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University of Arkansas, Fayetteville

2006

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Articles 1 - 15 of 15

Full-Text Articles in Education

A Comparative Study Of Hybrid And Internet-Based Educational Technology Course Modules, Nilly Adnan Al-Banna Dec 2006

A Comparative Study Of Hybrid And Internet-Based Educational Technology Course Modules, Nilly Adnan Al-Banna

Graduate Theses and Dissertations

The purpose of this study was to examine students’ attitudes and performance toward the teaching methods in an educational technology course. Undergraduate students enrolled in the Educational Technology course ETEC 2002L at the University of Arkansas had been exposed to both on-line modules and in-class instruction. The sample size for this study was 155. The results included 110 valid surveys completed by the students on paper. The data collected from the survey were analyzed using percentages, means, and t test of paired samples to find if there was a significant difference in students’ attitudes toward on-line versus hybrid instruction. Four …

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Act 35 Report Card, Sarah C. Mckenzie, Gary W. Ritter Oct 2006

Act 35 Report Card, Sarah C. Mckenzie, Gary W. Ritter

Policy Briefs

The Office for Education Policy (OEP) has recently revisited Act 35 of the Arkansas General Assembly’s second extraordinary session of 2003 to highlight the Act’s provisions and assess the Arkansas Department of Education (ADE) and the State Board of Education’s progress in addressing those accountability measures. This report is part of the OEP’s continuing effort to keep our constituents informed of the extent to which reforms are being implemented in Arkansas. What follows is a description of the Act and of the report card; for the itemized and detailed complete report card, please see the table below

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Understanding Arkansas’ Education Funding Formula, Sarah C. Mckenzie, Gary W. Ritter Oct 2006

Understanding Arkansas’ Education Funding Formula, Sarah C. Mckenzie, Gary W. Ritter

Policy Briefs

Over the last two years, Arkansas’ education funding system has undergone a variety of changes. Despite the news coverage and public attention over education funding, there remains general confusion around the state about school spending. We have produced periodic briefs to help explain the changes; however, we believe that a straightforward question and answer style brief could be helpful in sifting through the various documents about education spending in Arkansas. Four specific questions seem to be discussed consistently regarding education funding: • How much money has been allocated for education in Arkansas? • How has education funding changed over the …

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Ayp In Arkansas: Who’S On Track?, Virginia H. Blankenship, Joshua H. Barnett Jun 2006

Ayp In Arkansas: Who’S On Track?, Virginia H. Blankenship, Joshua H. Barnett

Arkansas Education Reports

How “good” are the schools in Arkansas? Under the federal No Child Left Behind (NCLB) Act of 2001, the current measure of a school’s success in Arkansas and around the country is based on whether its students meet the adequate yearly progress (AYP) benchmark on annual standardized tests. Those schools not making AYP are placed on the list of schools “in need of improvement” and therefore must give expanded educational choice (including school transfers and/or free tutoring) to eligible students. In contrast, schools that do not appear on the list are typically regarded as “successful” schools. This paper provides an …

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Salaries For Arkansas Teachers, Sarah C. Mckenzie, Gary W. Ritter May 2006

Salaries For Arkansas Teachers, Sarah C. Mckenzie, Gary W. Ritter

Policy Briefs

Over the last twenty years, teacher salaries have become a prominent topic in state and national education policy circles. Many contend that an earnings gap between teachers and other college graduates has become substantial and widened over the last few decades (American Council on Education Division of Government and Public Affairs, 1997; Henke, Chen, & Geis, 2000; Olson, 2000). The debate over whether teacher salaries are adequate is certainly open as more research appears from those arguing to increase salaries and those arguing that education money should be spent elsewhere (for a discussion of the adequacy and equity of teacher …

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Supplemental Education Services In Arkansas, Sarah C. Mckenzie, Gary W. Ritter May 2006

Supplemental Education Services In Arkansas, Sarah C. Mckenzie, Gary W. Ritter

Policy Briefs

The federal No Child Left Behind (NCLB) Act of 2001 gives eligible students who attend Title I schools not making adequate yearly progress (AYP) for at least three consecutive years the right to receive free supplemental education services, such as after-school tutoring. Under NCLB, states must provide a list of approved supplemental services providers to districts, who then, theoretically, provide the list to parents of eligible students prior to the start of the school year, so that they can choose the best provider for their children (U. S. Department of Education, 2005).

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Alternative Learning Environments In Arkansas, Sarah C. Mckenzie, Gary W. Ritter May 2006

Alternative Learning Environments In Arkansas, Sarah C. Mckenzie, Gary W. Ritter

Policy Briefs

One intervention that has been shown to be successful in helping students who have not done well in traditional school settings is alternative learning environments (ALE), or alternative schools (Lehr, Lanners, & Lange, 2003). The U.S. Department of Education (2002) defines an alternative school as “a public elementary/secondary school that addresses the needs of students that typically cannot be met in a regular school, provides nontraditional education, serves as an adjunct to a regular school, or falls outside the categories for regular, special education or vocational education.”

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Examining The Relationship Between Student Support Services And Student Outcomes At A Four-Year Institution, Angela Williams May 2006

Examining The Relationship Between Student Support Services And Student Outcomes At A Four-Year Institution, Angela Williams

Graduate Theses and Dissertations

This study identified and examined the service variable combination(s) provided by Student Support Services (SSS) TRIO program that had a statistically significant relationship with program participants’ academic performance and retention. SSS is a federally funded program designed to increase the retention and graduation rates of undergraduate first-generation, low-income, disabled college students. While SSS has played a significant role in the retention of disadvantaged students, scarce empirical research exist which examine the combination of SSS services that affect students’ academic performance and retention. Considering SSS programs will probably not experience large increases in federal support in the future and given the …

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Comprehensive School Reform: A Proven School Improvement Method For Troubled Schools, Sarah C. Mckenzie, Gary W. Ritter Apr 2006

Comprehensive School Reform: A Proven School Improvement Method For Troubled Schools, Sarah C. Mckenzie, Gary W. Ritter

Policy Briefs

As legislators in Arkansas begin to consider options for spending both Title I and categorical funds and as school leaders in Arkansas look for proven options that will increase student performance, especially for low performing schools that serve low income students, comprehensive school reform (CSR) is one researchsupported option to consider.

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Superintendents Speak Out: A Survey Of Superintendents’ Opinions Regarding Recent School Reforms In Arkansas, Virginia H. Blankenship, Joshua H. Barnett Apr 2006

Superintendents Speak Out: A Survey Of Superintendents’ Opinions Regarding Recent School Reforms In Arkansas, Virginia H. Blankenship, Joshua H. Barnett

Arkansas Education Reports

In an effort to improve educational opportunities for all students, Arkansas policymakers have made education reforms in many areas since 2003, such as increasing school funding by nearly 30 percent, consolidating both districts with enrollments below 350 students and inefficient schools, and strengthening accountability measures designed to raise academic achievement. However, there is little empirical evidence about how any of these reforms have impacted districts, schools, and students across the state, so policymakers have no way of knowing whether such reforms have the potential to improve student achievement and help close the achievement gap between disadvantaged students and their more …

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Education Week’S 2006 Report On Arkansas, Sarah C. Mckenzie, Gary W. Ritter Jan 2006

Education Week’S 2006 Report On Arkansas, Sarah C. Mckenzie, Gary W. Ritter

Policy Briefs

In an attempt to gauge the educational progress of the nation and each state, Education Week has published state report cards since 1997 in its annual Quality Counts series. Released in early 2006, the 10th annual report, Quality Counts at 10: A Decade of Standards-Based Education, examines the progress that states have made on a core set of policy indicators related to standards-based education over the past decade: student achievement, standards and accountability, efforts to improve teacher quality, school climate, and resource equity. This policy brief summarizes Arkansas’ ratings on the 2006 report, compares Arkansas to its border states on …

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Instructions For Authors, Discovery Editors Jan 2006

Instructions For Authors, Discovery Editors

Discovery, The Student Journal of Dale Bumpers College of Agricultural, Food and Life Sciences

No abstract provided.

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Letter From The Dean, Gregory J. Weidemann Jan 2006

Letter From The Dean, Gregory J. Weidemann

Discovery, The Student Journal of Dale Bumpers College of Agricultural, Food and Life Sciences

No abstract provided.

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Discovery: The Student Journal Of Dale Bumpers College Of Agricultural, Food And Life Sciences - Volume 7 2006, Several Authors Jan 2006

Discovery: The Student Journal Of Dale Bumpers College Of Agricultural, Food And Life Sciences - Volume 7 2006, Several Authors

Discovery, The Student Journal of Dale Bumpers College of Agricultural, Food and Life Sciences

No abstract provided.

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Contents, Discovery Editors Jan 2006

Contents, Discovery Editors

Discovery, The Student Journal of Dale Bumpers College of Agricultural, Food and Life Sciences

No abstract provided.

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