                         Although Internet delivery of university courses has increased exponentially over the past five years, many faculty members are skeptical of the Internet as an option for the delivery of instruction.  Some research evidence exists affirming the use of the Internet (Kulik, 1992; Schutte, 1996; Willis, 1994). The question that drove this research was, “Does course delivery via the Internet result in graduate student achievement as high or higher than delivery in a face-to-face class?” Two graduate reading methods classes were offered the same semester with two delivery methods: Internet and face-to-face. The methodology included the same course description, syllabus, textbook, assignments, tests, and instructor.  A major focus of the course was the process of modeling and demonstrating effective research-based instructional strategies followed by application by the student. A pretest/posttest design was used. Additional data included class exams and learning styles questionnaires. Independent and dependent t-tests were used to test for statistically significant differences (p.<.05) within and between groups on the pre- and posttests and the additional data. There was no statistically significant difference in achievement between the graduate students taking class via the Internet versus the graduate students taking the class face-to-face. The Internet delivery of the course resulted in achievement as high as face-to-face delivery. It has been assumed by some faculty that the Internet could hinder or harm the learning process. The conclusions from this study do not support this assumption.

Instructional Technology Collaborative Field Experience: Results from Pilot 2003-2004

 

Lesia C. Lennex and Beverly M. Klecker, Morehead State University

                         The Art and Biology Collaborative Grant 2003-2004 allowed three departments to pilot a new method of field experience delivery that would improve teacher education candidate’s school experience. Prior to the grant, candidates and mentor teachers indicated that they felt more daily interactions with classrooms and the workings of a school would provide needed contact with the teaching profession. The method allowed students in EDSE 312, Educational Methods and Technology, to consecutively perform field experience with the same mentor teachers in the schools with ART 301/302, methods in Art instruction, and BIOL 402/403, methods in Biology instruction. Both art and biology courses were first-time offers in fall 2003. EDSE 312 was used as the experimental group for art and biology and the control for all other disciplines not participating in the grant. The education course provided 14 hours field experience in collaborative planning, delivery, and evaluation of a unit that integrates technology; the art and biology classes provided between 60 and 70 hours of similar collaborative experience, but with an emphasis on content area. The primary goal was to provide a more productive field experience to teacher education candidates. The outcomes tested were:  (1) teacher education candidates increase in perceived and actual knowledge of curriculum development, pedagogy, and technology integration (as measured by NETS), as evidenced against baseline products collected in targeted art, biology, and education courses; and (2) improvement  of educational products, as evidenced against baseline products collected in targeted art, biology, and education courses. Baseline data had shown a jump from a perceived apprentice to proficient level on NETS standards in several prior semesters of EDSE 312. However, as with the art and biology courses, no significant changes in the perceptions of course content or performance were established. The significant changes occurred in actual field experience.

Session 8.5

10:00 A.M. – 10:50 A.M.      MENTOR SESSION .................................................................................................. Le Conte

 

Presiders:                                Qaisar Sultana, Eastern Kentucky University; and Harry L. Bowman, Council

                                                   on Occupational Education

                                                                             

                         Hosted by MSERA Mentors, this session provided opportunities for attendees to collaborate with one or more long-term members of MSERA about attendees’ existing or potential research projects, proposed or draft manuscripts, dissertation ideas, data analysis, program evaluation projects, and other research-related topics. These sessions were offered primarily for new graduate student and professional members of the Mid-South Educational Research Association.

Session 8.6

10:00 A.M. – 10:50 A.M.      DISPLAYS ........................................................................................................... Lower Lobby

 

Can A Mathematics Methods Course Change Preservice Teachers' Beliefs about Mathematics?

 

Marilyn M. Larmon, Mary Beth Evans, and Vickie E. Curry, University of Southern Mississippi,

and V. Faye White, McNeese State University

                         Does undergoing instruction in a mathematics methods course change preservice teachers' beliefs about mathematics in general, and about teaching mathematics in particular? An adapted version of The Belief's Inventory created by Andria P. Troutman (2002) was administered to preservice elementary education majors at the beginning of a required senior block mathematics methods course to identify positive and negative beliefs about mathematics. The need to recognize mathematics anxiety and negative beliefs about mathematics in oneself so as not to pass them on to elementary students was emphasized throughout the course. The methods course stressed the benefits of a constructivist approach to teaching as endorsed by NCTM, and included hands-on activities, the use of models, and a problem solving approach to teaching. Preservice teachers also worked with classroom teachers in a field setting. One of the course assignments was to develop and teach a mathematics lesson to elementary students in the public school to which the university student was assigned. At the end of the semester, the adapted version of the beliefs inventory was again administered to see if beliefs had changed.

Student Perceptions of Instruction Utilizing Blackboard Versus On-Campus Instruction

 

Lawrence A. Beard, Gena Riley, Jennifer Strain, Rita Boydston, and Phyllis Taylor,

 Jacksonville State University

                         The Internet is currently the advanced technological mode used to support distance education course presentation in higher education. Published literature supports the advantages of Internet use for instruction.  Taking advantage of the pedagogical strengths of on-campus and online teaching, instructors can offer students the greatest chance to discover their strengths and weaknesses as learners and the best opportunity to find their path to achieving success. Distance education Internet-based instruction translates to the fact that students spend less time in the college classroom and are able to complete course work at their convenience in the privacy of their own homes.  Less money is spent on travel since class attendance is often not required or is optional.  Additionally, more seats are often available in classes taught by distance education which tends to reduce the concern that some students have regarding course closure due to high enrollment. Online communication can diminish student inhibitions regarding communication by removing psychological and social barriers to student-teacher and student-student interactions. While there are advantages to instruction provided through distance education, perceived disadvantages appear to exist.  Many students learn best through direct interaction provided by professors and other students. The socialization so traditional to standard college attendance is often lacking, especially if instructors fail to utilize available opportunities for student interaction through various online software packages. In addition, students who lack the technological skills required for various types of distance education may fear approaching learning situations provided through nontraditional modes. The purpose of this study was to compare student attitudes and opinions toward in-class and online course instruction.  The course was offered through both on-campus and online instructional formats to graduate students enrolled in Special Education. Attitudes and opinions were determined using a questionnaire that surveyed both on-campus and online course instruction.

Effects of Attribution Styles and Positive Outlook on the Academic Performance of College Students

 

Jasna Vuk, Meiko Negishi, and John F. Edwards, Mississippi State University

                         Previous research has confirmed evidence of a significant correlation between attribution style and academic achievement (Griffin, Combs, Land, & Combs, 1983; Noel, Forsythe, & Kelley, 1987; Nurmi, Aunola, Salmela-Aro, & Lindroos, 2002). Recent studies have found high rates of positive thinking and positive attitude in high-achieving students (LaForge & Cantrell, 2003; Parajes, 1995). Researchers have also reported positive effects on academic performance by interventions that attempt to restructure the students’ attribution styles (Green-Emrich and Altmaier, 1991; Perry & Penner, 1990). However, few researchers have explored the relationships among attribution styles, psychological well-being, and academic achievement. The purpose of this study was to examine the effects of an intervention involving attributional retraining on students’ academic performance and the relationships among attribution styles, psychological well-being, and academic achievement. Participants included undergraduate students attending Mississippi State University. One hundred eleven students (59 in experimental group and 62 in control group) participated in an attributional retraining workshop. Each participant completed the Attributional Style Questionnaire (ASQ) and the Positive Psychology Protective Profile (P-Quad) as pre- and post-measures. Analyses involving multiple repeated-measure ANOVAs found a statistically significant decrease from pre- to posttest on the P-Quad Negative Symptoms, F(1,109)=25.45, p<.05 and a statistically significant decrease on the ASQ negative scale, F(1,109)=5.79, p<.05. Additionally, statistically significant correlations were found between: (1) the P-Quad Negative Symptoms measure and the ASQ negative scale, (2) the P-Quad Positive Outlook measure and the ASQ positive scale, and (3) the P-Quad Problem-Solving and Creativity measure and the ASQ positive scale. However, there was no statistically significant difference between the experimental and control groups in academic performance. Findings of this study suggested that an intervention involving attributional restructuring can lead to a decrease in students’ negative attributions and expression of negative symptoms. However, such changes are unrelated to differences in academic performance.

Fitting in as a New Assistant Professor

 

Aaron H. Oberman, University of Tennessee, Knoxville

                         The focus of this display presentation was on the process of how a new assistant professor joins a department of existing faculty members, and her/his satisfaction with mentoring relationships. Three areas that new assistant professors are confronted with are teaching, research, and service. A new faculty member will also have to deal with the positive and negative stressors of the position. She/he will develop relationships with fellow faculty members, staff, and students. In addition, preparing courses, time management, and promotion and tenure are factors to be considered. A key component in helping a new assistant professor fit with the department is a mentor system. Research has shown that the mentoring of new assistant professors by their colleagues is a helpful and satisfying experience. With the support of fellow faculty members, the new assistant professor will learn about the policies and politics of the university and have a better chance at becoming a productive faculty member.

Graduate Student Levels of Distractibility and Environmental Noise Variables: A Pilot Study

 

Johan W. van der Jagt and Nicki Anzelmo-Skelton, Southeastern Louisiana University,

and Marion Madison, University of West Alabama

                         Students in U.S. schools appear to have higher levels of distractibility and decreased attention to academic tasks resulting in lower achievement and increased behavior problems. Environmental variables, e.g., noise, may be the cause of these problems. There were two main purposes for this study:  (1) to investigate the relationships among environmental noise factors (e.g., location, type, and constancy, ), gender, education status, familial descent (ethnicity) and level of distractibility and attention; and (2) to investigate the relationships among (e.g., environmental noise factors, etc. gender, education status, familial descent) and preferred study methods accompanied with various noise levels.  The participants in this sample consisted of 43 graduate teacher education students with teaching experiences ranging from 5-30 years from the southern states. There were six male and 36 female participants; 18% per cent were African-American, 4.6% were Spanish or Native American, and 75% were white Americans born from original European or Australian descent. The participants considered themselves to be residents of  a large city (11), medium city (8), rural town (17), or rural area (7).  A survey instrument was given to the participants. The participants indicated their demographic factors, and levels of environmental noise, distractibility, and study method preferences. The data were analyzed using SPSS descriptive and inferential statistical procedures. The independent variables were environmental noise (location, type and constancy), gender, education status, and familial descent. The dependent variables were levels of distractibility, attention, and preferred study methods accompanied with varied noise levels.  The results of the investigation indicated distractibility differences depending on level of environmental noise age and attention environmental noise location, and preferred study methods. Limitations and implications for future research were presented.

Session 9.1

11:00 A.M. – 11:50 A.M.      ADMINISTRATION ......................................................................................... Gardenview A

 

Presider:                                  Edward B. Reeves, Morehead State University

 

Visioning: The Principal's Perspective

 

Edward Cox, University of South Carolina

                         The ability to develop and implement a school vision is now viewed as a core competency for school principals. The public expects a principal to play a leading role in shaping schools’ improvement efforts into a coherent picture of a better future, namely, a school vision. Since being highlighted as an ISLLC performance standard, vision has received additional attention in the leadership literature and is increasingly incorporated into principal preparation programs. A positive, forward-looking perspective has long been considered a helpful leadership attribute. What has changed are the expectations of the public regarding the principals ability to articulate a detailed shared vision capable of inspiring others to higher productivity and improved quality. To investigate the status of visioning and how it is being utilized in South Carolina schools, a survey was constructed and mailed to 255 principals. This paper summarized the results of that survey and outlined the perceptions of principals regarding the visioning process and their role in that process. Issues regarding its development, utilization, and impact were addressed. The importance of specific vision attributes and limitations were discussed. Implications for preparation programs and professional development of school principals were considered.  Among the findings were those principals focuses their attention much more on certain vision attributes (futuristic, ideality) and much less on other attributes (uniqueness, mental imagery). Those interested in developing a deeper understanding of this important subject should find the information presented in this paper useful.

Barriers That Prohibit Successful Implementation of the Whole School Initiative Model

in Mississippi Public Schools

 

Falana N. Richmond and Donna A. Lander, Jackson State University

                         Mississippi’s Whole School Initiative (WSI) emphasizes the arts as a critical component of whole school reform.  As with other reform models, certain issues may hinder successful implementation. Previous research by Schaffer, Nesselrodt, and Stringfield (1997), Impediments to Reform: An Analysis of Destabilizing Issues in Ten Promising Programs provided the conceptual framework for the development of the survey instrument used in the study.  In addition to the 33 items requiring respondents to indicate on a five-point Likert scale which certain issues were a problem, an open-response question solicited additional barriers.  Mississippi principals in 15 schools that have implemented the WSI with the support of the model’s developer, the Mississippi Arts Commission, responded to the survey.  Responses to the survey items were tabulated and rank ordered to determine those issues that had been barriers to the implementation. Five specific barriers were identified:  (1) securing local funds to supplement WSI grants, (2) retaining teachers with art specializations, (3) infusing arts into the core curriculum, (4) involving the local community, and (5) obtaining appropriate instructional materials for some arts disciplines.  Reponses to the open-ended question revealed that additional communication from the Mississippi Arts Commission was needed by the principals as they attempted to adopt the model. The study results provided the model’s developer with information that will allow a focus on specific resolution to each barrier and expand the body of knowledge concerning the implementation of whole school reform models.

An Exploration of Leadership Behaviors That Impact Teacher Motivation

 

Marvin Jeter, Donna A. Lander, and Darlene Thurston, Jackson State University

                         The No Child Left Behind Act requires the use of “practices that have been proven effective.”  Educational leaders must conform to such direction in their interaction with teachers in order to improve instructional quality.  This study identified characteristic behavior of principals that motivate or fail to motivate teachers relative to improved instruction. Previous research grounded in motivation theory provided the conceptual framework for this qualitative study.  Fifteen teachers from three schools recognized by the Mississippi Department of Education for “Closing the Achievement Gap” were interviewed for the study.  Their comments were transcribed and arranged according to prevailing themes.  After final coding, those themes were assessed for fit with traditional motivational theory.  The data support the following general themes:  (1) physiological needs, (2) material needs, (3) personal approachability, (4) positive environment, (5) intellectual approachability, (6) clear expectations, (7) consistent positive feedback, (8) follow-through, (9) administrative support, (10) visibility, (11) positive personal regard, (12) consideration, (13) affiliation, (14) student-focus, (15) positive reinforcement, (16) empowerment, (17) confidence in staff, (18) modeling, and (19) inspiring. The emerging set of behavior themes produced a grounded theory of types of behaviors that administrators may embrace to attempt to motivate teachers, as well as types of behaviors that they may avoid.  It is important to note that any of the motivating leadership behaviors in isolation may or may not have an impact on teacher performance.  From the consistency of participants’ reports, administrators in their schools seemed to embrace most of the behaviors.   However, no single theme was isolated as the pivotal theme and the combination of these themes crafted a motivating culture for learning.  Educational leaders can use the results of this study to analyze their own behaviors and pursue needed changes.  In addition, further studies can explore the applicability of theoretical findings in diverse school settings.

Expenditure Equity: An Examination of Louisiana’s 66 School Districts

 

Susie Watts, Otis LoVette, and Bob N. Cage, University of Louisiana, Monroe,

and Anissa Harris, Harding University

                         During the last half of the 20th century, plaintiffs in school finance litigation argued against funding disparities that resulted from differences in ability to generate revenue. States responded to this litigation era by revising finance formulas and policies to consider a school district’s revenue-generating ability and student needs. Despite state efforts to equalize available funding across school districts, disparities continue to exist. This study examined expenditure equity across Louisiana’s 66 school districts for three consecutive fiscal years. The slope coefficient for a regression line relating a resource measure to a measure of wealth actually assesses equity (Peternick, Smerdon, Fowler, & Monk,1997). As the coefficient’s magnitude approaches zero, the resource is more equitably distributed. Using data included in Louisiana’s DOE accountability reports, regression coefficients were calculated to estimate the relationship between resource variables and school district wealth. Results of the analyses indicated that both total current expenditures per pupil and current expenditures per weighted pupil count related positively to local wealth of the school district. Relationship estimates for expenditures per weighted pupil were larger than estimates for total current expenditures per unweighted pupil. These results indicated that inequities across Louisiana school districts are more pronounced when considering needs of students. Slope coefficients relating minimum foundation appropriations to local wealth were negative for appropriation measures that adjusted for student needs and for non-adjusted appropriation measures. The negative coefficients indicated that school districts less capable of generating revenues are receiving greater appropriations through the minimum foundation program than districts more capable of generating revenues. This study indicated a need for longitudinal investigations of equity, as well as an in-depth examination of different resource measures. Existing inequities also result from factors other than appropriations distributed according to the state’s formula, which accounts for district wealth and student needs.

                        

Session 9.2

11:00 A.M. – 11:50 A.M.      GENDER ISSUES .............................................................................................. Gardenview B

 

Presider:                                  Robert L. Kennedy, University of Arkansas for Medical Sciences

 

Perceptions of a Chilly Climate: Differences in Traditional and Non-Traditional Majors for Women

 

LaDonna K. Morris, Florida Community College, Jacksonville

                         The purpose of this doctoral dissertation study was to examine how perceptions of a chilly climate differ between students in the traditionally female-dominated majors of nursing and education versus the traditionally male-dominated majors of information technology (IT) and engineering, and how these perceptions relate to students’ intentions to persist or pursue higher education in their chosen career field or leave the field. Four hundred and three students attending a community college in the southern United States participated in the study, including 91 IT majors (74 males, 17 females), 82 engineering majors (65 males, 17 females), 118 education majors (34 males, 84 females), and 112 nursing majors (13 males, 99 females). Students completed a Climate Survey, which consisted of the 28-item Perceived Chilly Climate Scale (PCCS) and other informational items. The primary research question asked: To what extent can scores on the five subscales of the PCCS be explained by the predictor variable set of gender, ethnicity, age, college major, and intent to leave the field?  A canonical correlation analysis was conducted. The squared correlation coefficient for root 1 (Rc2 = .157, p < .001), indicated that, as a set, the predictor variables accounted for approximately 16% of the variance in subscale scores on the PCCS. Gender (rs = .890) accounted for the highest proportion of variance of the function, followed by major (rs = .750). Findings indicated that women found the climate to be chillier than men, non-white students found the climate to be chillier than white students, younger students perceived the climate to be chillier than older students, and students in traditionally female-dominated majors perceived the climate to be chillier than students in traditionally male-dominated majors. Intent to leave the field was not a significant predictor of perceptions of chilly climate.

Making GRITS: Gender Roles in Southern Females

 

Catherine R. Strickland and Pamela Manners, Troy State University

                         Previous researchers have found that the development of feminist identity is promoted by enrolling in women’s studies classes (Hyde, 2002).  In this study, the effect of instruction on conceptual change in a psychology of women class was evaluated.  Participants were 43 female undergraduate students enrolled in either general psychology or psychology of women classes.  Their median age was 21 years, 58% were white, and their median family income range was $30,000 to $45,000 per year. The Ambivalent Sexism Inventory (ASI) and the Feminist Identity Composite Scale (FIC) were used in a pretest/posttest design, along with a global question about the continued necessity of the women’s movement.  Compared to general-psychology students, those taking psychology of women showed lower levels of passive acceptance of sexism, as measured by the FIC, at both the pre- and posttests.   At the pretest, though not at the posttest, African-American women in both courses showed significantly greater awareness of sexism than did their white counterparts.   Benevolent sexism scores, measured by the ASI, declined for all groups, with African-American women showing significantly more benevolent-sexist attitudes toward women than their white counterparts.   Hostile sexism scores also declined for all groups and showed a significant effect by course, with psychology of women students showing greater decline in hostile-sexist attitudes.   African-American students were more likely to agree that the women’s movement is still necessary, although the difference was greater at the pretest.   Results were discussed in the context of regional and cultural differences in the present sample compared to college students nationwide.

Science, Math, and Engineering Pipelines: A Comparative Analysis

 

Linda C. Kondrick, Arkansas Tech University, and Kathy K. Franklin, University of Alabama, Birmingham

                         Since 1970, women have made tremendous strides in achieving parity with men in most undergraduate and master degree fields, including health fields and biological sciences. However, the bad news is that they have not yet achieved parity with men in all science, mathematics, and engineering (SME) degrees. Among SME majors, women have exceeded parity with men in health fields and biological sciences. They are approaching parity with men in mathematical fields. However, they are still trailing in math-dominated disciplines such as physical science and engineering. They now earn 38% in physical sciences, only 27% in computer and information sciences, and just 17% in engineering. The statistics reveal an even greater inequity for women with advanced SME degrees in these fields. Historically, and even in recent combined studies, there has been little differentiation among the experiences of students in each of the three categories of SME disciplines.  In the present study, the author distinguished among the experiences and attitudes of 205 SME career women across the three levels of the education system with respect to 36 variables that have been correlated with persistence in the SME literature.  Confirmation/ Disconfirmation Theory and Social Force Field Models inform the methods employed in this study. Responses to both the initial surveys and follow-up interviews were analyzed for similarities and differences among women in each of these three SME discipline categories.  Overall there were more similarities than differences among the three groups. The key differences were found among women engineers compared to the other two groups. Specific differences were found with respect to their experiences in their graduate programs and with respect to the importance they placed on certain internal and external variables at the undergraduate level.

Session 9.3

11:00 A.M. – 11:50 A.M.      QUALITATIVE RESEARCH ........................................................................... Gardenview C

 

Presider:                                  Charles L. McLafferty, Jr.

 

Voices of the Blind: Coping and Succeeding in the Academy

 

Randy Parker and Julie A. Holmes, Louisiana Tech University

                         Educational opportunities for students with exceptionalities, including the blind and visually impaired, have increased in recent years. With these inclusive opportunities come new challenges for both students and faculty. Students may find themselves in an academic environment where their blindness is misunderstood or misinterpreted by other students, as well as instructors and faculty. Educators' understanding of the socialization, communication, and participation needs of blind students may be incomplete (Day & Sebastian, 2002). The purpose of this qualitative project was to allow blind students to:  (1) express their understanding of what it means to be blind in academic settings, (2) determine the strategies used to cope in this environment, (3) discover what accommodations (technical or otherwise) are needed and favored, and (4) celebrate the successes of blind students in an academic setting. A purposive sample of 18 blind students who completed an orientation and mobility degree program or were enrolled in university classes participated. All interviews were recorded and transcribed. Member checks were used to determine authenticity and accuracy. In addition, focus groups were used to provide a supportive forum for emerging discussions, and policy documents were reviewed for consistency. Constructivist and critical theorists paradigms guided this qualitative inquiry (Denzin & Lincoln, 2000; Lincolne & Guba, 2000). Data were analyzed inductively to determine emerging themes, categories, and patterns. Participants' statements were used to provide an authentic voice and to allow their constructed realities to be presented. The themes of individualism, commitment and self-motivation, self-reliance and initiative, increased use of technology, and collegial support systems emerged from the data. Participants did not see themselves as weak or handicapped: “I am not stupid, I just can't see.” The results of this study revealed how the blind adjust and succeed in an academic setting.

What Is Qualitative Research?

 

Nancy L. Leech, University of Colorado, Denver, and Anthony J. Onwuegbuzie, University of South Florida

                         There are researchers in education who consider themselves to be “qualitative researchers.” Interestingly, when asked what this means, most researchers describe their topic of study, population of interest, or method of collecting data. Some researchers use the term “qualitative researcher” to describe what they are not, that they are “non-quantitative” researchers (Silverman, 2001, p. 25). The Dictionary of Qualitative Inquiry defines the word “qualitative” as “a not-so-descriptive adjective…it does not clearly signal a particular meaning or denote a specific set of characteristics” (p. 213). Further, Denzin and Lincoln (2000) state in the Handbook of Qualitative Research, “The field of qualitative research is defined primarily by a series of essential tensions, contradictions, and hesitations” (p. xi). This ambiguity around the definition and meaning of qualitative research is astonishing; how does one teach a “qualitative research” course when people in the field cannot agree on a single definition? Thus, the purpose of this paper was to describe the history of qualitative research, illustrate the paradigm issues associated with qualitative research, delineate a definition of qualitative research, and outline course content for a basic qualitative research course.

Perspectives on Building Rapport between Professors and Graduate Students

in Higher Education: A Qualitative Study

 

Jerry Worley, Carolyn Reeves-Kazelskis, and Renee Falconer, University of Southern Mississippi

                         Research on the social/emotional interaction between the teacher and student has disclosed that rapport is a major component for effective teaching and learning. Interpersonal rapport has been identified as a key independent quality in the effective college professor. This phenomenological study explored and described the perspectives of professors of graduate students at a regional research university in the southeastern United States.  This inquiry found that all three professors agreed that meeting and maintaining their personal and basic psychological needs of achievement/power, respect/belongingness, fun, and freedom, helped them be more willing to support and facilitate their graduate students.  If the professors' psychological needs were met before entering the classroom, they found themselves to be much more genuine, authentic, happy, and more open and receptive to the diversity of student personalities and needs.  Additionally, the theme of using fun and humor was one of two distinct and dominant elements that all three professors used and believed to be important for engaging their students in the learning process.  Not only did the professors view themselves as consciously using humor and fun in their classrooms, all nine of the graduate students interviewed in this inquiry mentioned this dimension in some form or another.  The final major premise that emerged from this study was the use of accommodation provided by the professors to give their graduate students several opportunities and chances to succeed without doing the work for them. Although the professors used many other elements to build rapport with their graduate students, it was noted by all 12 participants in this inquiry that the elements of fun/humor and student accommodation were the paramount contributors that establish rapport within the graduate classroom. 

A Case Study of Teacher Questioning in a High School Mathematics Classroom

 

John A. Sargent and Alexis Langley, East Texas Baptist University

                         The purpose of this study was to investigate the use of teacher questioning techniques in a high school mathematics models classroom for students who are at risk for failure in mathematics. Teacher questioning techniques assist students with tasks they cannot yet complete and serve as a springboard for learning in an environment of social constructivism. The research question guiding this qualitative intrinsic case study was:  How does a teacher’s use of questions impact students in a high school mathematics models classroom? The participants in this case study were eight high school math students in a suburban high school located in northeast Texas.   The case study took place over a 14-week period.  Data collection procedures included observations/field notes, reflective journal, student interviews, and teacher interviews. Categories were generated through the constant comparison method with continual refining and analysis. Three themes emerged from the data analysis. First, effective use of questioning promotes teacher-student interaction, student involvement, and maintains student attention. Second, questions from the lower levels of Bloom’s Taxonomy elicit lower-level responses, but serve as a means for students with lower ability to grasp more complex subjects. Third, questions enable the teacher to gain insight into the thought processes of the students, as well as facilitating students’ metacognition. Implications from this case study are in several areas and are important for teachers who deal with at-risk students. Effective use of questioning enhances the classroom environment and helps to gain or maintain student attention. Questions provide the door to active learning that makes learning more meaningful and enjoyable.  Effective questioning techniques help prevent discipline problems. Breaking complex mathematical concepts into several lower level cognitive processes through the use of questioning techniques serves as reinforcement for students struggling with math and empowers these students to higher-level cognitive processing skills.

Session 9.4

11:00 A.M. – 11:50 A.M.      ACHIEVEMENT ................................................................................................ Gardenview D

 

Presider:                                  Mary O’Phelan, Western Kentucky University

 

Effects of Literature Circles on the Reading Achievement of Small Town African-American Students

 

Frances J. Hill and Danjuma R. Saulawa, Alabama State University

                         The purpose of this study was to explore the effects of literature circles on the achievement of African-American students in reading. Specifically the study sought to find out if this strategy would work to improve the reading skills of students, regardless of ability, and to find out if literature circles have a positive effect on the attitude of the participants. The subjects of this study were 125 fifth-grade African-American students randomly selected from a pool of students of low-to-medium scores on the Stanford Achievement Test (SAT) to participate in literature circles. They were pretested and posttested using the Standardized Test for Assessment of Reading (STAR) and Diagnostic Placement Test (DPT). In addition to that, a survey was administered at the end of the year. Their scores were compared to the scores of a comparison group. Results indicated that the experimental group outperformed the comparison. Their attitude toward reading seemed to be more positive.

Relationships Between Extracurricular Activities, Student-Faculty Interaction and Student Academic Achievement: A Structural Equation Modeling Approach

 

John K. Rugutt and Mohamed Nur-Awaleh, Illinois State University;

and Philip Kaloki, Dallas Baptist University

                         The authors of this study used the structural equation model (SEM) approach to test a model that hypothesized the influence of participation in unstructured extracurricular activities and student-faculty interaction on students’ academic achievement.  The study used data collected from 1,184 second-year college students at Illinois State University. Participation in extracurricular activities was based on the number of college-related activities in which the students reported taking part while academic achievement was measured by the students’ cumulative grade point averages at the end of their first year. Student-faculty interaction were measured the contact between the faculty and the student.  The results show that:  (1) participation in unstructured extracurricular activities had a significant positive impact on student academic achievement, (2) student-faculty interaction had a significant negative impact on student academic achievement, and (3) a statistically significant negative relationship between student-faculty interaction and participation in extracurricular activities existed.  The positive relationship between extracurricular activities and student academic achievement indicated that the experience gained through involvement in extracurricular activities fosters the students’ overall development, which in turn positively impacts their academic performance (Cooper, Valentine, Nye, & Lindsay, 1999; Garber, 1996; Jordan, & Nettles, 199; Mahoney, Cairns, & Farmer, 2003).  The major findings and conclusions of the study were discussed in view of their implications for future research.

A Study of the Relationship Between Female Pupils' Self-Efficacy in Mathematics

and Their Achievements in Mathematics

 

Pamela S. Self and William A. Person, Mississippi State University

                         The purpose of the study was to investigate the relationship between self-efficacy in mathematics among female high school pupils and their achievements in mathematics in selected public high schools in Central Mississippi.  This study analyzed the influence of mathematics self-efficacy on the mathematics achievement of Mississippi public high school females. The participants were 164 female pupils in the 9th or 10th grade taking Algebra I for the first time.  Each female participant completed the Mathematics Self-Efficacy Scale (MSES) and demographic data sheet.  Also, the final grade in Algebra I and the TerraNova scale scores for the participants were used in the study.  There was a positive relationship found between the final Algebra I grade and the MSES daily tasks, high school courses, and problems.  There was no relationship found between the TerraNova mathematics scale scores and the MSES daily tasks, high school courses, and problems.  It was concluded that since mathematics self-efficacy does predict achievement and career opportunity, it seems necessary to conduct research on ways to increase mathematics self-efficacy in female high school pupils.

Session 9.5

11:00 A.M. – 12:50 A.M.      CREATING AND MAINTAINING YOUR OWN POSITIVE ACTION

                                                   CLASSROOM  (Training Session) ............................................................... Gardenview E

 

Sandy Devlin, Laura Kuhn, Amy Bodkin, and Stacy Smith, Mississippi State University

                         The purpose of this training session was to provide a series of presentations on the development of positive behavior support in a classroom as an alternative placement of children with behavior problems in the school environment. Children with emotional disorders are likely to require the extra structure and a supportive environment as they learn appropriate behavior for the school environment. This training session provided information on positive behavioral supports in classrooms from early elementary through high school. These support programs are a comprehensive, research-based, proactive approach to behavior interventions aimed at producing positive change for students with challenging behavior. Topics included overcoming resistance; classroom structure (e.g., scheduling, staffing, integrating district/state benchmarks for academic progress); behavior management in the classroom (e.g., functions of behavior and targeted interventions using reinforcement of appropriate behavior); and social skills interventions (e.g., development of curriculum, small group and individual interventions) for children.  Additionally, topics and suggestions for teacher training were provided including training tips, development of a teacher handbook, and modification of the interventions to meet specific needs of the teacher, student, and problem behavior based on functional analysis.   Presentations of individual case studies were also presented.  The presentations provided specific strategies, potential modifications for diverse populations, and methodology for evaluating the treatment integrity and efficacy of the Positive Action Classroom.  Discussion about how to modify these interventions to meet specific circumstances was also conducted.  The participants were encouraged to ask questions and utilize the experiences of the presenters to assist them in problem solving their unique situations for implementing a positive action classroom.

Session 9.6

11:00 A.M. – 11:50 A.M.      IMPROBABLE RESEARCH (Symposium) ........................................................... Le Conte

 

Organizer:                               Walter M. Mathews, Evaluation Associates of New York

 

IR/IR/IR: Improbable Research with Irreproducible Results by Irresponsible Researchers

Walter M. Mathews, Evaluation Associates of New York

                         Two years ago the authors presented Irresponsible Research; last year the authors sponsored  Irresponsible Research with Irreproducible Results; now the authors presented:  Improbable Research with Irreproducible Results by Irresponsible Researchers. The presenters have been certified by the MSERA Board to be Irresponsible, and their presentations demonstrated characteristics of Improbability and Irreproduciblity.

The MSERA Blues

Ronald D. Adams, Western Kentucky University

                         As always, the authors opened with The MSERA Blues, performed by its composer. The Blues usually means that your wife and girlfriend ran away together in your pickup truck with your hounddog...but in this case, the MSERA Blues has to do with the academic life the authors all share.

........................

Sister Hope: Sage of Statistics

Harry L. Bowman, Council on Occupational Education; David T. Morse, Mississippi State University;

John R. Petry, University of Memphis; and Jerry H. Robbins, Eastern Michigan University

                         '“Sister Hope: Sage of Statistics” featured highlights of advertisements for statistical services offered by Sister Hope, a renowned fortune teller who was based in Memphis. These advertisements announced a series of four summer statistical institutes, formation of the Sister Hope Institute for Top Leaders in Educational Statistical Services, and an instrument titled the Sister Hope Attitude Fluctuation Test. 

Session 10.1

12:00 P.M. – 12:50 P.M.       EXCEPTIONAL EDUCATION ....................................................................... Gardenview A

 

Presider:                                  Sherry Shaw, University of Arkansas, Little Rock

 

Assessing the Relationship Between College Students’ Reading Abilities and Their

Attitudes Toward Reading-Based Assignments

 

Kathleen M.T. Collins, University of Arkansas, Little Rock

                         Research indicates that poor or underdeveloped reading skills among undergraduates are a serious problem that has a negative impact on students’ achievement levels across disciplines. Indeed, it is common for college students, especially freshmen, to be overburdened by the conceptual complexity of information presented in course textbooks, the quantity of required reading, the number of topics covered, and the variation of assignments across their courses. In response, colleges are offering remedial courses that are designed to improve students’ reading abilities, that, in turn, should improve their performance on reading-based assignments. Although the impact of reading problems is recognized at the college level, there is limited evidence evaluating the degree that college students’ reading abilities (i.e., reading comprehension and reading vocabulary) influence their attitudes about reading-based assignments. To empirically test this link, the goal of the present study was to assess the relationship between reading abilities as measured by undergraduates’ scores on the comprehension and vocabulary components of the Nelson Denny Reading Test and students’ responses to three questionnaires that measured their attitudes about reading-based assignments, such as writing papers, using library resources, and implementing effective study habits. The sample consisted of undergraduate students enrolled in three sections of a remedial reading course offered at a public southern university. Results indicated that undergraduate students’ reading abilities were related statistically significantly to their attitudes about reading-based assignments. Results have instructional implications for designing effective remedial reading courses at the undergraduate level.

An Analysis of Teacher Talk with Autistic Children in a Preschool Setting

 

Jane E. Baker and Darrell H. Garber, Tennessee Technological University

                         The purpose of this study was to describe and analyze the input behaviors of three preschool teachers as they facilitated language growth in their autistic students in one classroom setting.  This study explored the following questions:  What types of teacher talk strategies do the teachers use when working with students with autism?  Is there a dominant form of any particular type(s)?  What types of teacher talk strategies are scarcely used or not used at all?  It was hypothesized that the teachers would use a variety of teacher talk strategies to facilitate verbal language use in their autistic students.   Although children with autism vary widely in the extent to which they manifest autistic symptoms, nearly all children with autism require intervention to support the development of language and communication skills (Hancock & Kaiser, 2002).  Preschool teachers must assume the role of language facilitator with autistic students (Hancock & Kaiser, 2002).  Observations were conducted in a preschool classroom serving children with autistic spectrum disorders.  The classroom was staffed by a teacher and two teacher assistants. Data were collected on five consecutive school days for 30-minute intervals at various periods of the school day. A simplified version of the Flanders Interaction Analysis System was used to collect data on patterns of teacher verbalizations in the classroom (Hopkins & Moore, 1993).  The observer tabulated totals for teacher-talk behaviors in a matrix.  According to the data, the hypothesis was proven incorrect.  Two-thirds of teachers’ communication acts with autistic students involved Giving Directions (42%) and Asking Questions (25%).  Other teacher talk strategies—Accepting Feelings (3%), Using Ideas (5%) and Praising or Encouraging (7%)—were infrequently employed.  The findings of this study suggested that preschool teachers may lack sufficient training in a variety of teacher talk strategies that promote language use in autistic children. 

A Comparison of Performance on the MMPALT-III Visual and Print Subtests

and Two Other Tests of Visual Performance

 

Donna Browning and Angelia T. Carruth, Mississippi State University

                         The study was conducted to answer this question:  “will there be a relationship between performance on the visual and print subtests of the MMPALT-III and two other tests of visual memory and learning performance, the Hidden Figures Test and the Picture-Number Test?”  The MMPALT-III is a performance-based learning style test that assesses memory and learning skills across seven sensory perceptual modalities: print, visual, aural, interactive, haptic, kinesthetic, and olfactory.  In this study only the print and visual subtests were investigated.  The MMPALT has been used to research perceptual modality learning styles since it was conceived in 1975 (French, 1975a) and initially refined by Cherry (1981).  Twenty-three dissertations and numerous articles have used the MMPALT as the performance assessment of choice to investigate “in modality” learning style. This follow-up study compared performance of 176 College of Education undergraduates on the print and visual subtests of the MMPALT-III to their performance on ETS's Hidden Figures Test and Picture Number test.  All 176 of the participants took the MMPALT print and visual subtests.  Scores were obtained for 153 of the same 176 on the Picture-Number Test and 76 participants also took the Hidden Figures Test. A factor analysis was performed to determine whether the assessments were testing similar constructs.  It was determined that the Print and Visual Subtests of the MMPALT-III were assessing similar constructs, and the Picture Number Tests was also assessing a similar construct although the relationship was not as strong.  Participants' performance on the Hidden Figures Test, which is an assessment of visual-spatial discrimination, did not appear to be related to any of the other assessments.  Participants scoring above average on the MMPALT-III visual subtest appeared also to score well above the average on the Picture Number Test.  There was no significant difference between their performance on the print and visual subtests of the MMPALT-III and their performance on the Hidden Figures Test as compared to those participants not scoring above average on the print and visual subtests.  The implications of the study are that an above average score on the print and/or visual subtests of the MMPALT-III may not predict above average performance on more visual-spatial learning tasks such as those required by the Hidden Figures Test.  The construct measured by the MMPALT-III print and visual subtests appear to be similar to the associative memory skills required by the Picture-Number test. Therefore, it cannot be concluded that all visual learning skills are assessed by the MMPALT-III visual and/or print subtests.

Session 10.2

12:00 P.M. – 12:50 P.M.       GIFTED EDUCATION ...................................................................................... Gardenview B

 

Presider:                                  Alexandra Steiner, University of South Alabama

 

I'm Gifted! Is There Anyone Else in College Like Me?

 

Lee Kem, Murray State University

                         What is it like to be a gifted student in high school and in college? Gifted students face a number of academic and social-emotional issues. Some of these include:  (1) the importance of challenging learning environments in developing self-efficacy in the gifted learner, (2) the need to address the psychosocial needs of the gifted learner, (3) how gifted students are at risk of underachievement due to problematic academic factors in their learning environment, and (4) the failure to recognize and address their unique counseling needs. This qualitative research study gathered information on the perceptions of giftedness reported by college students while recalling public school educational experiences. This information provided valuable data to assist educators and counselors in designing and implementing programs and strategies that will respond to constructs identified by the gifted students. The presentation provided data from the research study. Information included findings related to the level of understanding of the concept of giftedness among students, commonalities among students’ experiences as gifted students, positive and negative factors in past and present educational environments that impact gifted students’ learning, and identified social and emotional issues regarding being gifted. Discussion also focused on interventions and strategies for addressing the needs of gifted students in high school and college. Ideas were shared about how to facilitate the transition from high school to college. This presentation was of interest to instructors, advisors, counselors, parents, and those interested in the retention of gifted students.

Undergraduate's Ratings of Goals for Gifted Programs: A Survey of Prospective Teachers

 

Stacy L. Bliss and Sherry K. Bain, University of Tennessee, Knoxville

                         The purpose of this research was to examine prospective teacher’s views of appropriate goals for gifted programs in the schools. Perceptions of appropriate goals have rarely been examined in the past, with the exception of the perceptions of teachers in gifted programs reported by Bain, Bourgeois, and Pappas (2003). In this study, the authors questioned 285 undergraduate students in a sophomore-level human development course and a senior-level educational psychology course concerning their perceptions of goals for gifted programs. Most students enrolled in these two courses were prospective teachers. Participants rank ordered five listed goals for each of three educational levels: elementary school, middle school, and high school. Listed goals were accelerating academic progress, developing creativity, providing enrichment activities, developing self-esteem, and developing higher-order thinking skills. The authors found that undergraduate students were relatively consistent in their perceptions of the goals of gifted programs across educational levels and across subgroups of participants according to course enrollment and whether or not participants had been identified as gifted. The authors presented total group rankings of goals, discussed trends across grade levels, and the implications for gifted program goals.

Session 10.3

12:00 P.M. – 12:50 P.M.       RESEARCH METHODS .................................................................................. Gardenview C

 

Presider:                                  Renee Falconer, University of Southern Mississippi

 

Addressing Barriers to Technology Integration: A Case Study of Teachers in a Rural School

 

Beth F. Coghlan, Delta State University, and R. Dwight Hare, Mississippi State University

                         Researchers have indicated that teachers face four main barriers to technology integration in their teaching:  tools, time, training, and support.  This study examined how a federally funded project attempted to address these barriers so teachers would begin using technology in their instruction.  CREATE for Mississippi introduced on-site, just-in-time support for teachers in the schools.  Core teachers (one from each core academic subject) were selected from each participating school to receive time, tools, training, and support to use technology in their instruction. The purpose of the case study was to examine the changes in teaching by the four core teachers once CREATE attempted to remove the barriers to technology infusion.  The cases were developed based on three years of on-going research that included observations, formal and informal interviews, and document analysis.  Experienced teachers had been working together for several years.  The median number of years’ experience of the teachers was 23 years, and two of the four teachers grew up in the community in which they teach.  Although the barriers to technology infusion by teachers were addressed by CREATE for Mississippi, the teachers did not change their teaching styles.  The teachers believed that the project was a burden and that the project staff were intruders.  The conclusion drawn from the case study was that the barriers addressed in the literature were not the only barriers to technology infusion by the teachers.  The teachers did not understand the purpose of the project.  The teachers did not accept the project staff who they considered to be outsiders.  The teachers lacked the motivation to change their teaching. 

A Qualitative Study of Sixth- Seventh- and Eighth-Grade Student Reactions to a National Disaster

 

Rebecca Jacobson and Kimberly Combs, Troy State University, Montgomery

                         The opportunity to study the impact of a national disaster on children within the United States as a result of terrorism is new. Woodcock wrote that modern technology causes traumatic events to challenge individual expectations and coping ability. Research indicated that even the threat of violence directed at a child influenced the child’s sense of safety and that traumatic experiences render a young person temporarily helpless. With media now available in most classrooms, children are exposed to repeated trauma in the name of increased awareness. How children experience traumatic events was the focus of this study. Current trauma themes were evaluated to determine if children experience a traumatic event the same way as adults. The themes included understanding the trauma, shared reactions, meaning of the experience, grief, helplessness, emotional and psychological discharge, perception of safety, and religious coping outcomes. Two hundred eighty-one sixth- to eighth-grade students from an Alabama middle school were given the opportunity to write letters to the firemen in Manhattan who responded to the September 11th crisis. Student identity remained confidential and copies of those letters were used for content analysis. The strongest themes reported in the literature and contained in the letters written by the students included emotional and psychological discharge and shared reactions. Emotional discharge was identified based on the mention of sorrow (56%), loss (53%), death (52%), and love (39%). Psychological discharge was supported by the mention of being brave (24%), being a hero (16%), and courage (11%). Religious themes were mentioned by 39% of the students. One of the strongest emergent themes contained in the student letters was that of patriotism (55%). This exploratory study of student reactions to the traumatic events of September 11th provided insight as to how children react to media exposure of a national tragedy.

How Do You Really Feel About Your Educational Research Class? An Inquiry into Student Attitudes

Toward Instruction in Educational Research

 

Thomas H. Blaylock and Linda L. Haynes, University of South Alabama

                         The purpose of this study was to investigate whether instructional goals and objectives were being met, and the need for changes in course activities and presentations in an Educational Research and Evaluation graduate course. The research approach selected was a phenomenological inquiry into student attitudes. Fuhrman and Grasha (as cited in Frazee, 2003) argue that teaching and learning can only improve when evaluation is continuous, descriptive, and personal. Student feedback provides data to measure learning and the effectiveness of different strategies and techniques (Lewis, 2001). In addition to the 23-item end-of-course evaluation questionnaire required by the university, the course instructor wanted rich, descriptive feedback from students with specific suggestions for improvement. Qualitative designs study real-world situations without the researcher manipulating the phenomenon being studied to fit a predetermined course or outcome (Patton, 2002). A phenomenological inquiry incorporating open-ended interview questions was conducted. Participants included 21 graduate students assigned to one of four focus groups during a regularly scheduled class meeting. One student was randomly selected to serve as moderator for each group. Participants responded in writing and orally to seven open-ended questions. The data were analyzed via a thematic categorization process. Student suggestions for improving the course included the following: (1) incorporate a greater number of examples and application-oriented activities during classroom instruction, and (2) provide a greater amount of explanatory test feedback.  Participants also suggested that several course elements be continued. The following activities appeared to be valued by the students: (1) group research projects, (2) learning to use the library for research, (3) literature reviews, and (4) learning the publication format of the American Psychological Association. Through this phenomenological inquiry, the instructor received the descriptive information desired to improve the presentation of the Educational Research and Evaluation course.

Session 10.4

12:00 P.M. – 12:50 P.M.       SCHOOLS ......................................................................................................... Gardenview D

 

Presider:                                  Ronald A. Styron, University of Southern Mississippi

 

Evaluating Attitudes Toward Teacher Dispositions

 

Gloria Richardson, University of West Alabama, and Anthony J. Onwuegbuzie, University of South Florida

                         New standards from The National Council for the Accreditation of Teacher Education (NCATE, 2000) included the measurement of dispositions related to teaching based on recommendations of 10 principles categorized into knowledge, dispositions, and performance standards from the Interstate New Teachers Assessment and Support Consortium (INTASC, 1992). Dispositions selected for teacher candidates are characteristics desirable in graduates of N-12 programs.  This study was designed to assess attitudes toward selected dispositions.  The sample consisted of 175 preservice teachers, inservice teachers, and administration candidates. The majority of participants (84.39%) were female. The sample members were aged between 19 and 56 years (M = 30.32, SD = 8.5). The amount of experience in the field of education for the participants ranged from 0 years to 25 years (M = 3.89, SD = 4.86), with one-third (32.39%) reporting no teaching experience. Participants completed the Survey of Dispositions of Inservice and Preservice Teachers Form 2 (SDIPT2).  The SDIPT2 is a 5-point Likert-type scale with 40 positively stated items anchored by strongly agree and strongly disagree.  Demographic information obtained from participants included gender, age, groups, years of experience, work assignment, major, highest degree earned, grade level served, years of experience in administration where applicable, and number of children. With an internal consistency score reliability coefficient of .92 (95% CI = .90, .94), this instrument yielded scores in the present investigation that were extremely reliable. Further, attitudes toward dispositions varied as a function of race and years of experience. Recommendations for future practice were delineated, and implications for further research were provided.

A Study of Teacher, Principal, and Student Experiences of a Ninth Grade Academy Program

 

Allison Potter, University of Memphis

                         The purpose of this study was to explore the experiences of teachers, principals, and students involved in the first year of a ninth-grade academy program.  This program was developed by school administrators to support students academically and socially with the transition from middle school to high school.  The study incorporated both quantitative and qualitative methodologies in a mixed-methods design.  Data for this study were collected in the 2002-2003 school year.  The participants included ninth-grade academy faculty, students, and principals from a high school in the southern United States.  There were approximately 25 academy faculty members.  These teachers responded to a school climate survey, a ninth-grade specific survey, and some of these academy teachers also participated in a focus group, to describe their experiences with program implementation.  There were approximately 350 first-year ninth-grade students who completed a survey on their ninth-grade year.  Ten of these students also participated in focus groups for the study.  Four principals at the high school were interviewed about their academy experiences. Results suggested that students attending the freshman academy experienced more opportunities for class participation, greater success on statewide tests, and a bonding with classmates that had not been seen previously.  Teachers collaborated to a greater extent than prior to the academy and became closer to their students in ways that allowed for a more personalized learning experience.  Administrators had more parental involvement with student behavior problems and saw the climate of both the Academy and main high school campus improve.  In order to continue on an upward path, the academy needs to address a few key areas of weakness, such as having a thematic focus that sets the academy apart, shared leadership and decision making among all stakeholders, utilization of an effective evaluation document, and more student-centered instruction in classrooms.

Making Kids Count: The Effect of a Small Town's After-School Program on Academic Functioning

and Interpersonal Strengths

 

Connie L. Tollett, University of Memphis

                         Using existing program evaluation data, the study examined differences in student’s academic functioning and interpersonal strengths associated with after-school attendance.  The existing data were collected on 211 students in grades first through fourth attending four elementary schools in Conway, Arkansas; 82 students in the after-school program, and 129 students in the comparison group.  Of these students, 47% were female and 53% male.  Approximately 49% were African-American, 43% Caucasian, and 7% other.  The data for this study consisted of a pretest and posttest on two scales: Academic Functioning and Interpersonal Strengths.  For these analyses, one-way ANOVAs were conducted with group (two levels: non after-school attendance, after-school attendance) being the independent variable.  Two separate one-way analysis of covariance (ANCOVA) for the groups were conducted in which the posttest scores for academic functioning and interpersonal strengths were the dependent variables and the pretest scores were the covariates.  The findings of the study suggested that there is a significant difference between the groups for interpersonal strengths.

Factors Influencing Teacher Perceptions of the Parent-School Relationship

 

Allison Potter, University of Memphis, and Anthony J. Onwuegbuzie, University of South Florida

                         Parental involvement is being mandated to schools on every front. Federal and state laws requiring the development of programs designed to get parents involved with their child’s education are adding to the efforts of local school districts to attract parents into the classroom. The purpose of this study was to explore teacher perceptions of parental involvement and communication in their child’s academic environment.  Data for this study were a subset drawn from a state-wide database on teacher perceptions of school climate collected by the Center for Research in Educational Policy (CREP), The University of Memphis.  There were 2,222 teachers participating in this survey, with 981 teaching in elementary schools, 594 in middle school/junior highs, and 647 teaching in high schools.  Teachers’ perceptions of parental involvement, communication, and responsibility were measured using seven 5-point Likert-format scale items. Results indicated significant differences in two key areas.  Teachers at the high school level were less positive than elementary teachers about the amount of time and energy expended by parents at their child’s school. Not surprisingly, parent volunteers were used less, and information about school activities was communicated less often to parents in secondary schools than in elementary schools.  Significant differences also were found as a function of the age of the teacher responding to the scale. Specifically, older teachers were more pleased with the parent-school relationship than were younger teachers.  Requirements in recent years to involve parents more may have set up expectations for younger teachers that were not there in previous teacher education programs.  This raises the question of whether the amount of parental involvement in schools has changed that dramatically over the years, or whether teacher expectations have grown to the point where previous levels of home-school interaction are perceived as not being adequate.

                        

Session 10.5

12:00 P.M. – 12:50 P.M.       REDESIGNING A MASTER'S FOR TEACHERS PROGRAM

                                                   (Training Session) .................................................................................................... Le Conte

 

Cathy E. Stockton, Louisiana Tech University

                         This training session was designed to help university faculty redesign a master’s for teachers program using a template that was successful for Louisiana Tech University. Redesigned post-baccalaureate programs have been revised to incorporate requirements of No Child Left Behind, school improvement, empirically-based researched practices, and student achievement. All redesigned initial and advanced master’s programs were aligned to National Board for Professional Teaching Standards (NBPTS). Louisiana Schools, District Accountability System (LSDAS), and Grade Level Expectations (GLE) were addressed in appropriate courses and Southern Regional Education Board’s (SREB) Educational Leadership modules. Each redesigned course reflected an increased emphasis on field experiences. For each Post-Baccalaureate Program, a listing of the performance activities that candidates are expected to complete as they move through their programs and apply knowledge in site-based settings was discussed. Although some courses may not include site-based performance activities, the total program provided candidates with ample opportunities to apply new knowledge through site-based experiences. Components of the session included the following: (1) discussion of the process used, (2) timeline of redesigning activities, (3) persons involved in the redesign effort, (4) resources used, and (5) sharing of the components of the redesigned program: Overview of the Institution, Advanced Program Mission Statement, Identification of Programs, Ongoing Professional Development for Teachers, Institutional Level Evaluation of Advanced Programs, Program Description, Course Descriptions Template, Description of Field Sites Template  and Performance Activities Template, and the Assessment System and Program Evaluation.  Each participant received a handout that included templates for course descriptions, description of field sites, and performance activities, suggested resources, and the PowerPoint slides. Participants were encouraged to ask questions or share relevant examples or experiences.

Session 11.1

1:00 P.M. – 1:50 P.M.            AT-RISK STUDENTS ...................................................................................... Gardenview A

 

Presider:                                  Margaret L. Rice, University of Alabama, Birmingham

 

The Effectiveness of a Writing Center Tutoring Program on the Grammar

Knowledge of Remedial College English Students

 

Linda H. Thornton and Tianna Tripp, Harding University

                         The purpose of this study was to investigate the effectiveness of tutoring provided by graduate assistants in a writing center jointly operated by the English and education faculties of a small university.  A previous study had revealed no significant difference between the performance of students who had used computer grammar programs in the center and those who had not.  To evaluate the benefit of the tutoring program, freshman remedial English students (n = 53) who had scored below 70% on a pretest were assigned to visit the writing center.  There they received tutoring by graduate assistants in up to six different grammar and usage instructional units, according to the number of units on which they had been unsuccessful on the pretest.   Posttest scores revealed significant improvement in all six units, a finding congruent with the literature on the effectiveness of university writing labs.

Reading and Writing across the Curriculum for Us? Parents, Students, and Teachers

Respond to Issues Regarding Reading and Writing across the Curriculum

in Low-Achieving Schools in the Black Belt Region

 

Frances J. Hill and Danjuma R. Saulawa, Alabama State University

                         A total of 245 teachers, 219 parents, and 241 students from low-achieving schools located in the Black Belt Region were surveyed to find out their attitude toward the integration of reading and writing across the curriculum. Specifically, questions were asked, ranging from the need for teaching reading and writing in all subject areas to requiring students to writing papers in all subjects and holding teachers accountable for teaching students to read and write in their respective teaching fields. A preliminary analysis of the data seemed to show consensus among the parents, teachers, and students about the need and benefit of teaching reading and writing across the curriculum, even though the general practice in these schools is worksheet oriented. Implications of the findings were explored regarding the disparity between belief and practice.  

Beyond “At Risk”: Teaching and Learning Inside a Juvenile Institution

 

Ronald D. Pickard, East Tennessee State University, and Betty B. Ragland, University of Tennessee, Knoxville

                         Current educational research devotes much attention to students considered to be “at risk.”  What happens when these students are removed from community schools?  This paper, jointly authored by the principal and assistant principal, explored teaching and learning at Mountain View Youth Development Center, a hardware secure juvenile facility in Dandridge, Tennessee, from the perspectives of the system, the students, and the teachers.  Unique features of the institutional environment, demographics of the student body, policy mandates, and safety and security issues comprised the system perspective.  Student attitudes toward education, both in the community and inside the institution, were explored through surveys and written narratives.  Phenomenological interviews with teachers in this environment revealed tensions and coping mechanisms brought about by balancing the competing paradigms of correction and education. This study has implications for educators in a variety of settings.

Promoting the Literacy Development of Preschool Children for Kindergarten Success

Through Parental Involvement and Computer Technology

 

Lisa M. Lauer, Nicholls State University

                         This presentation was designed for educators to participate in a successful project created for parents to acquire the understanding, skills, resources, materials, and wherewithal to support the emergent literacy development of their children on exiting the Head Start Program to be successful in kindergarten.  A simple, cost-effective, comprehensive, multidimensional project including Parent Workshops, a Home-Classroom Library, Parent-Reading Volunteers, a Can-Collection Project, a Home-Friend Project, and a Parent-Child Computer Lab was established.  Businesses, community service organizations, families, and school personnel were involved in creating and contributing to this project.  Parents, working in partnership with teachers, were provided with many choices that were convenient for them in their life situations to participate in and to become aware of their importance upon the emergent literacy development of their young children.  Parent-child activities involving literacy were held in the classroom and in the students’ homes to enhance parental involvement. Assessment instruments and oral surveys of the students and their parents were conducted to determine the literacy needs of both groups and success rates into kindergarten.  From these surveys and assessments, the presenter was able to acquire the evidence of the problem that students were exiting the preschool program without the literacy background necessary to be successful in kindergarten.  Analysis of the data after implementation of the project indicated that the majority of the students would be placed in kindergarten.

Session 11.2

1:00 P.M. – 1:50 P.M.            HIGHER EDUCATION ..................................................................................... Gardenview B

 

Presider:                                  Regina Patterson, Southern University

 

Awareness of Copyright Issues and Practices at a Regional University

 

Sekhar S. Pindiprolu, East Tennessee State University; James E. McLean, University of Alabama;

and Todd O. Doman, East Tennessee State University

                         In this age of technological innovations and sharing of materials through web-based course management systems, it is important for teachers and teacher educators to understand the copyright laws and comply with the guidelines. However, many educators are not aware of what they are allowed to copy/post and use in their classrooms (Carter & Rezabek, 1993; Simon & Saunders, 2000).  This lack of awareness might lead to inadvertent violations and negative consequences. A survey was administered to determine the current knowledge and inservice training needs of a college of education faculty regarding copyright issues. The sample consisted of 67 faculty (35 college faculty, 54% return rate, and 32 K-12 faculty, 80% return rate) of a regional university and its affiliated laboratory school. A two-page questionnaire was designed to collect information regarding faculty’s:  (1) current practices of employing web resources in their classes, (2) current practices of multimedia materials usage, (3) awareness of university’s copyright policy, (4) knowledge of “fair use” and copyright guidelines for employing different types of informational materials (multimedia and print materials), (5) training priorities in the area of “fair use” and copyright guidelines for use of multimedia and print materials, and (6) preferred method of training/support. Results supported the findings of other authors (i.e., Carter & Rezabek, 1993; Simon & Sanders, 2000).  While 82.1% of faculty indicated they are aware of the copyright policy, results suggested that not all of their practices may comply fully with that policy.  Faculty indicated they are most knowledgeable about obtaining copyrights for their own materials and least knowledgeable about the “fair use” statute and its limitations.  However, they rate copyrighting one’s own material as a training priority while not doing so with the “fair use” statute.   The presentation provided detailed results of the survey and its implications for IHE.

Motivational and Learning Strategies of Nontraditional College Students

 

Sandra M. Harris and Rebecca Jacobson, Troy State University, Montgomery

                         Nontraditional college students comprise 40-45% of the student body. Research on adult learners reveals that nontraditional students are motivated by a variety of factors including personal interest, job improvement, and employment requirements. However, research has not yet focused on nontraditional students to determine if their motivational and learning strategies are similar to those used by traditional college students. The objective of this study was to estimate the construct validity of the widely used Motivated Strategies for Learning Questionnaire (MSLQ) for assessing the motivational and learning strategies for nontraditional college students.  Data were collected using the MSLQ, an 81-item, self-report inventory designed to assesses college students’ motivational orientations and learning strategies. The MSLQ consisted of two scales and 15 subscales. The sample consisted of 409 participants from a nontraditional, southeastern university that targets adult students by offering classes during nontraditional hours. Reliability analyses revealed Cronbach alphas of .89 for the Motivation Scale and .91 for the Learning Strategies Scale. Alphas for the subscales ranged from .57 to .89. An exploratory factor analysis (EFA) using SPSS 11.5 principal components analysis with an unspecified number of factors, eigenvalues greater than one, and a varimax rotation confirmed a six-factor structure for the Motivation Scale; thus accounting for 59% of the variance in scores (KMO=.88 and p=.000). A nine-factor solution was confirmed for the Learning Strategies Scale, accounting for 55% of variance in the scores (KMO=.90, p=.000). However, confirmatory factor analyses using AMOS 5.0 software revealed an ill-fitted model for the Motivation Scale (chi-square to df=6.09, CFI=.60) and the Learning Strategies Scale (chi-square to df=4.05, CFI=.60) scales. Results suggested that while the MSLQ may be a potentially valid instrument for assessing the motivational and learning strategies for nontraditional students, additional research is needed to determine the model that best described this population.

A Preliminary Study of a Linked Learning Community and Student Outcomes in a College Biology Course

 

K. Sadler and Sandra L. Johnson, Middle Tennessee State University

                         The term learning community sometimes refers to a residential community in which students live together.  Such communities may increase retention; however, they must also have an academic focus. This entails a curricular restructuring effort that links courses coherently for groups of students with an expected outcome of increasing intellectual interaction with faculty and other students.  Interdisciplinary in scope, linked learning communities often coordinate general studies courses as connected enterprises. The objective of this study was to assess the impact of participation in a linked learning community on student success in a general education biology course. The following questions were addressed: (1) Does working within a community of peers enhance biology learning and self-efficacy? and (2) Does biology self-efficacy influence student success as determined by final course grade?  The study included students in two biology lecture classes, with one of several lab sections designated as learning community.  A pre- and posttest design was used to test student biology content knowledge and self-efficacy using the Texas High School Biology-End-Of-Course Exam (BECE, Spring 2001) and Biology Self-Efficacy Scale (BSES, Baldwin et al., 1999), respectively. Final course grade, along with posttest data, was used to measure successful completion of the course. The data were analyzed by ANCOVA using the pretests as a covariate to compare the effectiveness of learning community inclusion verses traditional enrollment.  It was found that inclusion in a learning community did not significantly enhance course grade. This study of the impact of learning community participation came at the earliest stage of implementation at a moderate-sized southern university in fall 2003. Although preliminary findings did not support gains in final grade or self-efficacy, the authors are actively exploring ways to increase the impact of this new strategy for improving the quality of students’ college experience and learning.

Session 11.3

1:00 P.M. – 1:50 P.M.            INSPIRATION AND PASSION IN SCHOOLS UNDER DURESS

                                                    (Training Session) ........................................................................................... Gardenview C

 

Vincent McGrath, Linda McGrath, and Jack Blendinger, Mississippi State University

                         This training session used an open forum format that allowed the participants to discuss critical issues affecting the emotional lives of children whose health has been stressed by obesity and related health problems, with a national focus on the current health crisis in children, especially obesity and diabetes. The participants discussed the issues, the most recent research findings on early infant feeding patterns, adolescent health issues, social costs, pressures on schools to reconsider dietary practices in their schools, and the resistance to life style changes in the general American family, whether obesity is a factor or not. Emphasis was on what seems to be the most effective interventions to change institutional and social behaviors that are recognized to be detrimental and seriously destructive for long-term healthy dietary practices, but stubbornly resistant to change.

Session 11.4

1:00 P.M. – 1:50 P.M.            RESEARCH METHODS .................................................................................. Gardenview D

 

Presider:                                  Linda L. Haynes, University of South Alabama

 

Mixed Methods Sampling Considerations and Designs in Social Science Research

 

Anthony J. Onwuegbuzie, University of South Florida, and Kathleen M.T. Collins,

University of Arkansas, Little Rock

                         Central to all sampling designs are issues of sampling cases and data units because some type of generalization nearly always is made. In particular, either numbers/words/observations from the sample are generalized to the population. In other cases, the sample of words or observations from the participant is generalized to the participant’s population of words or observations in order to capture the voice. In the context of mixed methods research, sampling considerations are even more complex because sampling decisions must be made for both the quantitative and qualitative components of the study. Therefore, this paper provided a framework for developing sampling designs in mixed methods research. First, the authors discussed the role of sampling in both quantitative and qualitative research. Second, the authors discussed sampling tenets common to both quantitative and qualitative studies, including the following: (1) sampling decisions should stem from the research goal (e.g., predict, understand complex phenomena), research objective (e.g., exploratory vs. confirmatory), research purpose, and research question; (2) the sample of cases and/or units must be adequate such that the underlying characteristic, experience, and/or process is captured; (3) the sample of cases and/or units must be compatible with the research design; (4) inferences should stem directly from the sample of units that is extracted; and (5) the sampling strategy should be viable, efficient, practical, and ethical. Third, the authors provided a typology of sampling designs in mixed methods research. Here, parallel, concurrent, and sequential mixed methods sampling designs are distinguished. Fourth, sample size issues pertaining to cases/units in the quantitative and qualitative components were discussed. Finally, sampling design considerations were discussed in terms of the triple crises in mixed methods (i.e., research of representation, legitimation, and praxis.) The authors contended that carefully reflecting about sampling design represents an appropriate way of achieving verhesten in social science research.

Toward a Dimensional Understanding: Resolution of the Qualitative-Quantitative Dichotomy

 

Charles L. McLafferty, Jr., and Anthony J. Onwuegbuzie, University of South Florida

                         The debate has been heated: Is qualitative or quantitative research best? Graduate students are assailed with the superior objectivity of the quantitative approach, only to be counterpunched with the power of emergent design in qualitative studies. Philosophical explanations reveal an apparent incompatibility, creating an either/or dichotomy. The mixed methods researcher must either ignore the philosophical standoff or find a philosophy that integrates both. Homosapiens have the unique quality of seeking to understand the human condition. Research methods are a natural response to this need. However, the current methodology is partial and incomplete, as the person lives in multiple dimensions. By understanding these aspects, the authors can resolve the quantitative-qualitative dichotomy. Viktor Frankl states that the person lives in three interrelated dimensions: soma, psyche, and noös, which translate into body, mind (and emotions), and human spirit. Study of the somatic dimension is best through quantitative, scientific methods. In the psychic dimension, the authors must make certain assumptions to adapt quantitative methods to understanding the emotional and intellectual parts of being human. In general, quantitative approaches have been somewhat effective, though qualitative methods are best suited to completely understand the psyche. Frankl defines the noëtic dimension as that which makes us more than animal. The noös includes choice, responsibility, meaning, and spirituality, uniqueness as a person, and our universal connection with Life. Perhaps the best way to investigate the noëtic is by discovering it within one’s self; adequate research methods are unavailable. However, just as the tools of science can be extended to study the psychic dimension by making certain assumptions, so can one find “lines of intersection” between traditional research methods and the noëtic dimension. The present paper demonstrated that the traditional qualitative-quantitative dichotomy is transcended in the context of Frankl’s three-dimensional ontology.

Why Hypothesis Testing Is Hard to Learn (and to Teach)

 

Schuyler W. Huck, University of Tennessee, Knoxville

                         Of all the topics covered in a graduate-level statistics course, the most difficult one for students to understand is the logic of hypothesis testing (HT). Almost every student who first encounters HT is thrown for a loop. A few of them come to understand HT by the end of their course, long after it was first covered. Most students, however, finish the course without ever grasping the “why” of it all. In their classic text, Statistical Methods in Education and Psychology, Gene Glass and Kenneth Hopkins (1984) provided this warning in the opening section of their chapter on HT: “The concepts of hypothesis testing . . . will make the discussion to follow a challenge, and mastery of these concepts for most students will require several careful readings.” Sometimes, authors or instructors give a reason as to why HT is difficult to learn. For example, in their 2004 text, Fundamentals of Statistical Reasoning in Education, Coladarci, Cobb, Minium, and Clarke explain that “the logic [of hypothesis testing] may strike you as a bit backward.” However, there are many other reasons why most students never fully grasp the logic of HT. In this MSERA presentation, 20 reasons were cited and briefly discussed. For example, Difficulty #16 deals with the fact that researchers never know if their decision to reject (or fair-to-reject) the null hypothesis is a Type I error (Type II error). Those who teach statistics will do a better job if they are aware of the full array of reasons why students have trouble with HT. Students, as well, will benefit from exposure to this presentation, for their ability to comprehend any inferential technique (e.g., a t-test, ANOVA, a test of a regression coefficient) will increase if they understand more fully the logic of HT.

I Cannot Read My Statistics Textbook: The Relationship Between Reading Ability and Statistics Anxiety

 

Kathleen M. T. Collins, University of Arkansas, and Anthony J. Onwuegbuzie, University of South Florida

                         The vast majority of graduate students in the social and behavioral sciences are required to enroll in at least one statistics course as part of their program of study. Unfortunately, for many of these students, taking a statistics course can be an extremely negative experience. Indeed, most students report higher levels of anxiety in statistics courses than in any other course in their degree programs. As such, the last several years have seen an increase in research examining the antecedent correlates of this construct. Although several antecedents have been identified, many of these factors are relatively immutable (e.g., gender, race, age), and thus, at best, identify students who are at risk for debilitative levels of statistics anxiety, thereby having only minimal implications for intervention. The area of reading ability comprising reading comprehension and reading vocabulary appears to offer a viable avenue for research on the antecedents of statistics anxiety. Indeed, reading ability has recently been found to be significantly related to achievement in graduate-level research methodology and statistics courses. Most notably, reading comprehension was found to be a strong predictor of students’ ability to write up statistical results. Because students typically find that statistics textbooks present complex material, it is likely that a student with low reading ability is particularly prone to experience high levels of anxiety. However, to date, this link has not been formally investigated. Thus, the purpose of the present study was to examine whether reading ability predicts levels of statistics anxiety. Participants were 92 African-American graduate students enrolled in a historically black college and university located in the eastern section of the United States. Findings revealed a strong multivariate relationship between reading ability and statistic anxiety. In particular, scores pertaining to all six dimensions of statistics anxiety were related simultaneously to reading comprehension and reading vocabulary.

Session 11.5

1:00 P.M. – 2:50 P.M.            DESIGNING AN INSTRUCTIONALLY SOUND, COMPUTER-BASED

                                                   TRAINING INTERFACE: PRINCIPLES AND PRACTICE

                                                   (Training Session)  ................................................................................................... Le Conte

 

Alexandra Steiner, University of South Alabama

                         Electronic learning, or e-Learning as it is widely known, has become a promised land for education and business organizations. It includes both self-paced computer-based learning, as well as distance learning and virtual classrooms. Harnessing the power of this new collection of delivery mediums involves focusing on sound instructional principles over flashy displays of sound bites and graphics. From what elements to include within a lesson, to how much control the learner should have, these questions must be answered by looking to what is known about how people learn and about what has been supported by the research. This training session allowed the participants to immediately apply the skills and research presented toward the sound design of computer-based training interfaces. Upon completion of this training, the participants were able to:  define Computer-Based Training (CBT), identify different types of CBT formats, identify various design options when creating a CBT interface, describe best practices and considerations when incorporating learner control into a CBT program, describe best practices and considerations when incorporating navigation schemes within a CBT program, and relate relevant instructional theory to CBT interface design. Session activities included the following: Introduction to CBT, the different types of CBT formats, decision points for designing a CBT program interface, introduction to learner control, design dilemma activity 1, research basis for incorporating learner control into CBT interface design, introduction to navigation schemes, design dilemma activity 2, research basis for creating and incorporating navigation schemes within CBT interface design, best practices in interface design text and graphic layout, use of audio narration versus text instructional agents, examples and non-examples of instructionally sound interface designs, questions/wrap up, and evaluations.

Session 12.1

2:00 P.M. – 2:50 P.M.            CURRICULUM .................................................................................................. Gardenview A

 

Presider:                                  Gloria Richardson, University of West Alabama

 

Methods of Teaching the Holocaust to Secondary Students as Implemented by Tennessee Recipients

of the Belz-Lipman Holocaust Educator of the Year Awards

 

Julie Mitchell, Lake Forest (TN) Middle School

                         Teaching the Holocaust is a challenging task.  Not only do educators have a responsibility to impart the historical information surrounding these events, but issues of humanity are also an important part of the lessons.  As of 2001, Holocaust education has been mandated by at least six states in the United States.  At least 11 others, including Tennessee, have task forces or commissions responsible for promoting Holocaust education and providing professional development opportunities and materials for teaching such units.  Other states may someday enact similar legislation.  The purpose of this qualitative study was to explore methods of teaching Holocaust education in a variety of subject areas to secondary students in grades 7 through 12, as implemented by recipients of Tennessee’s Belz-Lipman Holocaust Educator of the Year Awards.  The researcher interviewed 17 of the 39 award recipients to determine commonalities in the resources, materials, and instructional methods used by the teachers.  The participants included four males and 13 females, representing language arts and social science teachers from the middle and high school levels.  Interviews were analyzed using the QSR NUD.IST software program.  The findings of this study included the importance of teacher training in this area; participants spoke of regularly attending sessions offered by reputable Holocaust organizations.  This study also found commonalities in resources and materials used, including specific titles of poetry, literature, and film.  Instructional methods such as group discussions, writing assignments, student project activities, and assessment strategies were frequently discussed.  The importance of personalizing Holocaust history was emphasized throughout the study. The results indicated that students and teachers benefited from these lessons.   While the findings of this study significantly contribute to the field of Holocaust education in Tennessee, additional research was also addressed.  To ensure successful, meaningful, pedagogically sound lessons, attention to this topic must be an on-going endeavor.

What Every Tennessean Needs to Know: Cultural Literacy for Students of Tennessean History

 

Jerry A. Sayers and Patrick N. Kariuki, Milligan College

                        

                         The purpose of this study was to apply E. D. Hirsch’s theories of cultural literacy and the core curriculum to the study of the history and culture of the state of Tennessee.  According to Hirsh, cultural literacy is that body of knowledge shared by all members of a culture, the comprehension of which allows members of that culture to communicate through shared concepts, allusions, knowledge, and common memories.  The sample participants for this study consisted of teachers and other historical and educational professionals throughout the state of Tennessee.  Data were collected through an open-ended questionnaire and telephone interviews.  The participants were asked to list topics with which they felt all educated Tennesseans ought to be familiar.  Some responses were clarified through interviews.  The results yielded 191.  One hundred eighteen topics were determined to be significant.  From the significant topics, ten categories were derived.  These categories were Geography, Early History, Military History, State Symbols, Politics, American Indians, African Tennesseans, Education in Tennessee, Literature, and Music.  These categories are crucial to an understanding of Tennessee’s history and culture, and may form the basis of further investigation.

Session 12.2

2:00 P.M. – 2:50 P.M.            LEADERSHIP .................................................................................................... Gardenview B

 

Presider:                                  Lynne B. Meeks, University of Alabama, Birmingham

 

Developing More Effective Teachers through Educational Leadership Training

 

Paul R. Erickson, Robert Biggin, and Jerry Austin, Eastern Kentucky University

                         Bandura (1993 and 1997) has shown a relationship between self efficacy and performance. Generally, good performance is one of several factors that raise self efficacy.  In 1998 the College of Education of EKU changed its program to accommodate development of leaders who could be certified as principals. Many of the students were not placed in leadership positions because of lack of availability. The question now becomes, “Why train classroom teachers to be school principals when there are few positions available?” One answer to this question is that classroom teachers who have had extended leadership training will, due to an increase in self-efficacy, make better teachers.  A survey of the perceived effects on teacher effectiveness as an outcome of leadership training was completed by more than 400 students in the leadership program. Many of these students had previously stated that they believed the program made them more effective teachers; therefore, the survey instrument was developed to acquire documentation of these perceptions. The instrument requested demographic data, and questions concerning the usefulness of leadership training for the classroom teacher were presented. The initial results were very positive.  Most students reported that they were well prepared to be an educational leader and were better teachers as a result of the program. 

A Grounded Theory Study: What Prompts a Graduate Student to Become a Student Group Leader?

 

David Hall, Carla S. Stout, and Melissa J. Haab, University of South Alabama

                         Research on the theories surrounding student involvement have supported the findings that student development is positively impacted within the context of actively participating in a student organization. Student leaders are charged with maintaining the organization in a balance that is both static and dynamic, depending on the memberships needs. The linchpin in maintaining this delicate balance is dependant upon the aspirations of the student leaders. The purpose of this grounded theory study was to examine the student group leader’s expectations when she/he volunteered for the position. Leaders expectations were studied as to what she/he sought to receive from the experience, how the leadership position is anticipated to impact personal and professional goals, task motivations, and activity satisfactions. The study’s participants were officers and chairpersons of an instructional design and development graduate program. This study used data collected from open-ended questionnaires and interviews utilizing the open-ended, standardized interview protocol. The analysis of the correlation between what prompts a graduate student to become a student group leader and student involvement and program satisfaction was elaborated in the manuscript. Discussion was made on the researchers’ methodology of coding, categorizing, and theory model. Implications from the data provided practical suggestions on tending leadership expectations, roles, and impact on the student organization.

Online vs. Face-to-Face Instruction – Similarities, Differences, and Efficacy

 

David Barnett, Morehead State University

                         Advances in technology have led to an explosion of online university programs.  Online programs have created more competition for students that in turn has led to a greater demand from students and university administration to change courses that heretofore had been face-to-face to an online setting.  This change in instructional delivery has led to the need to exam the instructional practices, evaluate their applicability/effectiveness, and determine the impact on student learning.  This study analyzed two courses, Introduction to School Leadership and Administration and School Finance, compared instructional strategies, examined the efficacy of the two formats, and looked at the impact on student learning. A number of studies (Taylor & Maor, 2000; Smith, Ferguson, & Caris, 2001; Dennis, 2003; Kassop, 2003) have compared various aspects of face-to-face and online teaching exploring the advantages/disadvantages of both delivery methods.  These studies suggested advantages may be found in either approach depending on the objectives and the methods used to accomplish those objectives. The efficacy of these two delivery methods was examined through student surveys, focus group feedback, comparison of student participation in class discussions, and student learning as measured by assignments and exams.  While the results vary somewhat depending on the learning preferences of the students, there appeared to be little difference in overall student learning with some content being delivered more effectively online with other content being delivered more effectively face-to-face.  Therefore, in addition to finding the students’ particular learning styles, university faculty should exam the objectives of the course and, whenever possible, provide instruction in a manner using a combination of instructional delivery methods.

                        

Developing Teacher Leaders – A Case Study

 

David Barnett, Morehead State University

                         The call for greater student achievement has left many P-12 educators scrambling trying to find ways to align the curriculum with national standards and meet the needs of their students, while increasing scores on state mandated tests.  While the principal is often viewed as the school’s instructional leader, it is becoming more and more evident that one individual cannot easily provide all the instructional leadership needed in today’s complex schools.  Over the years there has been discussion, yet few success stories, of developing the capacity of the teachers to become a part of the instructional leadership team.  Moreover, these attempts seem to be scattered and very often tied to larger school districts.  Indeed, Tyson (1993) states, “The effort to create a cadre of leaders within the teaching ranks is rhetorically supported by nearly everybody and actually supported by very few.” Personnel within a small, midwestern school district (student population - 1,200) noted that, though student achievement was rising (as measured by scores on state-mandated tests), there was a need for some breakthrough ideas to meet the demands for even greater student achievement.  Hence, The “I” Team concept was born.  The “I” Team was composed of teachers identified by their peers and charged with the responsibility of providing professional development to a cadre of four to six other teachers.  The underlying theme of all professional development focused on tying instructional strategies to national and state standards, which in turn required students to be involved in activities requiring higher level thinking. In this study teachers were divided into two groups:  “I” Team members in one group and non “I” Team members in the other.  Teachers responded to a survey describing “I” Team activities, what worked/didn’t work, and their thoughts on continuation of the program.  Planning, scheduling and funding issues were also described.

Session 12.3

2:00 P.M. – 2:50 P.M.            SCIENCE EDUCATION ................................................................................... Gardenview C

 

Presider:                                  Ava F. Pugh, University of Louisiana, Monroe

 

Science Teachers’ Use of Analogies

 

Ann Ross and Karen L. Yanowitz, Arkansas State University

                         Research shows that using analogies can be a particularly useful way to teach science. However, few studies have examined teachers’ perceptions using analogies. Forty-seven science teachers (mean years teaching = 14.9 years) completed a survey designed to ascertain their experience with analogies. The results revealed that teachers obtained analogies from a variety of sources. Seventy-eight percent generated original analogies, 57% obtained analogies from other teachers, 47% obtained analogies from handbooks, and 40% obtained analogies from workshops (teachers could indicate multiple sources). However, teachers did not feel their education classes prepared them to use analogies, as participants significantly disagreed with statements such as “My teacher education classes taught me how to use analogies in my lessons.”  Additionally, only 6% claimed to have obtained analogies from teacher education classes. Differences emerged in analogy use as a function of grade taught. Participants who taught in secondary schools were significantly more likely to use analogies than those who taught in elementary schools (p < .05). Secondary school teachers were also more likely to claim they described the limits of analogies than were elementary school teachers (p = .054), as well as  believing analogies could help make abstract concepts more concrete (p < .05). Analogies can be very useful when teaching science, and overall, the teachers in this study were familiar with and used analogies. However, they did not believe they received this information in their teacher education courses. Additionally, secondary school teachers were more likely to use analogies than were elementary school teachers. Research shows, however, that even elementary school students can benefit from learning science by using analogies. The results of this study suggested that faculty in teacher education programs, especially those preparing elementary school teachers, might want to consider increasing their discussions of appropriate ways to use analogies to increase student learning.

The Effectiveness of Collaborative-Investigative Discussion for Promoting

a Better Understanding of the Ozone Layer

 

Ava F. Pugh, University of Louisiana, Monroe; Fred Groves, Southwest Missouri State University;

and Jerrilene Washington, University of Louisiana, Monroe

                         Teaching complex issues pertaining to environmental science has become a major challenge since the education reform of the National Science Education Standards (1996). Teaching about these issues should provide explicit explanations since teachers' beliefs transmit to student understanding, as well as student explanations, for the future. For the past eight years, a pre-and posttest questionnaire had been administered to preservice candidates in elementary education for the purpose of determining the amount of understanding gained from a guest speaker on the topic of the ozone layer. The questionnaire contains 30 Likert-scale items, seven multiple-choice items and two items pertaining to grade status and gender. For the fall 2003 and the spring 2004 academic year, the collaborative-investigative discussion method was employed where candidates were issued the pretest and then assigned one to two questions per group to investigate on the Internet for class discussion approximately five weeks later. After the class discussion of their findings, the candidates were administered the posttest. The purpose of this study was to determine the effectiveness of the collaborative-investigative discussion method for promoting a better understanding of the ozone layer, a complex issue. Totals for the first 35 items were averaged. Preliminary results indicated the fall 2003 pretest mean correct responses were 50%, and the posttest correct responses were 48%. The spring 2004 pretest mean correct response was 48%, and the posttest correct responses were 62%. The t-test for 2003 was non-significant, yet the spring 2004 was significant (<. 00001). These results could be affected by the class composition, learning styles of the individuals, or the interest in science topics. It also suggested that student exploration of the Internet may reinforce, rather than reduce, misconceptions.

Use of Pre- and Post-Visit Classroom Activities with Informal Learning Settings

 

Julie A. Holmes, Louisiana Tech University

                         Science museums and other informal learning settings have been shown to improve student achievement (Bartels, 2001). The positive effects of museum-based learning may be increased if content knowledge activities are included before visiting the museum and if post-visit activities are planned to build upon the museum experience (Gilbert & Priest, 1997). The purpose of this study was to examine the use of classroom activities before, during, and after a visit to a science museum. The participants were approximately 150 PK-eighth-grade teachers from north Louisiana and southern Arkansas who participated in the annual IDEA Place Space Days/Space Olympics programs at Louisiana Tech University. Teachers were given a survey to complete to indicate the activities they had completed with their students prior to the museum visit, such as reviewing rules, completing science experiments, and completing cross-curricular activities that would build prior content knowledge, if their students had structured activities to complete during the visit, and what activities they had planned to complete after the visit. Preliminary data analysis indicated that most teachers at all grade levels reviewed school and museum rules prior to the visit, and they completed at least one classroom activity in preparation for the science museum visit. A majority of the teachers at all grade levels indicated that their students had a structured activity to complete during the museum visit; however, this was not observed by the researcher. Planned post-visit activities were more cross-curricular in nature, such as writing paragraphs and drawing pictures about the experience. Recommendations for future practice would be for museums to provide teachers with activities to complete prior to the museum visit. Teachers also should visit the museum before the class visit and plan appropriate activities to be completed during the museum visit in order to maximize the learning potential of the museum experience.

Using Historical Non-Fiction Texts to Develop Preservice Teachers’ Nature of Science Understandings

 

William J. Straits, Appalachian State University

                         The science education research literature has clearly demonstrated the importance of developing both students’ and teachers’ understandings of the nature of science (NOS) (for review see, Lederman 1992). However, accurate portrayals of science in the elementary classroom are all too often lacking. To address this problem, preservice teachers included in this study participated in literature circles-based reading groups focused upon a science-related, historical nonfiction text. Literature circles are mini-book clubs that emphasize student choice of text, reading schedule, discussion topics, and means for sharing text with others (Daniels 1994). Literature circle techniques were chosen here for both pedagogic and research purposes. Pedagogically, this method served as a way of modeling quality reading instruction and to highlight the potential for integrating science and reading instruction. From a research perspective, literature circles encouraged prospective teachers to explore their own understandings of (NOS) concepts revealed through the text and promoted rich dialogue among reading-group members, as well as between individual group members and the instructor/researcher. Throughout the five-week activity preservice teachers explored, shared, and discussed their views of how science was being conducted in the text, factors that influenced science in the text, and parallels between the science in the text and the efforts of contemporary scientists. Upon completion of the text, groups were asked to share, though a presentation of their own design, understandings of science as influenced by the reading and discussion of the text. Pre- and post-survey VNOS-C and associated informal interviews, email dialogue, literature circle group meeting observations, literature circle role sheets, and presentations and associated artifacts all served as sources of data for this study. Preliminary analysis suggest that use of historical non-fiction texts may be a powerful means for improving prospective teachers’ NOS understandings, particularly of social and cultural influences on science and the role of creativity in science.

Session 12.4

2:00 P.M. – 2:50 P.M.            SCHOOL IMPROVEMENT ............................................................................ Gardenview D

 

Presider:                                  Michael C. Ross, Kennesaw State University

 

Teacher Inquiry: Changing Student Achievement One Classroom at a Time

 

Mary Ann Blank, J. Amos Hatch, and Mary Humphrey, University of Tennessee, Knoxville;

Shannon Jackson and Theresa Nixon, West High School, Knox County (TN) Schools;

and Bryan Paschal, South Doyle Middle School, Knox County (TN) Schools

                         As part of a university, school system, and state department collaboration, funded by a Title II Teacher Quality Enhancement Grant, a “certificate” program for talented urban teachers was developed.  The Urban Specialist Certificate Program was designed to enhance the already strong performance of urban teachers through a rigorous series of four courses designed to promote teacher leadership, research, peer coaching, and understanding of and commitment to diversity and social justice.  The teacher inquiry component, taught during the first year, is expanded to action research during the second year.  Upon completion of the program, the urban specialists have completed two inquiries and one year-long action research project. This session focused on the impact of teacher inquiry on the perceptions and professional practice of nine urban specialists: three elementary, middle, and secondary schools.  The session was presented as a series of case studies. After a brief overview of the inquiry process, each of these teachers shared her/his reflections or “voice” related to engaging in reflective practice, both prior to and following the period of the Urban Specialist Program.  In addition, they shared the impact that this component of their coursework had on their own teaching and on the learning of their students.  Student test score data and feedback were used to document the impact on student learning. 

What Small Districts in Central New York Can Tell Us About Meeting the Accountability

Challenges of the Big NCLB

 

John J. Marshak, SUNY Cortland

                         New York has historically been a leader in high-stakes testing with its Regents.  Along with most other states, it has had to introduce testing at 4th- and 8th-grade levels to monitor progress in compliance with NCLB.  Small districts do not have the resources to do sophisticated data analysis.  What data analysis strategies do small school district in central New York use to make curricular adjustment decisions to comply with test score progress expectations by the state and, subsequently, NCLB?  This study looked at approximately 20 such districts and their intermediate data service providers.  Surveys of the district’s administrators and interviews with the service providers’ personnel were used to collect the data.  Hopefully, the results provided processes worthy of sharing with other small districts trying to meet the same accountability challenges across the nation.

The Impact of Manipulating Attendance Zones on the Level of School Effectiveness

 

John A. Freeman and Jeff Scott, University of Alabama

                         The purpose of this study was to determine if school-level test scores are valid measures of school effectiveness if they can be manipulated by altering the attendance zones.  The study was based on the grounded theory of school “effects” generated by over 35 years of research.  While school effectiveness researchers find standardized tests to be ill-suited for their purposes, it was the only measurement device that they had at their disposal.  But, rather than using raw scores to compare schools, various regression methods were used to take these raw test scores and input variables into a regression model that takes into account the students’ score and what that student should be expected to score on the test.  The difference between the expected score and the actual score is called a “residual” or “value-added” score, which is much more conducive to determining what an effective school is than simple raw scores (Willms, 1987).  The school district made it known to the public that the attendance zones were being drawn for the usual reasons, but added that some schools were scoring lower on test scores due to a larger share of students residing in multi-family rental units.  The attendance plan would include a process of dividing up these students and evenly distributing their numbers.  The school-level test scores were then reconfigured based on student enrollment at each school under the new attendance plan. Under the proposed attendance plan, six of twelve schools increased their test scores significantly.  The school indicators were manipulated to alter the results; therefore, the use of such systems is suspect and should call for further research in this area.

Session 12.5

2:00 P.M. – 2:50 P.M.            DISPLAY .............................................................................................................. Lower Lobby

 

Using Technology to Enhance Teacher Quality and Improve Student Achievement: Phase I

 

Carolyn C. Williams and Carolyn Pinchback, University of Central Arkansas;

Geraldine Malette, Little Rock (AR) School District; and Rhonda Bradford

and Mark Crowder, The Mayflower (AR) School District

                         Universities and colleges have a professional responsibility to ensure that its P-16 Education Partnership staff development programs are of the highest quality.  The use of information technologies to assess and train inservice teachers can be invaluable tools for the systematic gathering and evaluation of teacher content knowledge, skills and dispositions relative to student achievement.  This presentation described a staff development project for enhancing teacher knowledge and student achievement and how the use of a web-based and Tegrity Web Cast information technology is incorporated to assess training and evaluate its effectiveness.  Recent researchers (Cohen and Hill, 1998; Harkreader and Weatherby, 1968, Kennedy, 1998) suggest there is a direct relationship between the use of new instructional practices and techniques in school improvement professional development programs and student progress on statewide assessments.  The six major professional development components are identified as:   (1) engaging teachers with content knowledge directly relevant to what students are learning, (2) providing follow-up and support in implementing the new skills and practices, (3) developing an understanding of the rationale behind the skills or practice, (4) using peer study groups to enhance learning about the new skills or practice, (5) demonstrating or modeling the new skill, and (6) studying the change process.  This presentation described Phase 1 of the professional staff development with emphasis on how a P-16 Education Partnership with local school districts encompasses the integration of innovative informational technology to enhance teacher quality and improve student achievement.

The Whole Schools Initiative: An Investigation of Casey Elementary School

 

Roma W. Morris and Jack Blendinger, Mississippi State University

                         The display presented the impact that the whole schools initiative has had on Casey Elementary School, an urban predominately African-American school in Mississippi.  Documents and artifacts were used to tell the story of Casey Elementary becoming a Whole Schools Initiative school.  Casey Elementary was examined for a period of years beginning in 1995 and ending in 2004.  This period of 10 years included five years prior to and the five years after becoming a Whole School Initiative school.

The Relationship Between Race and Library Anxiety: A Replication Study

 

Qun Jiao, Baruch College, The City University of New York; Anthony J. Onwuegbuzie, University of

South Florida; and Sharon L. Bostick, S.L. Bostick and Associates

                         Many studies have investigated factors that place college students and other users at risk for library anxiety. Race is one variable that has been theorized as predicting levels of library anxiety. Yet, to date, only one empirical study has been conducted examining racial differences in library anxiety among college students. Specifically, using the Library Anxiety Scale (Bostick, 1992), Jiao, Onwuegbuzie, and Bostick (2004) found that African-American graduate students attending a Carnegie-designated research-extensive university reported statistically significantly lower levels of library anxiety associated with three library anxiety dimensions (i.e., barriers with staff, affective barriers, and comfort with the library) than did their Caucasian-American counterparts attending a Carnegie-designated, doctoral-granting institution. However, because the two racial groups selected for the study differed in the types of institution they attended, the researchers were unable to conclude whether the differences found in the library anxiety levels were the result of race or the groups’ educational experience/aptitude. Therefore, the present study replicated Jiao, Onwuegbuzie, and Bostick’s earlier investigation while addressing this concern. To control for educational background in the current study, the two racial groups of graduate students were all selected from the same institution – a Carnegie-designated, doctoral-granting university located in the south. After applying the Bonferroni adjustment to control for Type I error, a series of independent t-tests revealed that the African-American graduate students (n = 25) reported consistently lower levels across all five dimensions of library anxiety than did the Caucasian-American graduate students (n = 155). These two studies suggested that racial differences in library anxiety exist in the college student population. The implications of these findings were discussed in this presentation.

Multiple Intelligences and Written Discourse: Ideas for the Classroom

 

Patty M. Reed, Louisiana State University, and Peggy Doviak, University of Oklahoma

                         In this display session, the authors put together some ideas that fuse multiple intelligences and written discourse. With these instructional techniques, the authors attempted to enable students to access the knowledge they have outside of written discourse and cohesively bring that knowledge to their written texts so that these texts focus on a dominant idea/theme throughout. The display included samples of students’ multiple intelligences at work, as well as outlined descriptions of how students applied these intelligences to certain types of writing assignments.  This display was significant because it included innovative instructional techniques. Most educators are faced with continually creating new and interesting writing assignments for the students. And oftentimes, whether the curriculum areas are math, science, history, or, yes, even English, this task is quite daunting.  Although the instructional techniques for the display originated in language arts higher education curriculums, these techniques may be applied in a wide array of educational levels and content areas because they involve students applying multiple intelligences while evaluating, explaining, observing, and researching.  The methods used for the display session involved samples of students’ work, for the most part, on poster board.  These samples involve drawings by students, collages made from pictures and/or advertisements, and musical compositions constructed by students. The paper accompanying the display outlined specific writing assignments utilizing multiple intelligences, as well as a brief theoretical explanation of the significance of using these intelligences when constructing meaning for and with written texts.

Enhancing Student Learning Strategies

 

Wendy L. Jordanov, Tennessee State University, and Srilata Bhattacharyya,

New York Institute of Technology

                         As educators, it is important to remember that all students do not have solid backgrounds in learning strategies and techniques. Student learning strategies may be underdeveloped and in need of assistance.  There are a variety of ways to improve student learning skills, including a review of valuable study tips and suggestions, in-class games to review for quizzes and tests, group presentations, and test correction options.  During the first few weeks of class, it may be helpful to review study tips that will help students excel in that particular course.  Students often value suggestions regarding how to take in-depth notes without including minutia.  Tips to assist in reading comprehension are also popular at the beginning of a new semester. In-class games such as Bingo and Jeopardy are creative, fun ways to review terms and definitions before quizzes and tests.  Prizes such as candy, pencils or garage-sale knickknacks are excellent incentives to motivate students to study for these review sessions.  Group presentations of small sections of the text help add variety to the class and allow students the opportunity to delve into course information in an in-depth manner.  The first exam in each course is often stressful to students because they are not sure exactly what to expect.  Allowing students the option of making test corrections to items they missed is a beneficial way to help student’s process information from the course.  These four methods for enhancing student learning strategies have been found to be useful tools and were shown and discussed in depth in the display session.

Critical Thinking Experiences, Perceptions, and Practices of General and Special Education Teachers

of Students with Mild/Moderate Disabilities

 

Carolyn F. Woods and Jimmy D. Lindsey, Southern University, Baton Rouge

                         This study examined the critical-thinking experiences, perceptions, and instructional practices of general and special education (SPED) professionals. A stratified, randomized sampling procedure was used to select a sample of general and SPED classroom teachers in a metropolitan school system in a southeastern state (N = 300); strata were teaching area (General Education and SPED) and instructional level (elementary, middle, and high school).  Ninety-one general educators and 66 SPED teachers participated in the study. Simple factorial designs (2X2 and 2X3) were employed, and the factors included teaching area, instructional level, and critical–thinking experiences (e.g., course work, professional conferences/workshops, inservice, independent study, assessment, and commercial or teacher-made materials).  A four-part, researcher-developed questionnaire was used to collect the data, Part III (Perceptions of Critical-Thinking) and Part IV (Critical-Thinking Instructional Practices) were developed using a Delphi procedure, and dependent measures obtained included critical-thinking experiences (frequencies), perceptual scores (four-point Likert scale from “Strongly Disagree” to “Strongly Agree”), and instructional practice scores (four-point Likert scale from “Strongly Disagree” to “Strongly Agree”). SPSS and ANOVA modules were used to analyze the data; null hypotheses were tested at the p < .01 alpha level.  Findings indicated that: (1) teaching area and instructional level were not associated with the critical-thinking experiences of general and SPED educators (e.g., course work, professional conferences/ workshops, etc.), and (2) teaching area and instructional level did not affect the participants’ critical-thinking perceptual and instructional practice scores.  The results of the study were discussed, limitations of the study presented, and recommendations for future research described.

                  

Session 13.1

3:00 P.M. – 3:50 P.M.            DEVELOPMENT ............................................................................................... Gardenview A

 

Presider:                                  Rebecca M. Giles, University of South Alabama

 

The Relationship Between Piaget's Theory of Formal Operational Thought and Fluid Intelligence

 

Angelia T. Carruth, Jasna Vuk, and Latoya Marble, Mississippi State University

                         This study examined the relationship between tasks designed to measure Piaget’s theory of formal operational thought, the Raven’s Progressive Matrices, and a researcher-designed instrument to measure fluid intelligence. The Piaget’s tasks were designed to correspond with three benchmarks of formal operational thought: scientific inductive reasoning, hypothetico-deductive reasoning, and reflective abstraction. The Raven’s Progressive Matrices and the research designed instrument, as well as the Piaget’s tasks, were timed. The study was conducted over a two-week period of time. Of the 20 participants, one was male and 19 were female, nine were Caucasians and 11 were African-American. The majority of the participants were college seniors with a mean age of 24 and a mean ACT score of 21. The researchers met with the participants individually. The instruments were administered, one at a time, with scripted instruction given by the researcher. Beginning and ending times for each instrument were recorded by the researcher.  Initial analysis, conducted by a repeated measures ANOVA, concluded that there was a statistically significant difference between the Piaget’s tasks, the Raven’s, and the researcher-constructed instrument. Further analysis indicated that the Raven’s and the researcher-constructed instrument were related, but the Piaget’s tasks were not related to either instrument, contradictory to other research finding.

Creativity and Self-Actualization: A Comparative Study

 

Angelia T. Carruth, Mississippi State University

                         This study examined the relationship between creativity and self-actualization.   The instruments that were used were a pre- and post-creativity test and a pre- and post-self-actualization test. The researcher explored four areas of comparison: (1) the relationship between the pretest measure of creativity and the posttest measure of self-actualization, (2) the relationship between the posttest measure of creativity and the posttest measure of self-actualization, (3) the difference between the pre- and posttests of creativity, and (4) the difference between the pre- and posttests of self-actualization. Participants were recruited from a 3000-level Giftedness & Creativity class in which they were enrolled, and included 14 males and 27 females:  one Asian American, 19 African-Americans, 21 Caucasians, and one college freshman, 10 college juniors, and 30 college seniors. At the beginning of the semester, before class instruction, the 41 participants were given a demographic questionnaire, the creativity test and the self-actualization test. The participants then received approximately six weeks of instruction in creativity and self-actualization. Approximately six weeks after instruction, at the end of the semester, the participants were given the same creativity test and self-actualization test.  Analysis determined that there was a statistically significant difference in the scores of the pre- and posttests for creativity and a statistically significant difference in the scores of the pre- and posttests for self-actualization. In addition, a statistically significant correlation was found between the creativity posttest and the self-actualization posttest. Since statistical significance was not discovered between other relationships, the results of this study have been considered mixed and did not firmly support Maslow’s or Rogers’ premise that there is a positive relationship between creativity and self-actualization. Possible reasons for the discrepancy were noted.

The Tail Wags the Dog: How Research Assumptions Have Defined and Delimited

Human Development Theory in “Nature-Nurture” Studies

 

Charles L. McLafferty, Jr.

                         It is a cornerstone of developmental psychology and research: Is a given trait the product of nature or nurture, or both? Sir Francis Galton is credited with the first scientific use of the term “nature-nurture” to study human development in 1869. Galton believed that genius was inherited, and wanted to devise a way to demonstrate this fact.  In the early 1920’s the formula h2 + e2 = 1 was introduced for the study of heredity vs. environment in twin studies. Later, Anastasi noted that rather than asking “how much,” the authors should ask “how” nature and nurture affect development. There is a problem: validity has been assumed. The current twin studies partitioned variance into two or three factors, and the methodology assumed that no other factors exist, other than error. It has never been demonstrated that nature and nurture, even in interaction, are solely responsible for the development of human traits. Therefore, it is impossible for one to ask the “how much” question, or even the “how” question, without carefully reconsidering the nature-nurture paradigm. The purpose of this presentation was to outline additional factors critical to human development that fall outside of the nature-nurture paradigm, and thus render it invalid. Concepts such as choice, meaning, purpose, and responsibility, as well as the symbol systems (language, music, sciences) developed by humanity, are evidence for a third factor. The dimensional ontology of Viktor Frankl was used to parsimoniously integrate nature, nurture, and noös. Such a viewpoint allowed for a more complete understanding of human development, thus making it possible for psychological theory to encompass the whole person.

Session 13.2

3:00 P.M. – 3:50 P.M.            LEARNING STYLES ........................................................................................ Gardenview B

 

Presider:                                  Lynda Daughenbaugh, University of South Alabama

 

The Effects of Brain-Smart Practices on Preservice Teachers’ Achievement and Perceptions:

Phase I (Memory)

 

 

Ruth Busby and Daphne W. Hubbard, University of South Alabama

                         Unacceptable progress and No Child Left Behind mandates reflect a need for change in America’s classrooms.  The traditional one-size-fits-all approach has left large numbers of students (NAEP 2003) behind others. To teach effectively and meet this mandate requires that educators consider the needs of a broad range of learners. This is a complex endeavor especially in the traditional structure of American schools. If educators are sincere about their efforts of adapting to student diversity and setting higher standards of learning, then change is the steep price educators must pay to reach these worthy goals. Recognizing how students learn is the best place to start when designing instruction to meet diverse needs. Due to recent brain-based research, educators are provided with much insight into how students learn. Research is available today to support exemplary strategies that effective educators have been implementing for years. These strategies provide a means for attending to individual differences in an environment that is conducive to learning for all students. However, there is very little research to support the application of these brain smart principles with college students.  The purpose of this study was to determine the effect of brain smart principles on adult learners.  This study constituted Phase I in which the brain smart principle of “boosting memory” was examined.  The study consisted of two groups of preservice elementary teachers. The experimental group was treated with various memory techniques to aid in improving their content knowledge, while the control group did not receive these specific techniques.  In subsequent phases of this study, each brain smart principle will be isolated and studied for its effects on student achievement, yielding a longitudinal perspective.  Results will be statistically analyzed for influences of memory boosting techniques on student achievement and student attitudes toward the course and the instructor.

Attitudes of Students Toward Concept Mapping in Science Courses

 

Jacqueline K. Bowman and Linda C. Kondrick, Arkansas Tech University

                         The benefits of concept mapping as a study organizer for students and an evaluation tool for college instructors have been well documented.  Most of the research has concentrated on its ability to increase student understanding of interconnections between concepts.  However, the authors of this paper desired to understand:  (1) What are student attitudes toward the experience of concept mapping strategies they were required to use in science classes? and (2)  What are student attitudes toward the independent use of concept mapping strategies in the future after the required use of such strategies in science classes? The authors conducted two independent exercises with students in general education courses in both Biology and Physical Science classes. In the Biology course, the concept mapping was used as a study organizer. In the Physical Science course, concept mapping was used a project organizer.  Student attitudes were measured in both post-surveys and semi-structured interviews.  Students in both courses gave high ratings to the experience of concept mapping as both a study tool and a project organizer. More than half said that they probably would use concept mapping independently in the future. The reservations that they expressed toward independent usage of the strategies focused on the issue of time required versus perceived gain for use as a project organizer and on practice needed to become comfortable with the tool as a study organizer. The researchers concluded that, after exposure to concept mapping in a single course, students were more likely to adopt the strategy as a study tool when they formerly lacked a satisfactory method for organizing complex systems of information. They were less likely to convert to the use of concept mapping as a project organizer when they formerly had in place a method for organizing a project or outlining an essay.

The Effects of Socioeconomic Status and Learning Styles on the Achievement of Seventh-Grade

African-American Students When Instructed Through Cooperative Learning in Social Studies

 

Michael C. Ross, Kennesaw State University

                         Cooperative learning and lecture discussion methods of social studies instruction for seventh-grade low SES African-American and low SES Caucasian students were investigated for their effectiveness. The study was conducted using a quasi-experimental design in which a control group and an experimental group each of low SES, African-American students and of low SES, Caucasian students received lecture discussion instruction and cooperative learning instruction. Quantitative and qualitative data were collected for the purpose of this study.  The control and experimental sample populations consisted of four groups of students defined as intact classes at two different schools. The study measured academic achievement, student perceptions, and teacher perceptions while controlling for the independent variable of instructional method. The purposive sample was based on an accessible target population that met the study requirements of race and socioeconomic status. This investigation was conducted in two public schools located in the southeastern section of the country. The schools and classes had a comparably-sized, seventh-grade student population, a comparable number of teachers, and either a majority of low SES, African-American or low SES, Caucasian student population based upon 80% or more of the of the students receiving free or a reduced fee lunch. The control group was instructed using the lecture discussion method; the experimental group received cooperative learning instruction. The researcher and the participating teachers collaboratively designed the lessons implemented.  The two groups were instructed during their regular class time for a period of five days. The findings of this study supported the implications of previous research that indicated that African-American students are social in their learning habits. The analyses of the results of this study also concurred with the research that indicated African-American students are field-dependent learners, which may create a conflict when using cooperative learning as an instructional method with low SES, African-American students.

                        


Session 13.3

3:00 P.M. – 3:50 P.M.            SCIENCE EDUCATION ................................................................................... Gardenview C

 

Presider:                                  Julie A. Holmes, Louisiana Tech University

 

Preparing Secondary Students for Success in College Chemistry

 

Ann Ross, Arkansas State University

                         Few studies have been done concerning the choices that secondary chemistry teachers must make concerning what topics should be stressed and/or omitted as they prepare their students for college chemistry.  In this study, 160 secondary chemistry teachers in Arkansas responded to a survey in which a Likert scale was used to rate the emphasis they placed on 56 selected topics in their chemistry classes.  Forty college chemistry teachers rated the importance of these topics.  Results were analyzed, and ranking was determined by the means of all college or secondary teachers’ replies.  Little difference existed in mean ranking of the top 20 items from both groups.  The college chemistry teachers also evaluated secondary chemistry laboratories as mandatory; desirable, but not mandatory; or not appropriate at the high school level.  Secondary teachers indicated on the survey which laboratories they taught.  Rankings of desirability of laboratories to be taught, as perceived by college teachers, were compared to numbers and percentages of high school teachers whose students performed those laboratories. The four laboratories that were rated as mandatory by all college teachers and the percentages of high school teachers whose students performed them were measurement (79%), mass (90%), volume (88%), and density (84%).  In addition, both groups of teachers responded to the following open-ended question, “What topics do your students seem to have the most difficulty understanding?”  Both groups indicated that math applications and problem solving were the most difficult topics for the majority of their students.  No correlation existed between the two groups for other topics mentioned.  The results of this study indicated that college and secondary chemistry teachers in Arkansas generally place similar values on topics taught both in the classroom and in the laboratory.

 

TTIPS: Training Teachers in Physical Science

 

Anastasia D. Elder, Meiko Negishi, and Taha Mzoughi, Mississippi State University

                         Student learning in physics and physical science is riddled with misconceptions and misunderstandings (e.g. McCloskey, 1983).  In addition, in high school physics, students are ill-prepared to cope with the rigors of quantitative science in college. Proper training of teachers is needed to ensure that students are taught the material accurately and confidently (Darling-Hammond, 2000).  TTIPS, Training Teachers in Physical Science, a workshop, was implemented to provide specialized training in physical science concepts and technology for science teachers in high schools and middle schools. The workshop was based on the nationally recognized Modeling Instruction workshop model developed by Arizona State University that challenges students to think as scientists think (Hestenes, 1987; 2002).  The TTIPS program promoted science instruction that reflected many of the principles recommended by National Assessment of Educational Progress (NAEP) and the Mississippi Science Framework:  in-depth coverage of physical science topics of force, motion, velocity, and energy; reasoning and communicating about scientific findings; integrating mathematical competencies with science learning; and active student participation. Fifteen physical science and physics teachers from school districts that primarily serve students of low-income and under-trained science teachers were taught in physics/physical science and mathematics content, use of the modeling instruction technique, and the judicious use of technology in teaching. The training took place during a three-week summer workshop on the campus of Mississippi State University during July 2003.  Evaluation results from this training are promising.  From survey results obtained prior to the workshop (pre) and those obtained during the following school year (post), teachers improved on conceptual knowledge of physical science and physics topics, engaged more frequently in instructional practices emphasized by the modeling method, and reported more technology use.  Student-level data regarding conceptual knowledge and science beliefs and motivation have been collected and are in the process of being analyzed. 

Levels of Understanding of Physical Science Concepts of K-8 Preservice and Inservice Teachers

 

J. Tillman Kennon, Arkansas State University

                         The purpose of this session was to present the results of a study to determine and compare the level of understanding of basic physical science concepts of four groups of K-8 inservice/preservice teachers.  The groups included in the study were as follows: Milken national award winning teachers, Arkansas K-8 teachers, and two groups of preservice teachers at an Arkansas university.  The test and questionnaire instrument used in this study consisted of 25 multiple-choice questions that were designed to test the level of the participants’ understanding of basic physical science concepts.  These items were designed to test concepts described in the Arkansas Science Curriculum Frameworks, which were developed to address the National Science Education Standards.  A total of 246 inservice and preservice teacher participated in the study.  The Arkansas K-8 teachers completed the test instrument while attending staff development workshops during the summers of 2002/2003.  The Milken teachers completed the test on a web page developed by the author.  The preservice teachers were divided into two groups.  One group, preservice 1, took the test at the beginning of a physical science course designed for K-8 major—Science in the Elementary Classroom.  The other group, preservice 2, completed the test after completing the course.  ANOVAs were conducted to test for differences between the group means for level of understanding of the physical science concepts being tested.  ANOVAs, t-tests, and correlations were conducted to test for the relationships between the levels of understanding of the tested concepts and teaching experience, school size, location of school, number of college science courses, college major, and number of college hours.

                        

 

Session 13.4

3:00 P.M. – 3:50 P.M.            SCHOOL IMPROVEMENT ............................................................................ Gardenview D

 

Presider:                                  John J. Marshak, SUNY Cortland

 

Assessing the Effectiveness of Comprehensive School Reform: A Competing Values Approach

 

Louis A. Franceschini III, University of Memphis

                         A product of the educational restructuring movement, Comprehensive School Reform (CSR), aims at school-level, “second-order” change and calls for the development of a congenial operating environment to bring the notion of the “highly effective school” to scale. Although the effective schools’ literature has served as the lens through which CSR has been studied, some researchers have asserted that paradigmatically newer views of organizational development might better articulate the reform’s dynamics. Thus, this study applied to CSR an exemplar of the new paradigm--the Competing Values Framework (CVF), using it as a source of common criteria for exploring the perceived effectiveness of diverse CSR models. As part of an evaluation of the Memphis Restructuring Initiative (MRI), a 40-item questionnaire was developed to measure the extent to which schools’ implementation of their chosen models had addressed the eight effectiveness criteria encompassed by the CVF’s four management approaches or “quadrants.” Although the questionnaire was administered to over 6,000 respondents, the level of reform commitment observed during the MRI’s second half posed the risk of assessing the effectiveness of “non-events.” As a result, exploration of the questionnaire’s underlying structure was confined to:  (1) a subgroup of 888 respondents at 34 schools where seven models were assessed as being the best implemented, (2) a subgroup of 237 administrators whose knowledge/political power rendered them the MRI’s “dominant coalition,” and (3) a subgroup of 347 respondents at 10 schools implementing two models assessed as having had “some positive impact” on student achievement. Applying principal components analysis to these subgroups’ responses extracted in each case a three-factor solution that respectively explained 77%, 73%, and 78% of the variation and that, when rotated, could be interpreted in ways congruent not only with three themes linking the CVF quadrants but also with three lines of discourse concerning restructuring itself.

                         Five Years of Developing a Systemic Model for Teacher Mentoring and Induction:

Findings, and Implications

 

Cheryl Kershaw, Mary Ann Blank, and Mary Humphrey, University of Tennessee, Knoxville;

Shannon Jackson, West High School; and Daphne Odom, Jamie Hurst,

and Sarah Moore Green, Magnet Technology Academy

                         This session provided qualitative and quantitative data related to the impact of a systemic mentoring and teacher induction initiative development and implemented over a five-year period as part of a Title II Teacher Quality Enhancement Grant.  The model that has been developed has four primary components: (1) the establishment of Mentor Core Teams (MCTs), composed of administrators and teacher leaders, to guide the development, implementation, and assessment of the induction program, (2) professional development to increase MCTs awareness of research and best practice in teacher mentoring induction, (3) the alignment of teacher induction with school improvement planning, and (4) annual assessments of the program to provide feedback and data for use in refining the program for subsequent years. The initiative, originally developed to reduce the high attrition and teacher turnover rates in urban schools, has been refined and expanded for any school context.  As part of the expansion, the model has been implemented in urban and rural schools and school systems across the state.  Furthermore, to facilitate the expansion, a cadre of “Lead Mentors” have been selected, trained, and supported by grant personnel and the state department of education to provide the professional development component for their respective school systems. The specific focus of this session was on perceptions of novice and mentor teachers in 21 urban schools who have participated in the program for five or more years.  It addressed the needs of novice teachers, identified through pre- and post-assessments, effective induction strategies that have been identified to address the needs, the impact of an expanded mentoring role on the practice of experienced teachers serving on the Mentor Core Teams, and the perceptions of Mentor Core Teams on the impact of the program on teacher retention, teaching and learning, and school improvement planning.

Utilizing Qualitative Software In Conducting Policy Research

 

Sonja Y. Harrington and John S. Gooden, Alabama State University

                         Over the past 25 years, many researchers have been faced with a dearth of tools used in conducting and analyzing qualitative research. In many cases, the researcher served as the primary tool for qualitative data analyses that could diminish the validity and may cause bias results. Researchers of education were concerned that the quality and rigor of their research was questioned based on these issues and sought to resolve this problem. Today, many innovative qualitative software packages have been designed to analyze a plethora of studies that better lend themselves to qualitative research. Three major research questions were addressed: (1) How can N6 contribute to conducting qualitative research specifically for policy analysis? (2) What are the relevant tools and processes of N6 for policy analysis? and (3) How are the outcomes when utilizing N6 affected? 

Session 13.5

3:00 P.M. – 3:50 P.M.            AT-RISK STUDENTS ....................................................................................... Gardenview E

 

Presider:                                  Edward Shaw, University of South Alabama

 

Success Strategies: Impact of an Experimental Course on Academic Achievement

and Retention of At-Risk Students

 

Bob Karcher, Mary Ann Taylor-Sims, Glennelle Halpin, and Gerald Halpin, Auburn University

                         Four of every 10 students leave four-year postsecondary institutions without obtaining a degree (cf. Tinto). To prevent students from becoming dropouts, many colleges and universities have responded by developing courses targeting the at-risk population. Reported herein were the results from one such intervention. Participants in this study were 113 pre-engineering students who had been identified as at-risk based on pre-entry attributes. An experimental design was used with the treatment group (N = 26) participating in a 15-week one-credit discipline-specific study skills course and a comparison group (N = 87) receiving no treatment. The focus was on cognitive and metacognitive strategies for dealing with course content and assessment of knowledge. In addition, traditional study skills were taught using simulated realistic academic dilemmas. Data collected on the participants included their overall grade point averages and grades in math courses taken, as well as their academic status (still enrolled, suspended, dropped out, transferred). Chi-square and t-tests were used in analyses of these data. While the mean GPA and mean grade in math for the experimental group were higher than the corresponding means for the comparison group fall term, the differences were not significant. In the spring term the direction of these differences was reversed, but again differences were not significant. At the end of spring term, 34.6% of the experimental group had left the program while 35.6% of the comparison group had exited. Results of this study were promising. The experimental group tended to do better in the fall semester while in the special class. That their advantage did not continue in the spring semester suggests that a one-term intervention was not sufficient. College faculty and administrators have a responsibility to provide a supportive learning environment for at-risk students as long as needed. What is being planned at the institution was shared.

Attention Deficit Hyperactivity Disorder (ADHD): Variations in Diagnostic

 

Andrea D. Clements, East Tennessee State University

                         This study of how, and how often, ADHD diagnoses were made in this southern Appalachian area was motivated by the difficulty in locating a sample of children diagnosed with ADHD to conduct a research study. Even with specific criteria set forth in the DSM IV TR and a great deal of research, ADHD remains one of the most difficult child mental disorders to characterize because of changing diagnostic criteria and the overlapping of symptoms with other disorders. Forty-one southern Appalachian physicians (16 pediatricians, 19 family practitioners, and six physicians from other fields who treat children) responded to an anonymous, mailed survey about the diagnosis and treatment of ADHD. For those who reported diagnosing ADHD, methods of diagnosis were explored. Questions regarding diagnosis were phrased as forced choice (yes, no) items with follow-up open-ended questions. Medication use was also explored. A Likert-type scale (1=often, 2=sometimes, 3=rarely, 4=never) was used for each of nine medications that have been reported in literature to be used for the treatment of ADHD. A third area of the survey explored how physicians learned about ADHD. Finally physicians were asked whether they thought that ADHD is overly diagnosed. Choices were yes, no, and unsure. Only descriptive statistics have been computed. There were substantial variations in reported diagnostic procedures ranging from parent interview only to multiple observation sessions and multiple behavior checklists. Ritalin was most often prescribed, followed closely by Adderall and Straterra. Almost all respondents had received some training. Twenty-five indicated they believed ADHD is overly diagnosed, seven were unsure, eight indicated they did not think it is, and one did not respond. Diagnosis of ADHD is still quite variable, as are medications used to treat it. To recruit subjects who have been diagnosed with ADHD, one should consider verifying criteria used to ensure a homogenous study sample.

Social Injustice: “No Child Left Behind”

 

Kerry L. Rhone and Tarsha Bluiett, University of Montevallo

                         This literature review evolved from a doctoral class entitled “Social and Psychological Factors in Curriculum and Teaching.” The purpose of the course was to engage in a critical look at K-12 education while considering the ways personal, social, cultural, and historical context mediates classroom teaching and learning. The infamous educational gap will continue to expand as long as the system does not recognize the social injustice, which exits and continues to implement “supplemental services” for those students who are confined within its walls.  Since 2002 and the signing of the “No Child Left Behind” act the world of education has been turned upside down.  It is a world of accountability; highly qualified teachers and state officials are taking over schools that are not “making adequate yearly progress.” When are the educators going to honestly and wholeheartily look at those students being left behind?  Not at test scores but at the way in which these students are being engaged in academics.  “Frankly, it's foolish to expect quality schoolwork from children who are abused, scared, sick, hungry or bereft of love and security.  Even the most skillful teaching, up-to-date texts, clean and safe schools, and enlightened educational practices are relatively impotent in the face of these and similar difficulties” (Clabaugh, 2002,5).  Researchers and policy makers agree that teacher education must change so that prospective teachers will be prepared for the needs of the changing population (Dilworth, 1992; Holms Group; Rice-Jordan, 1995) and regard social change and school reform as part of the job of teaching (Goodlad, 1990). In a 2001 national survey, 33% of teachers reported insufficient preparation to reach students with backgrounds different from their own (The Metlife Survey of American Teachers, 2000 and 2001).

Bridging the ESL/ELL Gap Between Families and School

 

Barbara N. Young, Middle Tennessee State University, and Terrie Mullican, Tamra Newby,

and Kim Henegar, Warren County (TN) Schools

                         The overarching questions that precipitated and defined the qualitative action research project were: (1) What was the effect of language on Parental Involvement in Schools? (2) Would student performance participation directly affect or be affected by parental participation in this project? and (3) Would this project build the bridge necessary to close the gap between ESL/ELL families and school?  The project included three meetings designed to increase community awareness, school awareness, and present information regarding school practices and practical information in a welcoming and nonthreatening manner to parents of ESL/ELL learners.  In meeting one, parents of ESL/ELL learners received an invitation letter in their primary language with details regarding time, place, focus of the three meetings, in addition to letting them know that their children would be performing a pre-meeting “talent” show.  Meeting one entailed the “talent” show, basic information sharing (community awareness focus) via power point presentation, tour of the school and information packets shared with parents by teachers of their children (school awareness focus), and snacks/informal conversation and introductions.  Session presenters shared the design of the project, described its implementation, and shared findings and results of the experiences from perspectives of participating parents, students, and teachers.

Session 13.6

3:00 P.M. – 4:50 P.M.            PUBLISHING TIPS FOR BEGINNERS (Symposium)  ....................................... Le Conte

 

Organizer:                               Gail Weems, University of Arkansas, Little Rock

 

Getting Started in Research

 

Anthony J. Onwuegbuzie, University of South Florida

 

Finding a Journal and Writing for It

 

Larry G. Daniel, University of North Florida

 

Writing Tips

 

James E. McLean, University of Alabama, Birmingham

                         Obtaining the first few publications can be a daunting task for graduate students and new faculty.  Therefore, the purpose of this training session was to offer basic advice to those who are undertaking this mission.  Advice was offered for getting started in research, finding a journal and writing for it, and writing tips.  Areas for each topic were as follows.  Getting Started in Research: (1) establishing a research agenda, (2) try working with coauthors, (3) reading, writing, and finishing, and (4) scheduling research time and sticking with it.  Finding a Journal and Writing for it: (1) tips on locating journals, (2) know your audience, (3) know your journal, (4) know your journal’s writing style, and (5) watch for special issues.  Writing Tips: (1) write concisely, (2) edit, (3) revise, (4) check references, and (5) what to do with tables.  The training session was presented as a panel discussion with each member sharing 10-15 minutes on one of the above areas.  The remainder of the two-hour session was reserved for participants’ questions.

Session 13.7

3:00 P.M. – 3:50 P.M.            DISPLAY .............................................................................................................. Lower Lobby

 

Plagiarism: What Can Educators Do?

 

Vivian H. Wright, University of Alabama, and Jonathan B. Beedle, Mississippi Department of Education

                         Concern over an increase in plagiarized works has caused many educators to reevaluate how to combat this problem and how best to educate students on responsible and fair use of materials.  The Center for Academic Integrity at Duke University conducted a study across 21 college campuses and found that over two-thirds of the students surveyed had cheated (Muha, 2000).  Researchers (Bates & Fain, 2003; Hamlin & Ryan, 2003) have asserted that students are not always aware of proper citation and paraphrasing techniques.  Additionally, understanding of copyright laws in the classroom often gets fuzzy with improper fair use techniques or a misunderstanding of what is in public domain.  While the growth of online paper mills has certainly added to an increase in plagiarism, there has also been a growth in online education and detection resources for educators.  This session showed some easy ways to help implement copyright/fair use guidelines in the classroom that can help deter plagiarism.  Further, this session presented techniques to better recognize and detect plagiarized works.  Online resources to detect plagiarism (such as Cheating 101 and turnitin.com), online management tools to help deter plagiarism (e.g. use of discussion boards), and user-friendly sites for copyright/fair use (thecopyrightsite.org) were shared. This session enhanced knowledge and awareness of online plagiarism and detection resources and copyright and fair use guidelines in an effort to better promote and encourage students’ responsible use of technology and information.

Research and Statistical Sites on the World Wide Web

 

Jimmy D. Lindsey, Chanda Ghose, and Regina Patterson, Southern University, Baton Rouge

                         Academics and students in increasing numbers are using the World Wide Web (WWW) to obtain research and statistical information.  Although the use of search engines (e.g., Google, Lycos), search directory (e.g., Yahoo, About), and megasearch engines (e.g., Dogpile, LookSmart ) has facilitated the task of finding Web sites addressing research and statistical concepts, academic and students still face the daunting problem of accessing the specific information they need because of the size of the WWW (over four billion Web pages are available today and millions are added daily) and “Verbraucher seien Ware” (“user be ware”).  This display session presented different search engines and directories that academics and students can use to identify research and statistical sites and describe techniques for broadening and narrowing searches (e.g., Boolean).  Also, it presented selected Web sites that academics and students should consider visiting to obtain research and statistical information including but not limited to histories, biographies, and portraits (e.g., Materials for the History of Statistics - http://www.york.ac.uk/depts/maths/histstat/welcome.htm); glossaries (e.g., Howell’s - http://www.uvm.edu/~dhowell/StatPages/Fundamentals/Glossary.html); tutorials - general (e.g., University of Miami Libraries - http://www.library.miami.edu/netguides/psymeth.html), specific (e.g., Garland’s Research Methods - http://www.garland.f9.co.uk/RM/rm.htm), research risk (e.g., University of California Irvine - http://tutorials.rgs.uci.edu/), and other tutorials; statistical tools (e.g., Sample Size Calculator - http://www.surveysystem.com/sscalc.htm); online statistical books (e.g., Electronic Textbook StatSoft - http://www.statsoft.com/textbook/stathome.html); chat rooms (e.g., Northeastern Education Research Association Chat Rooms - http://www.nera-education.org/chatroom.html); research centers and databases (e.g., National Center for Educational Statistics - http://nces.ed.gov/); and organizations (e.g., MSERA – http://www.msea.org).  Finally, attendees were asked to share the search engines and techniques they use and their favorite research and statistical Web sites.

Gender Differences in Attitudes and Uses of Technology

 

Connie D. Bain, Margaret L. Rice, and Vivian H. Wright, University of Alabama

                         With continued growth and prevalence of technology, of interest is whether gender differences continue to exist with regard to technology. Researchers found that gender attitudes toward technology were significantly different, with males indicating greater interest and knowledge (Bame, Dugger, & deVries, 1993; Boser, Palmer, & Daugherty, 1998; Teasdale & Lupart, 2001; Wolters, 1989). This study was a pilot study to examine gender differences in attitudes toward technology and the impact of computer instruction on students’ attitudes. Study participants were eight boys and seven girls taking a non-graded computer elective course. Instruments used were the Pupils’ Attitude Toward Technology (PATT-USA) and the Computer Survey. The PATT-USA consists of 100 questions used to obtain demographic information, students’ attitudes toward technology, and students’ concept of technology. The Computer Survey was a survey adapted from the PATT-USA consisting of 36 questions that assess the technical home environment, computer uses, and attitudes toward the computer. Due to the small sample size, frequencies and percentages were used to analyze data. Results of the study indicated that there are differences between males and females with females’ attitudes toward some aspects of computers more positive than those reported in earlier literature. The implication for this is that females need to continue to be exposed to technology and encouraged to use it. Not all students will have this opportunity at home, so it is important that educational institutions continue to encourage the use of technology. This study was the pilot for a larger study to be conducted in fall 2004. This study will involve three classes of students – one all male, one all female,  and a mixed group. These groups were given a pre- and posttest to see if there were differences between groups, as well as differences in pre- and posttest scores for the groups.

Effective Use of Technology to Increase Student Understanding School

                        

Beth H. Counce, Rachel Fowler, and Virginia Avery, University of Montevallo,

and Liza Mims, Bragg Middle School

                         The effective use of technology by faculty and candidates at a public liberal arts university is an integral part of the curriculum and candidates’ implementation of various projects that included technology proved to be very successful. Candidates were required to demonstrate the use of technology throughout their programs. Some of the technology skills candidates were taught to enhance their instruction included how to accomplish the following: create WebQuests, create a web page, create HyperStudio stacks, create Power Point presentations, use palm pilots, and use videoclips. In one technology course, candidates were required to work collaboratively with middle-school-aged students from area schools on a research-based technology project. One project example involved candidates and middle school students researching a topic on the Internet, writing a storyboard, creating a HyperStudio stack, and sharing the information with the class. Results of the candidates’ technology projects and the responses from the middle school students have been phenomenal. Students increased their understanding of using technology and increased their grades. To demonstrate how the technology skills learned continued to be used by graduates, a former graduate used palm pilots to teach science vocabulary to her middle school special needs students. Students were given their vocabulary words and, to increase their comprehension, they were taught how to use the palm pilots to animate the definitions of these words. Results indicated that comprehension increased and the students demonstrated more on-task behavior. This display session included examples of numerous success stories that include examples of videoclips, Power Point presentations, web quests, and palm pilot demonstrations that were the results of  candidates’ work with middle school students and the results of the one graduate’s work with students in her classroom. The effective use of technology proved to be a successful tool for increasing student understanding and participation.

The Use of a Tablet PC in the Day of the Life of a Teacher Educator

 

Adam J. Kantrovich, Morehead State University

                         This case study/demonstration of a Tablet PC was written to show how the Tablet PC has become indispensable to a teacher educator. The day in the life of a teacher educator can be described as organized chaos. Many teacher educators have multiple professional and personal responsibilities that usually require multi-tasking of national, state, and local paperwork; preparing and teaching of courses; advising students; committee responsibilities; student teacher supervision; outreach; research; and family. With so many responsibilities on ones’ plate, time management and organization is of the utmost importance. Many teacher educators, as well as other faculty and professionals, have the tendency to have paperwork in multiple binders in some type of hieroglyphic filing system, notes on multiple pads of paper or on about anything within arms reach, and sticky notes stuck to anything that does not move. This complicates life more than simplifies it. For one teacher educator the Tablet PC was the answer. It not only acts as the main computer system that can be carried anywhere, but is also a calendar and task list, note-taking device (in one’s own handwriting, no keyboard needed), and has been able to compile all of the notes, paperwork and binders of information into a single two pound’s of an inch thick device. The Tablet PC could be what teacher educators are looking for as a method to simplify and compile all of their day-to-day needs into one device. This is the first device the teacher educator has used that has been easy to integrate into the many facets of his daily life. The day ends much as it began, checking the calendar, task list, and email. It is what takes place between the beginning and the end of the day that the Tablet PC swings into action.

Exploring Sociocultural Issues of Education and Research: An Interactive Photoessay Gallery

 

Sharon E. Nichols, University of Alabama; Kerry Rhon and Tarsh Bluiett, University of Montevallo;

and Susan Thompson, Elizabeth Thompson, and Lee Freeman, University of Alabama

                         This display featured a collection of photoessays. The photoessays were created by graduate students to evoke their interpretations and questions concerning sociocultural issues in education and the art of data framing in qualitative research. The photoessays were designed around two focal point questions, which included: (1) How might the creation of photoessays serve as a pedagogical tool for learning about sociocultural issues in education? and (2) What assumptions about qualitative research are raised through the creation of photoessays?  The photoessays, representing a variety of disciplines (e.g., mathematics education, science education, foundations, literacy), were generated through analysis of field observations, personal journals, photos (by students and/or the researchers themselves), and interview transcripts. Sarah Pink (2001) has argued that such “academic epistemologies and conventional academic modes of representation should not be used to obscure and abstract the epistemologies and experience realities of local people” (p. 5). Photographic research represents voices of silenced images in ways that the written word cannot, for it has the power to engage the mind, stretch the imagination, and to transcend written script. These displays explored the use of visually-based research as possibilities for expanding educational critique and alternative ways of knowing. The gallery included several Reflexive Photoessays entitled: Clipped Images: Deconstructing of Elementary Teachers’ Perceptions of Self as Science Teacher; Children’s Perceptions of Literacy Reflected Through Photo Images; Investigating Children’s Awareness of Cultural Contributions in Society; Visualizing Intersections of Community Culture and Mathematics Education; and Becoming an Elementary Science Teacher: Auto-Photographic Critique. Narrative Photoessays with the following titles were also displayed: Illuminating Social Injustice Among America’s Youth; Reading English Language Learners Through Song Beyond the Classroom; Tomboys, Dykes, and Girlie Girls: Exploring Subjectivities of Adolescent Female Athletes; The Art of Teaching Science Inquiry; and Wisdoms of Southern Football: Extracurricular Collisions.

                        

Session 14.1

4:00 P.M. – 4:50 P.M.            EARLY CHILDHOOD ...................................................................................... Gardenview A

 

Presider:                                  John S. Gooden, Alabama State University

 

Does Highly Qualified Teacher Status Mean Better Collaboration?

 

Nina M. King, Lynetta A. Owens, and Cynthia H. Harper, Jacksonville State University

                         In 2001, when President George W. Bush signed the No Child Left Behind (NCLB) Act, it established greater accountability for student progress in all 50 states.  A multi-pronged approach to a multifaceted problem, NCLB not only addressed accountability issues, but also granted increased parental choice and local flexibility in designing strategies within broad directives and timelines.  A significant proviso of the legislation was that all teachers of core academic subjects be “highly qualified” by the end of the 2005-2006 school year (U.S. Department of Education, 2003).  These efforts have raised questions, as well as expectations, for early childhood and special education. The No Child Left Behind Act supports early learning (e.g., the Reading First provision) and the special needs of some children, but contains little about collaboration except between teachers and administrators or agencies.  In his speech at Butterfield Jr. High School in Van Buren, Arkansas, for instance, President Bush stated that it is essential to “get it right” with our youngest students in order to assure their future success (2004).  In the same speech, the president recognized, “We're making sure that the progress of special education students is judged by standards appropriate to their development” (2004). Though not viewed in NCLB as vital, collaboration between early childhood and special educators has been recognized as important in the field and in the literature. The problem addressed in this study was whether highly qualified teacher status advances collaborative efforts between early childhood and special educators.  This presentation provided a review of the literature focusing on the No Child Left Behind and Highly Qualified Teacher (HQT) requirements, as well as the evidence supporting collaboration between early childhood and special education.  The research conducted to investigate the stated problem was described, findings shared, implications reported, and suggestions made for future study.

An Examination of Specially Designed Instruction Provided to Students with Disabilities

 

Qaisar Sultana, Eastern Kentucky University

                         Specially designed instruction, according to IDEA regulations, “ means adapting, as appropriate to the needs of an eligible child …, the content, methodology, or delivery of instruction.” (300.26, IDEA Regulations)  The purpose of this study was to examine the SDI provided to students with disabilities in order to assess the effectiveness of special teacher preparation and to recommend adjustments, if necessary.  Two hundred thirty-four randomly selected IEPs of elementary, middle, and high school students who were receiving the special education resource program in 13 counties were randomly examined.  The IEPs included 86, 62, and 86, respectively, at the high, middle, and elementary levels.  Disabilities represented in the data were learning disabilities, other health impairment, seriously emotionally disturbed, mental retardation, hearing impairment, visual impairment, and autism. SDI as written on each IEP was recorded.  Frequency of each SDI was counted and tallied, which resulted in a total of 85 items.  In the judgment of the author two items appeared to be related to content adaptations.  Six items in the data were identified as methodology related. Eighteen items appeared to be related to delivery of instruction. The remaining 59 items fell in the category of accommodations and modifications or effective teaching strategies.  Concerned about the results, the researcher asked her peers in the department to read the legal definition of SDI and rate the items with a yes or no.  Three faculty members returned their responses.  One of the three left 50 of the 85 items blank.  The other two disagreed on 16 items.  One of these two answered seven items with a yes and no.  These results show a need for additional research on the subject and professional development because the issue has serious legal and financial implications for school districts. 

Investigation into the World of the Black Male Kindergarten Teacher:

Lonely Voices and Instructional Choices

 

Ursula Thomas-Fitts, Mercer University

                         This study explored African-American male teacher beliefs about developmentally appropriate practices in African-American kindergarten classes.  This study also explored the rhetoric used to justify instructional choices made by teachers.  The study examined African-American male teachers in African-American kindergarten classes.  The teacher questionnaires were used to collect data.  Interviews, case studies, and field notes were also used in collecting data.  The findings of the study strongly suggested that teacher beliefs had a moderate correlation with instructional practices and teachers use several rhetorics to justify teaching practices.  The study also suggested that teachers “culturally” fit developmentally appropriate practices to the needs of their students.  Implications from this study suggested further development of practices that are culturally and individually appropriate.

Session 14.2

4:00 P.M. – 4:50 P.M.            MULTICULTURAL ........................................................................................... Gardenview B

 

Presider:                                  Jimmy D. Lindsey, Southern University, Baton Rouge

 

The Urban Specialist Program: An Innovative Approach to Teacher Leadership

 

Cheryl Kershaw, Mary Ann Blank, and Mary Humphrey, The University of Tennessee, Knoxville;

Shannon Jackson, West High School, Knox County (TN) Schools; Beth Blevins, Project GRAD,

Knox County (TN) Schools; and Daphne Odom, Knox County (TN) Schools

                         As part of a university, school system, and state department collaboration, funded by a Title II Teacher Quality Enhancement Grant, a “certificate” program for talented urban teachers was developed.  The Urban Specialist Certificate Program was designed to enhance the already strong performance of urban teachers through a rigorous series of four courses designed to promote teacher leadership, research, peer coaching, and understanding of and commitment to diversity and social justice.  Provided to cohorts of 15-18 urban teachers, the program was designed, implemented, taught, and evaluated by a cross-section of university faculty (education and arts and sciences), school central office personnel, and community leaders.  Now in its fourth cohort, the program has graduated 31 Urban Specialists who are assuming leadership roles both at their school and system levels. This session focused on the perceptions and performance of Urban Specialists, both graduates (Cohort 1 and 2) and those still in the program (Cohorts 3 and 4).  Data for the session were been gathered through:  (1) needs assessments for each cohort, (2) pre- and postsurveys on technology, perceptions of diversity, and teacher confidence, (3) interviews with graduates of the program (Cohorts 1 and 2), and (4) student achievement data (where available).  Many of the teachers in the program represented grade levels (K-2) and subject areas (P.E., special education) where student achievement data were not available. Interview data provided insights into the changes in professional practice that have occurred when talented teachers are challenged to improve and study their own practice as they prepare for expanded roles in inducting novice teachers into the profession.  Their voices should inform the efforts of school and system leaders charged with the responsibility of designing professional development opportunities and/or implementing teacher induction programs.

Fostering Multicultural Appreciation in Preservice Teachers

 

Elizabeth B. Ambe, Renee Falconer, and Sheila Alber, University of Southern Mississippi

                         Schools today represent an array of students from diverse racial, ethnic, linguistic, religious, gender, physical and other cultural backgrounds. Teacher-preparation institutions have the responsibility of providing future teachers with the skills necessary to adequately meet the intellectual, social, and personal needs of these diverse learners. Fostering awareness and appreciation for multiculturalism in preservice teachers is an important step toward reaching this goal. In this light, the National Council for the Accreditation of Teachers (NCATE, 1982) mandated that multicultural education be included as a component of the teacher certification program in the form of courses, readings, clinical, and other field experiences. This is because teachers’ beliefs influence their practice, and those beliefs can affect instruction in ways that may determine the success or failure of students. Yet, studies (Grant, 1994) have shown that many universities are not integrating the multicultural component in a consistent manner across the curriculum. To adequately prepare teachers to meet the challenges of the rapidly changing school demographics, teacher-preparation institutions need to be holistically transformed. This transformation needs to occur in the various dimensions of teaching and learning across disciplines, as well as relationship building, and the creation of a positive environment where multicultural activities can thrive. Pedagogical approaches must be reconceptualized to embrace course content, methods, and assessment tools that take into consideration multiple and diverse perceptions. Successful multicultural curricular transformation requires students, instructors, professors, and administrators to embrace the right attitudes through self-reflection, critical thinking, and a willingness to study “the other” (people who are different from them). These transformative approaches will foster multicultural appreciation in preservice teachers and help them develop the cultural competences and dispositions necessary to effectively meet the needs of diverse learners in pluralistic school settings.

Exploring the Issues of Global Justice Through Study-Abroad Experiences in Jamaica and South Africa

 

Jade Stanley, JoAnn Karr, Elizabeth Landerholm, and Yi Hao, Northeastern Illinois University

                          The purpose of this project was to identify and assess some of the salient factors that contribute to a successful study abroad experience for graduate and undergraduate social work and adult education students. This study focused on the discussion of global justice, equality, and liberation as experienced by students in study abroad programs to Jamaica and South Africa. Data were collected from the faculty and students on the trips through pre-trip and post-trip questionnaires and semi-structured interviews, as well as recorded narratives of their experiences.  Data were analyzed using both qualitative and quantitative approaches to determine the impact of the students’ study abroad experiences on the students’ and faculty’s cultural awareness. Implications for adult education and adult educators were discussed as it relates to critical issues of race, class, power, and self-determination within a global perspective.

Session 14.3

4:00 P.M. – 4:50 P.M.            TECHNOLOGY ................................................................................................. Gardenview C

 

Presider:                                  Charles McLafferty, Jr.

 

Making the Connection with Instructional Technology

 

Phyllis S. Sanders and Susie Watts, University of Louisiana, Monroe

                         In an effort to ensure preservice teachers are able to effectively integrate technology into their teaching throughout their teacher preparation process, colleges of education are requiring that preservice teachers take an instructional technology course earlier on in their teacher preparation programs (Glenn, 1997). This study explored the impact of a summer instructional technology course on preservice teachers enrolled in an undergraduate teacher preparation program. The purpose of this on-going study was to determine the impact of a beginning technology integration course on candidates. Participants in this study were incoming freshman enrolled in an instructional technology course in teacher education program. A 16-item survey instrument was used to collect data. The Candidate Technology Integration Survey instrument developed for use with the Louisiana Passport System was used to gather participants’ data. Participants responded to 16 items regarding their knowledge of word processing, database, spreadsheet, multimedia and digital peripheral. Prior to providing any instruction, 50% of the candidates indicated that they had knowledge about using word processing and database software applications. Only 33% indicated knowledge on the use of multimedia presentation software, and 39% indicated knowledge of imaging software. Upon completion of the course, 100% of the candidates indicated knowledge of these computer skills. As a result of participation in the course, candidate home access to the Internet increased from 77% to 93%. Although candidate knowledge and skills of technology increased, more candidates indicated frustration with technology when adequate support is not provided. 

Using Technology to Reduce the Variability of Instruction in an Alcohol Safety Education Program

 

John F. Edwards, Mississippi State University

                         Universities and colleges have a professional responsibility to ensure that its P-16 Education Partnership staff development programs are of the highest quality.  The use of information technologies to assess and train inservice teachers can be invaluable tools for the systematic gathering and evaluation of teacher content knowledge, skills, and dispositions relative to student achievement.  This presentation described a staff development project for enhancing teacher knowledge and student achievement and how the use of a web-based and Tegrity Web Cast information technology is incorporated to assess train and evaluate its effectiveness.       Recent researchers (Cohen and Hill, 1998; Harkreader and Weatherby, 1968, Kennedy, 1998) suggest there is a direct relationship between the use of new instructional practices and techniques in school improvement professional development programs and student progress on statewide assessments.  The six major professional development components are identified as:   (1) engaging teachers with content knowledge directly relevant to what students are learning, (2) providing follow-up and support in implementing the new skills and practices, (3) developing an understanding of the rationale behind the skills or practice, (4) using peer study groups to enhance learning about the new skills or practice, (5) demonstrating or modeling the new skill, and (6) studying the change process.  This presentation described Phase 1 of the professional staff development with emphasis on how a P-16 Education Partnership with local school districts encompasses the integration of innovative informational technology to enhance teacher quality and improve student achievement.

Survey of the Use and Availability of Technology Resources Among Pre-K Through High School Educators

 

Thomas A. DeVaney and Nan B. Adams, Southeastern Louisiana University

                         As many professional organizations develop standards for technology practice, the integration of technology integration classroom practice continues to be a challenge for educators. This study was designed to examine the level of use and availability of various software and hardware resources among pre-K through high school educators. After being piloted with 40 students in a graduate educational research class, a two-page technology survey was distributed to over 925 pre-K through high school educators in southeast Louisiana. The final sample of 610 educators was 85% female with 61% and 26% of the respondents reporting bachelor’s and master’s, respectively, as their highest degree earned. The average amount of reported classroom experience ranged from one to 49 years with a mean of 14.9% years. Overall results indicated that educators are more likely to interact with technologies such as email; productivity tools such as word processors, spreadsheets, etc; and web browsers than specialized software and hardware. Results further indicated that educational technology is most frequently used for teacher-oriented tasks such as the design and delivery of instruction, recording of student data, and communicating with other teachers. In contrast, the majority of respondents indicated that the use of technology by students for the creation of educational products and collaboration occurred once a month or less. With respect to the availability of hardware, over 80% of the respondents indicated that computer-related equipment such as printers and CD-ROM or CD-R/RW drives were available in all or some classrooms while digital still cameras were most commonly reported as available for checkout. However, portable computing equipment such as laptops and PDAs, as well as digital video cameras, were most commonly reported as not available. Implications related to the preparation and professional development of teachers and technology coordinators were discussed.

Preservice Teachers' Perceptions and Performance-Based Abilities

with Technology-Integration-Related Computer Skills

 

Eric D. Marvin, Freed-Hardeman University

                                    The purpose of this study was to develop, through the exploration of empirical data, an understanding of the technology-integration-related computer skills of preservice teachers.  In contrast to most prior research that has investigated this topic with self-reported assessment techniques, this study aimed to use performance-based assessment techniques to obtain actual data produced by the preservice teachers.  To compare the findings of the two test types, this study gathered both the self-reported perceptions and the actual performance-based abilities of the same technology tasks.  In addition to determining the extent to which preservice teachers could actually perform relevant computer tasks, this study was conducted to determine if a statistically significant difference existed between the perception and performance of the preservice teachers on spreadsheet, presentation, and Internet tasks.  Likewise, it sought to determine if any statistically significant differences between perception and performance were related to gender, age, ethnicity, grade level of certification, degree goal, or years of teaching experience.  Through the use of researcher-created instruments, the Computer Skills Survey (CSS) and the Performance Assessment Rubric (PAR), this study identified how preservice teachers (n = 64) at the University of Memphis perceived and actually performed computer-related tasks.  Statistical analysis procedures included descriptive statistics, t-tests, and multivariate techniques.  Statistically significant differences between how the preservice teachers perceived (i.e., self-report) and performed with spreadsheets, presentations, and the Internet were found.  In all cases, the preservice teacher overestimated their actual abilities with the related applications. The t-tests further identified the specific tasks within each of these computer-related categories as items in which perceptions were statistically higher than their performances.

Session 14.4

4:00 P.M. – 4:50 P.M.            HIGHER EDUCATION ..................................................................................... Gardenview D

 

Presider:                                  Kathy K. Franklin, University of Alabama, Birmingham

 

Locating Power at the Heart of Conflict: The Role of the Faculty Senate in Establishing Curriculum

 

Daniel F. Pigg, University of Tennessee, Martin

                         The belief that faculty controls curriculum decisions is widely held throughout American institutions of higher education, both public and private. Such a position for the faculty senate, in light of how the representative body functions with regard to the larger administrative campus structure and to a seemingly loosely connected Board of Trustees, can be problematic. Faculties must not only be sensitive to growth and change within their disciplines, but they must also be aware that curriculum is the creation of social, political, and environmental forces beyond immediate identification. Curriculum, by practice, is a political act that brings to the fore, suppresses, or alters the transmission of knowledge. Events involving curriculum reform at Stanford in 1998, in the SUNY system in 2000, and at George Mason University in 1999-2000, show how faculty felt pressured to accept the governing principles of a Board of Trustees, even as they sometimes respond with words of censure. Each of these cases merits investigation because the problems that result are directly tied to an ideology of faculty senate governance. Understood from Marxist and Foucaultian perspectives, the ownership of power and the mechanisms of implementation become important. Each of these university cases can be viewed through Minor’s model categories of senates as “functional, influential, ceremonial, and subverted” (2004. p. 344). With the help of critical theory and sociological models for shared leadership, this paper demonstrated how the subtle dance of faculty senates with local administrations, governing boards, and accrediting bodies is not only vital to a healthy view of curriculum, but is also vital to the success of shared governance. Balancing defensive and offensive postures is paramount.

Launching International Research via the Springboard of Collaboration

 

Sherry Shaw, University of Arkansas, Little Rock

                         The expansion of research projects across national boundaries contributes to  improved  personal, professional, and intellectual outcomes for researchers. Establishing and maintaining these collaborative teams is especially beneficial to strengthening the research agenda of new researchers. Conducting international research requires intercultural sensitivity in all stages of a project and has the potential to combine culture-specific perspectives and expertise for a more comprehensive application of results. This paper presented the sequence for evaluating potential for collaboration, initiating research relationships, organizing contributions by team members, preparing results for publication, and maintaining contact for future research opportunities. This paper was supported by a review of literature in the area of collaborative faculty efforts to involve new researchers in establishing a research agenda. It presented the experiences of the author in developing a project that incorporated interdisciplinary expertise at three universities (University of Arkansas, Little Rock; University of Alabama, Tuscaloosa; and the Karl-Franzens University of Graz, Austria) from 2002-2005. It followed the project through its conceptualization (2002) to publication (2004) and expansion beyond the initial research project (2004). Topics of discussion included: incorporating models for research mentoring, improving communication, and collaborative skills; addressing complications of international research; and identifying mutually beneficial research topics with international universities.

Augmenting a Principal Preparatory Program with WebCT: Facilitating

the Development of a Learning Community among Students

 

Shelly L. Albritton and Jack Klotz, University of Central Arkansas

                         In a performance-based leadership program for today’s school administrators, facilitating the development of a learning community assists students’ quest in applying concepts, models, and theories to relevant “real-world” settings. A performance-based principal preparatory program demands inquiry-based discourse from students that is built upon an androgogical model (Knowles, 1992) of delivery rather than a pedagogical model. Assumptions of the androgogical model assume students are non-traditional students who bring their professional and life experiences to the table, that all can learn from each others’ perspectives and experiences, and that students are self-directed in their quest for an applications-based learning environment. This model also assumes that students are oriented to task or problem-centered learning and are driven by internal incentives to excel in the development of their leadership capacity. On-going dialogue is essential for a learning community’s continual development through discussions, debates, and critical-thinking activities in order to examine individual assertions about education and leadership. In order to experience a learning community, students require opportunities to practice articulating individual beliefs and perceptions in a risk-free environment so designed for continual discourse beyond the classroom. This paper discussed augmenting class sessions with WebCT e-mail, bulletin boards, and chat rooms that allow students to continue to engage in such inquiry-based discourse beyond “seat time” in the classroom. By posting case studies, hot topics, simulations, and critical thinking activities on a WebCT bulletin board, students were provided an opportunity to extend their engagement in dialogue by accessing WebCT at their convenience to continue to weigh in on issues, collaborate on projects, and to facilitate the communication process of a learning community. With WebCT, what was begun in the classroom is extended beyond the confines of location and time to facilitate the expansion of a student’s learning experiences and to develop a learning community.

The Impact of Multiple Intelligence Domain Strength on Students'

Performance-Based Computer Skills

 

Stephen R. Marvin and Eric D. Marvin, Freed-Hardeman University,

and Fethi Inan, University of Memphis

                         Governmental and educational organizations have been attempting to promote the integration of technology into K-12 schools.  No Child Left Behind is replete with reference to the importance of technology in K-12 schools (U.S. DOE, 2001).  Educational organizations have sought to provide focus to such technology-based efforts.  For example, the International Society for Technology in Education (ISTE) has developed the National Educational Technology Standards (NETS) for Students (ISTE, 1998).  Along with such technology-focused reform efforts, other research has focused attention on enhancing students’ abilities.  One theory is Gardner’s (1983, 1993) Multiple Intelligence Theory.  Gardner argued for the existence of several “relatively autonomous” human intellectual competencies (Gardner, 1983, 1993).  Research suggests that when academic needs of students are not met, academic success decreases.  Therefore, research that identifies the MI domains in relation to basic computer skills may assist in providing data useful for assisting students.  From such identification, strategic planning and action could improve student success.  Current work in this arena suggests implications of the MI Theory as it relates to the use of technology.  However, statistically-based research is deficient.  Therefore, the purpose of this study was to identify the performance-based computer skills of secondary students and determine their distinct multiple intelligence profiles. Furthermore, statistical procedures were used to investigate if the MI strengths of students were linked to their ability to perform computer-related skills.  Specifically, in this research, a quantitative method was used. The data were gathered throughout the spring semester of 2004.  To identify students’ performance-based abilities with basic computer skills, the Digital Spreadsheet Performance Assessment (DSPA) and the Digital Presentation Performance Assessment (DPPA) were administered.  To measure students’ MI strength, the Multiple Intelligences Developmental Assessment Scales (MIDAS) was used.  The data were analyzed by statistical techniques including frequencies, percentages, means and standard deviations, correlation, paired t-test and MANOVA.

Session 14.5

4:00 P.M. – 4:50 P.M.            WRITING GRANT PROPOSALS (Training Session)  ............................. Gardenview E

 

John R. Petry, University of Memphis

                         The session emphasized the following: (1) sources of grant and project funding (local, state, and federal and foundations); (2) initiating activities: statement of need, personnel concerns, contract issues, ethical issues, work/task analysis, costing, scheduling, and network analysis; (3) project management: budgeting, meeting deadlines, resource changes, reviews and reports, and evaluation procedures; and (4) deliverables (product and materials). Knowledge bases and skill requirements cited were: (1) teamwork, (2) critical thinking, (3) problem solving, (4) professional responsibility, (5) values, (6) time management, and (7) best professional practice. Emerging computer applications were discussed, including university electronic services for grant seekers. Participants spent time in imagining an educational need, submitting a short proposal to a funding agency to create a project to meet the need and manage the project, noting deficiencies in design, discrepancies in meeting goals, and success in the achievement of objectives.

Session 14.6

4:00 P.M. – 4:50 P.M.            DISPLAY .............................................................................................................. Lower Lobby

 

Preservice Teachers' Attitudes toward Art: An Exploratory Study

 

Paige V. Baggett and Rebecca M. Giles, University of South Alabama

                         Art education has been revitalized by new standards-based curricula intertwining art and subject matter content (Koster, 2001) providing opportunities to not only produce art projects but also to view, describe, and evaluate artwork of others. Art provides students with a significant visual and symbolic communication tool comparable to the spoken or written word, and as such, should permeate the school curriculum. In order to produce students who become adults capable of understanding, valuing, and using art in their lives, teachers must first realize that art, taught meaningfully, develops both body and mind. This study explored attitudes toward art among preservice teachers. Participants were 69 education majors (five male) enrolled in Art in the Elementary School. Sixty-four participants were elementary education majors. Data were collected with two subtests, measuring self-estimate in art and attitude toward art and artists, of the Eisner Art Attitude Inventory (Eisner, 1964) using a 5-point rating scale ranging from 1 (strongly agree) to 5 (strongly disagree). Participants indicated more positive attitudes toward art and artists as compared to attitudes toward personal art abilities. Sixty-four (93%) disagreed that “People who become artists are usually those ones who could not succeed at other, more important tasks in life.” Eighty-four percent agreed, “Almost anyone can learn to appreciate art,” while 83% disagreed that “Artists should paint pictures the majority of people can understand.”  Approximately one-third were uncertain about the importance of artistic advances for a country’s progress and the need to study art to be well educated. These findings suggested that participants have generally positive feelings about art and artists although they are unsure of arts’ contribution to society and education.

Aggression and Rural Youth: Do Programs in School Setting Make a Difference

 

Angela L. White, Leanee Whiteside-Mansell, Caren Moore, David Deere,

and Mark Edwards, University of Arkansas for Medical Sciences

                         Alternative schools have been in existence for sometime with schools defining the criteria for student enrollment differently.  Research has shown significantly higher incidents of violent behaviors (e.g. carrying weapons to physical fighting) of students enrolled in alternative schools compared to those students enrolled in regular high schools.  Because of the increase of violent behavior, many programs are being established within school districts to help decrease this problem in the alternative school settings.  Program evaluations for these programs are often difficult in part because of a variety of barriers, particularly those associated with students and their parents who are required to attend alternative schools.  Some problems include student or parent mental and physical health, parental involvement, and failures in school both by the students and their parents.  Other barriers include the time commitment from students and faculty needed for lengthy and indepth evaluations.  This study evaluated the Aggression Replacement Training (ART) intervention implemented in a rural alternative school in Arkansas.  The ART program has been implemented in several types of school environments from regular school to alternative schools throughout the United States.  The evaluation examined the impact of the program on aggression as assessed by Attitude Toward Conflict and Modified Aggression Scale and self esteem as assessed by Rosenberg Self Esteem scale.  Preliminary data have been collected from high school and junior high students attending an alternative school.  Pre- and post-data have been collected for 30 students.  Analyses examined changes in attitudes after attending ART intervention classes using pair t-tests.  Further analyses will examine the extent that ART intervention is moderated by student gender or other student characteristics.  Study results included issues of the assessment of the fidelity of the implementation, logistics of school based behavioral intervention, and outcome findings based on student report and school records.

Comparing Social Communication of Children with Autism Spectrum Disorders and Their Typical Peers

 

Hollie Cost, University of Montevallo

                         The purpose of the current study was to use direct observation to document differences between individuals with ASD and their typical classmates. Seventeen children with Autism Spectrum were selected as participants.  An age-matched typical peer was identified for each child with ASD within each classroom.  Using the observation instrument developed by the investigators, trained graduate students observed and recorded the communicative behaviors of the children with and without ASD simultaneously for four separate 15-minute intervals. Specific behaviors observed included verbal initiations, verbal responses, joint attention,  and nonverbal communicative attempts. Children with ASD and typical peers were compared to determine if significant differences could be detected in their social communication. Levene’s test for homogeneity of variances was calculated for each behavior, as well as for the total interaction scores.  Test statistics ranged from .132 to 4.28, none of which were significant, thus meeting the assumption of homogeneity.  All data fell within +/- 2 with the exception of VR and NVA which were slightly positively skewed, not constituting a significant threat of type I or type II errors. ANOVA was utilized to compare students with ASD to their typical peers on each of the four behaviors and on total interaction scores. Comparisons of verbal initiations, verbal responses, joint attention, and total interactions were significant at the .01 level.  Comparison of nonverbal communication attempts was significant at the .10 level. Data between ASD and typical peers were analyzed using ANOVA.  The results of this investigation indicated that the direct observation instrument used categorically discriminates between children with and without Autism Spectrum Disorders. This objective method of comparing children with ASD to their typical peers can be used to substantiate the need for social communication instruction, as well as to provide further support for eligibility determination.

Preparing Preservice Teachers to Teach Reading: A School-Based Approach

 

Andrea M. Kent, Rebecca M. Giles, and Phillip Feldman, University of South Alabama

                         Research suggests that over 50% of new teachers in low-income schools will leave the profession in their first five years of teaching (Hunt, J. B. & Carroll, T. G., 2003). Providing preservice teachers a comprehensive induction program with emphasis on preparing them to meet the literacy needs of academically challenging children should curtail this mass exodus. Simultaneously, preservice teachers become better prepared to meet the high student achievement standards, ultimately linking teacher quality with student success (Greenwald, Hedges, & Laine, 1996). As a direct result of No Child Left Behind (NCLB) legislation, the University of South Alabama initiated a school-based approach to teaching a required, undergraduate methods course in reading. Increased clinical field experience with an exemplary mentor teacher was coupled with assistance and guidance of a university-based team leader. The team leader served as university-school system liaison providing on-site coaching and modeling throughout the yearlong internship. In addition, the team leader taught the reading methods course that met during the first semester of the internship. With a primary goal of being an effective teacher of reading that links student achievement with success (Allington, 2003), student interns worked five days a week for two consecutive semesters with the same mentor teacher. This afforded the interns an opportunity to extensively observe and participate in the integration of reading theory and practice including initial and ongoing assessment, read alouds, shared reading, guided reading and independent reading. It is posited that such a program provides the opportunity for:  (1) school administrators to collaborate with teacher educators in creating an authentic model for undergraduate instruction, (2) classroom teachers to benefit from faculty expertise while engaging in classroom-based professional development, (3) preservice teachers to fully understand and implement the components of a comprehensive reading approach, and (4) elementary students to be increasingly successful readers and writers.

Measuring Preservice Teachers’ Dispositions: A Qualitative Content Analysis of Assessments Utilized

by Selected NCATE Accredited Colleges and Universities

 

Lynda R. Daughenbaugh, Richard Daughenbaugh, Edward L. Shaw, Jr.,

and Carolyn Casteel, University of South Alabama

                         The purpose of this study was to determine which dispositions of undergraduate preservice teacher candidates of selected colleges and universities with NCATE accreditation were being measured, what type of assessments were used, and how the results of these assessments were being implemented.  A qualitative content analysis of instruments, rubrics, and other assessments used to measure these dispositions was conducted using documents posted on the Internet by the teacher education programs of NCATE-accredited institutions having enrollments of more than 8,000 students.  Charts were developed to compare and contrast the frequency with which specific dispositions were chosen and assessed and the type of instruments or rubrics used to assess these dispositions.  For example, some institutions limited the dispositions to those provided by the NCATE definition of dispositions, while others made additions such as technology dispositions.  Items used to construct the charts included student journals, surveys, interviews, as well as assessment systems using GPA, standardized test scores, oral presentation skills, written communication skills, content knowledge, professional knowledge, evidence of a candidate’s ability to work with children, or rubrics designed by the individual institutions.  Results of the study suggested no consensus about which dispositions are essential, or how dispositions should be assessed.  Additionally, the purposes for which the assessments were utilized, such as the selection, limitation of enrollment, or the elimination of candidates, for undergraduate preservice teacher education programs varied widely. The results of this study provided some insight into developing assessment instruments for specific dispositions and how the results of those assessments may be implemented to improve the quality of teacher education programs.  Further study and refinement of instruments to assess dispositions was recommended to improve the pre-admission procedures used to select teacher candidates, as well as the process through which they are educated.

How Does Liberal Arts Contribute to Teacher Education?

 

Patricia D. Goldberg, Kay Williams, Erin Doak, Michele Neal, and Jennifer Washburn, Hanover College

                         Two years ago the elementary teacher education program changed from an elementary education major to a liberal arts major and an elementary program organized around teacher certification requirements.  A key component is the EDU 01 Series – four courses designed to guide prospective teachers in making connections between their liberal arts course of study, including the major, and teaching.  How does the EDU 01 Series facilitate the link between the liberal arts course of study and development of an aspiring elementary teacher?   The authors intend to create what Putnam and Borko (2000) describe as a discourse community, where teacher candidates think in new ways about content and teaching.  Delandshere and Arens (2003) identify surface translation of content in their study of preservice teacher portfolios.  Do the participants make similar surface connections between liberal arts studies and teaching?  This EDU 01 Series is meant to minimize fragmentation in teacher education between content and pedagogy.  The primary researchers formed a research team of three education faculty members and a college student from the freshman, sophomore, junior, and senior class.  The research team developed a survey, and student members interviewed all of the elementary teacher candidates who were taking any EDU 01 course during winter term 2004.  These interviews were transcribed into anonymous responses, and possible categories were discussed at a research team meeting.  In addition, candidate inquiry papers were gathered during the term.  Three types of information were analyzed: interview responses, faculty/student interactions, and student writing.