School of Education

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Relationship between self-efficacy beliefs and socio-cultural adjustment of international graduate students and American graduate students.
(2006-04-19T15:35:42Z) Gajdzik, Patrycja K.; Johnsen, Susan K.; Educational Psychology.; Baylor University. Dept. of Educational Psychology.
There are many benefits to the presence of international students on American campuses such as increase in diversity and economic contribution (AEC, 2000). However, many international students struggle with adjusting to a new culture (Hubbard, 1994) which may result in attrition, diminished performance, and difficulties in interpersonal relationships (Matsumoto et al., 2001). Researchers have found that students’ beliefs and feelings about themselves are likely to positively correlate with their overall adjustment. Therefore the purpose of this study was to examine the cultural adjustment of international graduate students as compared to American graduate students and to examine the factors that contribute to self-efficacy beliefs in students from both groups. The research was conducted at a private, midsized university in Texas and a mixed method design was employed. Quantitative data were collected through the General Self-efficacy Scale, the Socio-cultural Adaptation Scale, and a demographic form. Qualitative data were gathered through responses to open-ended questions. The sample was stratified based on age and gender and consisted of 100 international graduate students and 100 American graduate students. Major conclusions include the following: general self-efficacy beliefs and students’ perceptions of their cultural adjustment were not related to one another when examined with samples of international graduate students and American graduate students at an American university. In addition, there was no difference between the general self-efficacy beliefs of the international graduate students as compared to general self-efficacy (GSE) beliefs of American graduate students. Students in both samples scored high on GSE as compared to normative sample, and students’ status did not appear to have an influence on their general self-efficacy beliefs. A statistically significant difference was found between international graduate students and American graduate students’ perceptions of their socio-cultural adaptation, p < .001. Students’ responses to open-ended items were consistent with previous findings that factors such as academic performance, social networks, goodness of the match between the individual and university’s resources, and perceived satisfaction influence students’ adjustment to their new environment.
The affects of a middle grades teacher education program on preservice teachers choice of teaching strategies and mathematical understanding.
(2006-04-19T16:13:33Z) Eddy, Colleen M.; Wilkerson, Trena.; Curriculum and Instruction.; Baylor University. Dept. of Curriculum and Instruction.
This study investigated how mathematical knowledge, mathematics pedagogy, and knowledge of students' understanding in mathematics impacted middle grades preservice mathematics teachers' lesson planning and teaching strategies implemented in a mathematics classroom who have either high or low teacher efficacy. The participants were four middle grades preservice mathematics teachers in their third year of an intensive field based teacher education program. All participants completed Tschannen-Moran and Hoy's (2001) Teachers' Sense of Efficacy Scale Instrument, mathematics questionnaire, pre and post interviews, and teaching observations. Mathematical knowledge was derived primarily from the mathematics courses but mathematics pedagogy courses did reinforce mathematical concepts. Mathematics pedagogy was impacted by mathematics courses for participants' perception of how mathematics was taught and mathematics pedagogy courses for lesson planning and teaching strategies. The classroom teacher in the field experience was a major influence for determining the flexibility the participants perceived they had for lesson planning and teaching strategies. Knowledge of students' understanding in mathematics derived primarily from the field experience courses. All the participants were able to have experiences incorporating aspects of a conceptual lesson including student collaboration, evaluating student preconceptions, and problem solving. The gains in teacher efficacy by the participants with low teacher efficacy may be attributed to multiple field experiences in a year long teaching experience that allowed them to make connections with their mathematics and mathematics pedagogy courses. The data suggests that teacher education programs consider providing: 1) middle grades preservice mathematics teachers opportunities to make connections with the field experience, mathematics, and mathematics pedagogy courses by taking them simultaneously, 2) multiple field experiences for middle grades preservice mathematics teachers in a mathematics classroom so that the preservice teachers have opportunities to implement different teaching strategies, and 3) field placements for middle grades mathematics teachers with classroom teachers who support the sound learning and teaching practices of the teacher education program.
The Accelerated Reader program and students' attitude towards reading.
(2006-04-24T18:03:32Z) Focarile, Deborah Ann.; Sharp, Patricia Tipton.; Curriculum and Instruction.; Baylor University. Dept. of Curriculum and Instruction.
This study explores the relationship between the use of the Accelerated Reader Program, a computerized reading management program marketed by Advantage Learning Systems, Inc., and student's attitudes towards reading while specifically focusing on the difference in attitudes toward reading between low achieving and high achieving students. In addition, this study describes the relationship between reading achievement and the use of the Accelerated Reader Program. This study is quasi-experimental in nature since it does not use a random sample or random assignment to groups. In order to assess student attitudes toward reading, the Heathington Attitude Scale (intermediate version) was employed. The Heathington Attitude Scale is a Likert scale, or summated rating and gives feedback about school-related reading activities such as free reading and organized reading, reading at the library, reading at home, other recreational reading, and general reading. The Gates-MacGinitie Reading Tests was used to assess reading achievement. These test, published by Riverside Publishing Company, are standardized achievement of reading from the end of Kindergarten through Grade 12. Each level test consists of two tests: a vocabulary test and a comprehension test. The reading passages include a balance of different genres of writing. Results of the study suggest that there is no significant relationship between the use of the Accelerated Reader Program and student interest toward reading. Likewise, the study showed that the Accelerated Reader program did not have a significant impact on the reading interest of low achieving students when compared to high achieving students. Similarly, the data indicated that there was not a significant relationship between the use of the Accelerated Reader Program and student reading achievement. Finally, recommendations have been presented for further research of the following: the study should be conducted using a larger sample of participants and a comparison of the increase or decrease in student interest in reading during the school year between the students using the Accelerated Reader Program and those who do not.
Teachers and professional reading: a study of reading experience and administrative support across traditional, Paideia, and PDS schools.
(2006-05-27T15:10:23Z) Powell, Michelle Pettijohn.; Robinson, Eric L.; Educational Psychology.; Baylor University. Dept. of Educational Psychology.
The present study explored the perceived level of support teachers experience while pursuing professional reading as part of professional development. In order to do so, a descriptive study was designed to investigate the professional reading of teachers working in nine public schools located in Texas, Tennessee, and North Carolina during the Spring of 2005. There teachers participating in this study worked at elementary, middle, and high schools, as well as at Paideia, professional development schools (PDSs), and non-PDS schools. The Teacher Survey of Professional Reading (TSPR) was created specifically for this study, and is a 38 question instrument designed to gather information regarding reading as part of personal and professional growth, reading as part of professional growth, support for professional reading, reading as part of professional development, and demographic information. Teachers, in general, view professional reading as helping them grow in their profession. While teachers do not have enough time to read as they would like, they find the materials easily understood, applicable, and accessible. In addition, teachers working on Paideia campuses have strong beliefs regarding the use of professional reading as part of staff development, as they were more likely to find that professional reading helps them grow in their profession, and were more likely to find the materials applicable, relevant, and worthwhile to what they teach as compared to teachers working on PDS and non-PDS campuses. A discussion of the findings of practical significance and suggestions for future research are included.
Teachers leaving the profession: the influence of violent student behavior on teacher attrition in Pennsylvania's public schools.
(2006-05-27T19:18:48Z) McPherson, Patricia R.; Beckner, Weldon.; Educational Administration.; Baylor University. Dept. of Educational Administration.
This study was conducted to develop a descriptive profile of school administrators responsible for human resources management in Pennsylvania’s public school districts relative to their perception of violent student behavior’s influence on teacher attrition in their district. Guiding the study were five research questions: (a) What do school district administrators responsible for human resources management perceive to be the reasons for teacher attrition in Pennsylvania’s public schools? (b) What perceptions do school district administrators responsible for human resources management have on the influence of violent student behavior on teacher attrition in Pennsylvania’s public schools? (c) How have human resources management policies and procedures changed as a result of violent student behavior in Pennsylvania’s public schools? (d) What is the role of human resources management in creating and maintaining a safe working environment for teachers in Pennsylvania’s public schools? (e) What current and/or future plans exist in Pennsylvania’s public school districts for proactive interventions against violent student behavior and its affect on teacher attrition? Study participants were school administrators responsible for human resources management from 186 selected public school districts in Pennsylvania. Analysis of archival data obtained from the Pennsylvania Department of Education’s Office of Safe Schools provided a framework for selection criteria. From 2000 through 2004 school years selected participants maintained an average of 2% or above violent student behavior incidents, 2% or above violent student offenders, and 1 or more staff assaulted by student offenders. Administrators responsible for human resources management in 186 selected Pennsylvania public school districts were invited to participate in the study through a web-based survey sent via email with the option to volunteer in a follow-up interview. Of the 84 administrators who responded to the web-based survey, 26 volunteered to participate in the follow-up interview. Data analysis exhibited frequencies and percentages indicating major themes relative to the topic. Findings revealed that Pennsylvania’s public school district administrators responsible for human resources management perceive violent student behavior has little influence on teacher attrition. Study participants believe intervention programs, staff training, safety awareness, and ongoing communication have reduced violent student behavior and teacher attrition in their district.
Lesson study: the effects on teachers and students in urban middle schools.
(2006-05-28T01:06:21Z) Meyer, Rachelle D.; Wilkerson, Trena.; Curriculum and Instruction.; Baylor University. Dept. of Curriculum and Instruction.
This multiple case study examined the effects lesson study had on middle school mathematics teachers and students in a large urban school district. The participants for this study consisted of 13 middle school mathematics teachers who formed three lesson study groups. The research questions were: (1) What effects does lesson study have on middle school mathematics teachers? (2) What effects does lesson study have on middle school students? (3) Does the participation in lesson study as a form of professional development serve as a catalyst for the growth and continuation of lesson study within the middle school mathematics community? This qualitative research used nine measures to gather data which consisted of the following: two baseline surveys; transcripts from planning and reflection sessions; observation notes; lesson plans; teacher logs; students' work; a district nine-week assessment; and electronic discussions. Analysis of the data revealed lesson study did impact teachers' instructional strategies in the areas of self-reflection, incorporating problem-solving activities, and encouraging cooperative learning. Evidence also indicated that teachers' content knowledge did improve for two of the three case studies as a result of teacher collaboration. The impact lesson study had on students' understanding and achievement was limited. Students' achievement in mathematics for two participating middle schools appeared to improve; however, caution must be excercised when attempting to generalize the impact lesson study had on students. There was, however, evidence to support that lesson study had a positive impact on students' engagement in mathematics. In addition, over 50 percent of the participating teachers elected to engage in a second lesson study with some recruiting additional teachers from their campuses.
The role of mentoring in the developmental experiences of Baptist pastors in Texas: a case study.
(2006-05-28T01:29:27Z) Godfrey, J. Michael (James Michael); Saxon, Terrill F.; Educational Psychology.; Baylor University. Dept. of Educational Psychology.
This grounded theory, multiple case study addressed the need for improvement in the training of Baptist pastors for practical ministry. The researcher posed the research question, "What is the role of mentoring in the developmental experiences of Baptist pastors in Texas?" The research purpose was to discover if and how mentoring was used by Baptist pastors and, if used, what effect Baptist pastors perceived mentoring may have had on their professional development. The research question inquired into the role of mentoring as an ameliorative educational approach to improve the training of pastors. Results from the interviews of 15 pastors in the study indicated that mentoring did play a valuable role in the professional development of Baptist pastors in Texas. Pastors' thoughts concerning mentoring as compared to other professional development opportunities; their personal involvement in mentoring; their preferences and expectations concerning mentoring and; the perceived benefits of mentoring were all explored. The study yielded 17 grounded theory propositions and suggestions for future research.
The relationship between school design variables and student achievement in a large urban Texas school district.
(2006-05-28T01:32:19Z) Hughes, Stephanie Marie.; Williamson, James Lonnie, 1934-; Educational Administration.; Baylor University. Dept. of Educational Administration.
The purpose of this study was to determine if a relationship existed between school facility design variables and student achievement as determined by the Texas Assessment of Knowledge and Skills. The Design Assessment Scale for Elementary Schools designed by Kenneth Tanner (1999a) was used to evaluate 21 schools in a large urban district. The design variables included movement patterns, large group meeting places, architectural design, daylighting and views, psychological impact of color schemes, bulding on a students' scale, location of the school, instructional neighborhoods, outside learning areas, instructional laboratories, and environmental. The 2003-2004 Texas Assessment of Knowledge and Skills 5th grade scores on reading, math, and science were used to determine student achievement. T-tests were used to determine the relationship between design variables and student achievement within TEA designated rating categories (Exemplary, Recognized, and Academically Acceptable). An ANOVA was used to determine if a relationship existed between Texas Education Agency school categories and building design variables. The major finding of this study supports the literature. This study concluded all building design variables had a statistically significant relationship with student achievement within each school category. However, there was not a statistically significant relationship between building design variables and school ratings.
Differences in self-efficacy and global-mindedness between short-term and semester-long study abroad participants of selected Christian universities.
(2006-05-28T02:03:15Z) Kehl, Kevin L.; Cloud, Robert C.; Educational Administration.; Baylor University. Dept. of Educational Administration.
It has been suggested that the human experience is an increasingly globalized one in which people have multiple cross-cultural exchanges or interactions. Given the growing the global interdependence and awareness of common problems facing humanity, many educational leaders have advocated for the internationalization of higher education. Student participation in a study abroad program is a common strategy employed to meet this objective. Educational leaders and decision makers are faced with the difficult task of balancing competing programs as stewards of institutional and human capital in an environment of limited resources. This common, yet special challenge, calls us to find an objective means of evaluating the effectiveness of study abroad programs. The calls, for internationalizing university curricula come from within the academy as well as from the increased student demand for international experiences, are being answered in the affirmative as seen in the recent growth of student participation in study abroad programs. Traditionally, study abroad has been thought of as an experience that requires significant interaction with a host culture often consisting of a semester of year in length. Yet one of the areas of greatest growth has been increased participation in short programs, usually consisting of 8 weeks or less. While different program types, length, and objectives vary from institution to institution, in general, it is agreed that internationalizing higher education should help students prepare for living in the 21st century. Two foundational constructs often cited as necessary components of this preparations include global-mindedness and self-efficacy. The purpose of this study was to determine the differences in outcomes of study abroad length and participation on general self-efficacy, and attitudes reflecting global-mindedness of students at three private Christian universities. This study sought to examine the differences between students who had participated for a semester with students who had participated in a short-term program consisting of 8 weeks or less as well as students who intended to attend study abroad prior to their actual participation. Findings and recommendations reflect the context of the current climate of increasing pressures on university budgets and calls to more acurately measure curricular and co-curricular outcomes.
Analysis of the impact of a ten-year technology initiative on students’ outcome.
(2006-07-29T17:22:09Z) Li, Wenxue.; Wilkerson, Trena.; Curriculum and Instruction.; Baylor University. Dept. of Curriculum and Instruction.
Results from this study indicate that this research model is capable of examining the long-term effect of a teacher technology training initiative. Further research with an extensive data management design and larger sample size is recommended.
Transfer transitions: first semester experiences of transfer students at selected Texas Christian universities.
(2006-07-30T14:27:39Z) Gumm, John Eric.; Smith, Albert B. (Al), 1942-; Educational Administration.; Baylor University. Dept. of Educational Administration.
This study examined the experiences of new transfer students in the Fall semester of 2005 at three Christian universities. The research focused on determining the variables that predicted transfer students' successful transition and persistence during their first semester at these universities. This study applied Tinto's (1993) model of student departure to transfer students and also included an examination of the impact of spiritual integration on student persistence. Additionally, it considered those variables which impacted student academic and social adjustment (Laanan, 1998). Three Christian universities in Texas (with a total new transfer student population of 603) were selected for this study. A 70-item survey was used to examine the students' backgrounds and their transfer experiences. Multiple rounds of reminders resulted in an overall response rate of 58% (n=348). Only one of the twenty pre-enrollment variables, Highest Degree Planned at Current Institution, was significant at the p<.05 level with regard to the prediction of student persistence. Logistic regression was then used to consider whether the Tinto constructs of academic integration, social integration, and goal and institutional commitments were significant predictors of transfer student persistence. The spiritual integration construct was tested in the same manner. Only the Social Integration (specifically the Peer Interaction variable) and Goal and Institutional Commitment constructs were predictive of transfer student persistence at these three universities. Linear regression was then utilized to determine the variables that affected the academic and social adjustment of these transfer students. Results showed three variables with a significant effect on the transfer student's academic adjustment (and accounted for 45% of the variation) and three variables that were significant in their effect on the transfer student's social adjustment (accounting for 41% of the variation). Recommendations for practice and future research were made based on the results of the analysis. Transfer students create a unique opportunity and challenge for higher education, including Christian universities. It is hoped that this research will be the impetus needed to challenge universities to pursue answers to these same research questions and to a greater understanding of their transfer students.
Perceptions, management practices, instructional programs and resources frequently used by urban school principals to meet the requirements of school accountability.
(2006-07-30T20:08:13Z) Jackson, Walter G.; Beckner, Weldon.; Educational Administration.; Baylor University. Dept. of Educational Administration.
The purpose of this study was to investigate and identify principals' perceptions of management practices, instructional programs, and resources most important to meeting the requirements of public school accountability. The research focused primarily on secondary principals of Title I schools in the Greater Houston area of the state of Texas. This research was deliberate in providing descriptive information concerning principals' perceptions on how to successfully meet the requirements of school accountability. Sixty-seven secondary principals in Title I schools in the Greater Houston area served as subjects. The study involved both quantitative and qualitative research methods including a combination of interviews and a survey to collect data from principals regarding their perceptions. The study was exploratory in nature with the intent to add to the body of knowledge concerning instructional strategies, management practices, and resources principals utilized and needed to be successful in meeting the high demands of public school accountability. The study revealed principals' use of pull-out programs and before/after school tutorials were effective ways of improving the achievement of students who needed additional instructional support and assistance. In addition to the tutorials, principals' active monitoring and visibility were effective strategies used to manage the instructional programs and ensure continuous student improvement. The study also revealed that principals value and support the practices of hiring, maintaining, and developming highly qualified teachers to ensure continuous student improvement. Results were discussed in terms of their implications for educational practice and future research. It is the hope that the information about principals' perceptions of instructional programs and management practices, gathered from this study, will benefit educators working with students in Title I schools and that these findings will be added to the growing literature of effective strategies to improve our public schools.
Passionate teacher/virtuous teaching: exploring the relationship between teacher passion, teacher calling, and character education.
(2006-07-30T22:57:23Z) Jones, Laurie Ann.; Talbert, Tony L.; Curriculum and Instruction.; Baylor University. Dept. of Curriculum and Instruction.
Inculcating character and morality to our nation's school children has been of vital importance since the beginning of the first public school in America. Questions as to what morals and values should be taught and what the best way to teach these values and morals remain unanswered. Further, there is no explanation as to why some schools and teachers successfully implement character education and why others seem to have little effect on the children. This research study addressed whether or not the passion and calling of the classroom teacher affected the successful teaching of character education. This grounded theory, single case study examined this relationship at a rural school district in central Texas. Twenty-three classroom teachers participated in the research project. Teachers shared their points of view regarding how they perceived teaching — as a calling, job or profession. They then shared their beliefs on the teaching of character to their students. The responses gained from the study were informative as well as insightful. Six propositions for further research are presented from the findings.
Women presidents of American four-year colleges and universities: an analysis of reported changeable attributes contributing to their success.
(2006-07-31T01:06:00Z) Darden, Mary Landon.; Cloud, Robert C.; Educational Administration.; Baylor University. Dept. of Educational Administration.
Women are grossly under-represented in academic presidencies in the United States, with only 20% of all higher education presidencies, and just 13% at doctorate-granting institutions (The American College President, 2002). The most significant study of the last century on women in leadership roles is Astin and Leland’s (1999) Women of Influence, Women of Vision. Women Presidents in American Four-Year Colleges and Universities expands on Astin and Leland’s findings by determining and analyzing the influential characteristics, later identified as specific "changeable attributes," that contribute to the success of women higher education presidents. This study seeks to provide information to assist more women higher education administrators achieve success, advance in their profession and, ultimately, achieve a more representative proportion of presidential positions. A preliminary conceptual framework and 21-question interview were designed to elicit changeable attributes that contributed to the success of 18 women presidents from top four-year colleges and universities (as ranked by U.S. News and World Report) The findings conclude with 15 reported changeable attribute categories and 14 recommendations for women administrators, prioritized and described in detail. The first changeable attribute category, Leadership Traits and Characteristics Important to Success in the Presidency, highlights 87 traits that enhance leadership. The 15 categories also include: The Willingness and Courage to Take Risks and Make Necessary Career Changes; Obtaining the Necessary Experience to Prepare, Qualify and Succeed in the Presidency; Seeking Mentors and Positive Influencers; and Developing and Implementing an Effective Leadership Style. The final Changeable Attributes Model illustrates how these changeable attributes may influence levels of success for women higher education administrators. Some factors remain constant: There are still too few women in academic leadership roles and those who are make less money and have shorter tenures than their male counterparts. Thus, the programming designed to identify, develop, advance, and support emerging female leaders continues to be crucial (American Council on Education, 2003, p. 16). Women Presidents in American Four-Year Colleges and Universities presents a detailed "formula for success" for women administrators and future presidents.
An exploration of flow through the leisure pursuits of adult science fiction fans.
(2006-07-31T20:20:53Z) Little, Cindy C.; Johnsen, Susan K.; Educational Psychology.; Baylor University. Dept. of Educational Psychology.
The purpose of this ethnographic, cross case study analysis was to a) explore why individuals have a sustaining interest in science fiction-related leisure activities, b) describe the role, if any that Csikszentmihalyi's theory of flow plays in the continuation of these activities, c) explain how these interests initially developed, and d) determine if science fiction related knowledge transfers to other domains. Results from interviews with 10 adult science fiction fans revealed that elements of flow were found across cases and that science fiction-related knowledge transferred to other domains. Patterns found relating to flow, development, change and evolution and transfer clustered into one of three overarching categories that contributed to the development of and sustaining interest in science fiction-related leisure activities. Practical significance as it relates to the role of interest in learning as well as possible avenues for future research was discussed.
Elementary principals' attitudes towards the inclusion of students with disabilities in the general education setting.
(2006-12-11T18:00:32Z) Ramirez, Roxanna C.; Beckner, Weldon.; Educational Administration.; Baylor University. Dept. of Educational Administration.
Since the beginning of special education, educators have explored the topic of how best to serve students with disabilities. Only recently have schools begun to integrate students with disabilities in mainstream classrooms. Principals are now faced with deciding which students with disabilities will benefit from inclusion and how the inclusion process should be implemented. Because of the role principals play in implementing inclusion programs into their schools it is important to study how principals' perceptions of inclusion guide their decisions. This question was the foundation for the purpose of this study, which was to determine the attitudes and perceptions of Texas elementary school principals relative to including students with disabilities in general education classrooms. This study investigated how demographic information and experience affected principals' attitudes about inclusion. In addition, it also examined the principals' perception regarding the appropriateness of the placement of students based on the type of disability. The research was conducted using a Web-based survey that was developed by Praisner (2000), the Principals and Inclusion Survey (PIS). The PIS contains four sections including demographics, training, experience, attitudes toward inclusion and most appropriate placement for students with disabilities. The principals were randomly selected from the Texas Education Agency (TEA) records. The sample survey included a total of 360 principals, of which 110 completed the survey. Once the information was collected, it was analyzed using univariate analysis of variance (ANOVA) and multivariate analysis of variance (MANOVA). The results of the study indicated that demographic factors, training, and experience did not have a statistically significant affect on principals' attitudes toward inclusion. The study did find that principals' special education teaching experience had a statistically significant affect on principals' attitudes toward inclusion. The study also found that 108 of the principals that successfully responded to the section examining principals' overall attitudes toward inclusion showed a more favorable attitude toward the inclusion of students with disabilities in general education classrooms. The results from this study indicate the importance of developing educational administration programs that will prepare elementary school principals with stronger, more positive attitudes toward including students with disabilities in general education settings.
School personnel perceptions of youth gangs presence and activity at elementary schools in Fort Worth Independent School District in Texas.
(2007-01-10T20:05:58Z) Vasquez, Carlos.; Williamson, James Lonnie, 1934-; Educational Administration.; Baylor University. Dept. of Educational Administration.
The purpose of this study was to investigate the differences in perceptions of selected school personnel (principals, assistant principals, counselors, and teachers) about gang presence in elementary schools in a large urban school district in Texas. The study focused on determining the following: the perceptions related to gang presence and activity within elementary schools; the differences in the perceptions among selected personnel about observable: gang graffiti behavior, gang dress/physical identifiers/tattoos, gang communication, and turf behavior; the extent that school personnel perceived campus disruptions in the elementary schools as gang related; the differences when school characteristics and the variables of gender, ethnicity, and number of years of experience in current position were considered; the relationship between the size of the school and the presence of gang activity and between the socio-economic level of the students in a school and the perceived presence of gang activity. An evaluation and agreement on whether a problem exists is a first step in finding solutions on how to deal with gang activity in elementary schools.
Department chairs' perceptions of music transfer student success.
(2007-02-14T21:51:31Z) Wilson, Christina H.; Cloud, Robert C.; Educational Administration.; Baylor University. Dept. of Educational Administration.
The purpose of this study was to describe and understand the perceptions department chairs had of various attributes that contributed to two-year music transfer student success, in upper-level instruction at a four-year institution. This was a phenomenological study that explored department chairs' views of music student success. The results of this study were a description of themes related to this phenomenon. Participant views, although affected by the experiences department chairs had with students as well as their relationships to the music discipline, were important to the description of the phenomenon of transfer music student success. At this stage in the research, successful music students were generally defines as those students who completed course work successfully and who graduated in an appropriate amount of time for their degree. Each institution’s or each department's policies defined the appropriate amount of time for degree completion and the standards for successful course work completion. Even though the researcher was interested in participants' definitions for successful music transfer students, she chose to establish these definition parameters for participants to build definitions upon.
A study of the relationship between selected background/psychosocial variables and the persistence of Hispanic female community college students.
(2008-06-05T13:09:58Z) Reyna, Yolanda.; Smith, Albert B. (Al), 1942-; Educational Administration.; Baylor University. Dept. of Educational Administration.
This study on Hispanic females (HF) in a two-year community college setting was guided by two research questions. To what extent do persister and non-persister Hispanic female students differ on each of the following 14 selected variables found in Bean and Eaton's (2000) Psychological Model of College Student Retention: 1) age, 2) marital status, 3) employment, 4) household income, 5) number of children, 6) level of planned education, 7) enrollment status, 8) generational status, 9) financial aid assistance, 10) semester hours completed, 11) self-efficacy, 12) motivational goals, 13) institutional commitment, and 14) parental influence? Secondly, do persisters and non-persisters differ in their first semester course-taking patterns and completion rates? The research design used in this study was a non-experimental, quantitative, survey design. A two-part questionnaire was employed to collect background data and information on psychosocial variables. The sample consisted of 424 students of which 124 (29.3%) responded. Of the 124 responders, 88 (71%) were classified as persisters and 36 (29%) were non-persisters. For Research Question 1, chi-square analysis and t-tests were used to analyze the differences between persisters and non-persisters. For Research Question 2, descriptive analyses were employed to provide a profile of the differences in first-semester course-taking patterns and completion rates. This study found that HF persisters differed significantly from HF non-persisters on five background and two psychosocial variables, with persisters tending to be: 1) single, 2) unemployed, 3) more interested in obtaining a bachelor's degree, 4) first in their families to attend college, 5) more influenced by their parents to pursue educational goals, 6) more motivated,and 7) more committed to their institution. Findings related to Research Question 2 showed that HF persisters out performed HF non-persisters as follows: (1) 73% completed their mathematics course compared to 42%, (2) 88% completed an English course compared to 59%, (3) 88% completed college level courses compared to 38%, and (4) only 1.1% withdrew of failed all their classes compared to 16.7%. This study provides suggestions as to how colleges with large enrollments of HF students could work with these students and their parents before and after they first enroll and come on campus. Recommendations are made for improving current advising systems and ford reviewing HF academic, social, and psychological progress.
An examination of the relationship of Accelerated Reader implementation, secondary reading programs, and TAKS reading pass rates for ninth grade students in selected Central Texas school districts.
(2008-06-09T11:41:04Z) Williamson, Amy M.; Conaway, Betty J.; Curriculum and Instruction.; Baylor University. Dept. of Curriculum and Instruction.
Accelerated Reader (AR) is a reading management program designed by Advantage Learning Systems, Inc. to increase students’ reading motivation and to increase reading comprehension skills. The AR program is based on the premise that students will take a test to determine their reading level, read books on their designated level, and then take quizzes on the books they have read. Students are awarded points for good quiz grades and may then cash in points for rewards. This research studied ten ninth grade student populations of 175 or less. Five of the schools in the study implemented the AR program, and five did not. Schools that used the AR program were closely matched with schools that did not use AR based on ninth grade student population, demographics, and socioeconomic status. Ninth grade Reading TAKS pass rates were compared between schools using AR and those who did not. A Wilcoxon Rank Sum test indicated that the AR program did not make a difference in Reading TAKS scores. Campus representatives from each of the ten schools chosen for the study were interviewed about the school’s ninth grade reading program. Questions were asked about additional reading instruction for struggling readers, content area reading emphasis, English classroom reading strategies, and incentives for extra reading. No specific strategy or program emerged as key in raising reading achievement on the Reading TAKS test.

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