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Georgia Southern University

Conference

2014

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Public-Private Partnership: The Power Of Collaboration, Mimi Gudenrath, Tammi Clark, Teddy Reese Dec 2014

Public-Private Partnership: The Power Of Collaboration, Mimi Gudenrath, Tammi Clark, Teddy Reese

Georgia Association for Positive Behavior Support Conference

This session will highlight the collaboration of the Muscogee County School District, the Georgia. Department of Education and the Georgia Appleseed Center for Law and Justice . In the past 9 months, these three organizations have combined resources and stakeholders to offer and support Positive Behavioral Interventions and Supports to interested schools in Muscogee County. While many districts around Georgia embrace PBIS at the district level, this partnership will highlight the work of Ga. Appleseed as they not only provide seed money for support, but also rally community members and partners to support positive school climate and healthy change for …


Achieving Success With Pbis: The Teacher’S Role, Adrienne Boisson, Andre Byrd, Chris Williams Dec 2014

Achieving Success With Pbis: The Teacher’S Role, Adrienne Boisson, Andre Byrd, Chris Williams

Georgia Association for Positive Behavior Support Conference

The goal of this presentation is to help high school teachers feel less overwhelmed with the idea of implementing PBIS in their daily routine:

  • By clearly delineating the PBIS initiative, a definition of what PBIS is and what PBIS isn’t, how PBIS can impact your school culture, and the importance of data sharing
  • By offering a step-by-step guide of what it looks like to implement PBIS in your classroom on a daily/weekly/monthly basis
  • By providing PBIS resources, strategies, and examples of PBIS best practices utilized at NHS


Rambassadors: Making Student Leadership The Cornerstone Of Pbis Success, Adrienne Boisson, Andre Byrd, Chris Williams Dec 2014

Rambassadors: Making Student Leadership The Cornerstone Of Pbis Success, Adrienne Boisson, Andre Byrd, Chris Williams

Georgia Association for Positive Behavior Support Conference

The goal of this presentation is to share the impact of a successful PBIS student advisory organization. Presenters will give an in-depth explanation of the development of their program to include:

  1. We are RAMS: the history of PBIS at Newton High School and how it influences school culture.
  2. RAMbassadorS: Modeling the Ideal RAMS; using students to exemplify school expectations of success focusing on the following characteristics: mindset, service, and appearance
  3. Laying the groundwork: Preparing student leaders for service from application process to active duty


Whole Body Learning In The Classroom, Emily Swindall, Katherine Mcgee, Jessie M. Leyden Dec 2014

Whole Body Learning In The Classroom, Emily Swindall, Katherine Mcgee, Jessie M. Leyden

Georgia Association for Positive Behavior Support Conference

Students with special needs benefit from various modifications and accommodations in the classroom. Due to their specific sensory needs our students thrive in a classroom environment that supports “whole body learning.” This presentation will offer examples of how to best support students in the classroom to not only reach their learning potential but also encourage positive behaviors, social skills, and coping strategies.


Using Behavioral And Cognitive Strategies In The Home, Matthew Segall, Charlie Coleman Dec 2014

Using Behavioral And Cognitive Strategies In The Home, Matthew Segall, Charlie Coleman

Georgia Association for Positive Behavior Support Conference

Cognitive behavioral therapy is an emerging evidenced based practice for individuals with autism spectrum disorder, often to address symptoms of anxiety, depression, and other associated conditions. Typically, CBT is used exclusively in clinical settings such as individually with a psychologist. However, there are ways to take the principles of CBT and apply them to the home setting. The proposed presentation will help parents understand some of the behavioral and cognitive strategies that they can use at home to increase appropriate behavior, build positive routines, and help promote positive interactions and coping skills.


S.T.O.I.C Classroom Managment, Mark J. Fynewever Dec 2014

S.T.O.I.C Classroom Managment, Mark J. Fynewever

Georgia Association for Positive Behavior Support Conference

All teachers want their students to be successful in both school and in life. However, difficult classroom behavior often drives teachers from the classroom. At the core of student success and teacher effectiveness is a strong classroom management plan. In this session participants will learn how to structure their classroom management under the S.T.O.I.C model. STOIC stands for Structure, Teach, Observe, Interact, and Correct. The STOIC model aligns directly with the core PBIS elements and can easily be adapted from classroom to classroom. It gives participants practical direction for developing a strong classroom management plan!


Pbis 101: An Introduction To The Tier 1 Pbis Framework, Tara Davis Dec 2014

Pbis 101: An Introduction To The Tier 1 Pbis Framework, Tara Davis

Georgia Association for Positive Behavior Support Conference

This presentation will discuss how Positive Behavioral Interventions and Supports (PBIS) is an application of a behaviorally-based systems approach to enhance the capacity of schools, families, and communities to design effective environments that improve the link between research-validated practices and the environments in which teaching and learning occur. Participants will be able to: (1) define PBIS; (2) identify the core components of PBIS; (3) understand the research that supports PBIS; and (4) understand implementation components. The presenter will provide examples from Georgia schools implementing PBIS and outcome data.


The Negative Consequences Of Using Free And Reduced Lunch As A Measure Of School-Level Poverty: A Case From The State Of Georgia, Justus Randolph, Rose Prejean-Harris Oct 2014

The Negative Consequences Of Using Free And Reduced Lunch As A Measure Of School-Level Poverty: A Case From The State Of Georgia, Justus Randolph, Rose Prejean-Harris

Georgia Educational Research Association Conference

Poverty has long been known to be strongly correlated with academic achievement. In intercensal years, the National Academy of Sciences recommended using percent of free and reduced lunch (FRL) as a measure of poverty in educational systems. The Federal Government, the State of Georgia, and many other states have adopted the policy of reporting poverty levels at the school level by the percentage of students receiving free or reduced lunch. However, as we will show in this presentation, there is a severe restriction of range in the upper end of the FRL variable. This restriction in range can result in …


Meta-Didactical Slippages In A Ninth Grade Mathematics Classroom: A Paradox Of Teaching, Nathan J. Wisdom Oct 2014

Meta-Didactical Slippages In A Ninth Grade Mathematics Classroom: A Paradox Of Teaching, Nathan J. Wisdom

Georgia Educational Research Association Conference

This paper examines (a) the nature of meta-didactical slippages that occurred in a ninth grade predominantly African American mathematics classroom; and (b) how these meta-didactical slippages affect students’ conceptual understanding on a unit of ninth grade mathematics. A qualitative case study that employed ethnographic techniques of data collection and analysis was conducted. The theory of didactical situations in mathematics (Brousseau, 1997) served as the lens that grounded the interpretation of the data. The study found four themes, which illustrated the nature meta-didactical slippages: (a) over-teaching, (b) situational bypass, (c) language and symbolic representation, and (d) the design of didactical situations.


Preservice Teachers’ Impact On Student Learning, Hsiu-Lien Lu, Nancy M. Arrington Oct 2014

Preservice Teachers’ Impact On Student Learning, Hsiu-Lien Lu, Nancy M. Arrington

Georgia Educational Research Association Conference

The purpose of this study was to systematically investigate preservice teachers’ impact on P-5 student learning. This quantitative study included 1,640 P-5 students taught by 68 preservice teachers in three practicum tiers who responded to our request and submitted P-5 students’ pre- and post- assessment results. A t test was used to examine differences in the normalized gain scores and a set of regression tests to investigate the differences in the student learning outcomes among variables. The results indicate significant difference in P-5 student learning outcomes after the unit instruction by preservice teachers and no difference among variables, which suggests …


The Identification Of Variables And Factors Related To Preservice Teacher Candidates’ Passing A State Teacher Certification Examination At An Hbcu, Melanie Frizzell, Noran L. Moffett Oct 2014

The Identification Of Variables And Factors Related To Preservice Teacher Candidates’ Passing A State Teacher Certification Examination At An Hbcu, Melanie Frizzell, Noran L. Moffett

Georgia Educational Research Association Conference

This study sought to examine the outcome of teacher education candidates’ performance on a state content exam. Seventeen participants from the class of 2012 were identified for the study of which 12 participants fully participated in the study. This study utilized data collected from the participants through the Teacher Quality Enhancement Subcontract Grant Summer/Fall/Spring 2011-2012 Workshop Series held at the private HBCU. The research design used a QUAN- QUAL-QUAN to triangulate the data through three methods of data collection: GACE early childhood education (ECE) data, GACE ECE survey questionnaire and class of 2012 member interviews. The findings from the survey …


Indares.Com As An Instrument For Research And Educational Support, Michal Vorlicek, Lukas Rubin, Pavel Fical, Filip Kren, Josef Mitas, Jiri Stelzer Oct 2014

Indares.Com As An Instrument For Research And Educational Support, Michal Vorlicek, Lukas Rubin, Pavel Fical, Filip Kren, Josef Mitas, Jiri Stelzer

Georgia Educational Research Association Conference

Contemporary education and research uses information and communication technologies on a large scale. The Indares (International Database for Research and Educational Support) system (http://www.indares.com) is a purposefully developed on-line server aimed at recording, analysing and comparing physical activity of the system users.

The purpose of this internet-based project is to support education and research in the area of physical activity. Other aims are to increase the awareness of the system users about the issue of physical activity and to provide means to improve their lifestyle. The system is easily accessible to all users and is provided free of …


Gifted And At-Risk, Steven Littles, Rose Prejean-Harris Ph.D. Oct 2014

Gifted And At-Risk, Steven Littles, Rose Prejean-Harris Ph.D.

Georgia Educational Research Association Conference

As professionals, teachers are responsible for instructing varied sets of students assembled in dissimilar classrooms. Therefore, differentiated delivery of curricula is needed in order to meet the various needs and abilities of any given population. Although gifted students are thought to be able to hold their own academically, they are in need of these differentiated curricula as well. Access to differentiated curricula provides for maximization of gifted students’ learning potential, while helping to deflect the effects of other issues which surface as a result of being academically gifted.

The purpose of this case study is to explore the social emotional, …


When Words Inflict Harm: Documenting Sexuality And Gender Identity Microaggressions In Schools For Lgbtqq Youth, Darla Linville Oct 2014

When Words Inflict Harm: Documenting Sexuality And Gender Identity Microaggressions In Schools For Lgbtqq Youth, Darla Linville

Georgia Educational Research Association Conference

With the adoption of anti-bullying laws and policies, it may seem that things are looking up for lesbian, gay, bisexual, trans, queer or questioning (LGBTQQ) youth. We might assume that these laws and policies would better protect them from insults, harassment and violence at the hands of their peers and teachers. In fact, this is sometimes the case. But it is also the case that the insults become more covert, more implicit. Looking at microaggressions gives educational researchers and school personnel the opportunity to examine how gender nonconforming or non-heterosexual youth, or those perceived to be non-heterosexual, are assaulted, invalidated …


Exploring Philosophy During A Time Of Reform In Mathematics Education, Kimberly White-Fredette Oct 2014

Exploring Philosophy During A Time Of Reform In Mathematics Education, Kimberly White-Fredette

Georgia Educational Research Association Conference

Current reforms in mathematics education, including the implementation of the Common Core State Standards for Mathematics, are rooted in a changing vision of school mathematics, one that includes constructivist learning, student-centered pedagogy, and the use of worthwhile tasks. This changing vision challenges not only teachers’ beliefs about mathematics instruction but their philosophies of mathematics as well. This study investigates the processes that four teachers go through as they implement a new task-based mathematics curriculum while exploring their personal philosophies of mathematics. The participants were part of a graduate-level course that examined, through the writings of various modern philosophers of mathematics …


A Case Study Of How Ninth Grade Mathematics Students Construct Knowledge During A Productive Failure Model, Amy F. Westbrook Dr. Oct 2014

A Case Study Of How Ninth Grade Mathematics Students Construct Knowledge During A Productive Failure Model, Amy F. Westbrook Dr.

Georgia Educational Research Association Conference

The purpose of this qualitative study was to explain how ninth grade mathematics students at a rural high school in Georgia constructed knowledge through student talk when problem solving using Kapur’s (2012) productive failure design. An embedded case study design was used to understand how a group of students constructed knowledge through their use of talk, persistence during the task, and use of prior knowledge while working on a productive failure modeled task. Triangulation resulted from the collected data from multiple sources, which included videotaping, interviewing, and analyzing student artifacts. Utilization of the constructivist perspectives of Vygotsky (1934/1962), Piaget (1971), …


The Imperative Of The School Choice Option Of Nclb: In Whose Interest?, Teri Jones Oct 2014

The Imperative Of The School Choice Option Of Nclb: In Whose Interest?, Teri Jones

Georgia Educational Research Association Conference

Since No Child Left Behind (NCLB) became law, educators have faced challenges trying to protect the common good of a public education while, at the same time, developing and/or reviewing proposals to provide for the school choice option of NCLB. In the debate over market-driven education versus traditional public education, many times, the ideologies behind each approach come into direct conflict. Educators and legislators need to be able to identify when privileged interests are at the core of reforms or if the education of each student is the primary interest being served.

This project provides a real life portrait of …


Cognitive Skills And Mathematics Problem-Solving Performance, Ardyth C. Foster Phd Oct 2014

Cognitive Skills And Mathematics Problem-Solving Performance, Ardyth C. Foster Phd

Georgia Educational Research Association Conference

Geared towards teacher educators and elementary and middle-school mathematics teachers, the findings of a study that explored relationships between students’ cognitive skills and their mathematics problem-solving performance will be presented. The existing complexities within this area, along with the potential implications for collaboration among students and their teachers/peers, and for appropriate and effective pedagogical decision making, will be discussed.

By addressing possible relationships between students’ cognitive skill strengths and skill-based assessment methods, this presentation will provide opportunities for exploring and discussing potential impacts on teaching and assessment methods that are geared towards students’ learning strategies/styles, and that engage students in …


Examining The Flipped Classroom Model Through Literacy And Math Integration: Lessons Learned From A Teacher Quality Professional Development Grant Initiative, Anne Katz Ph.D., Jackie Heeyoung Kim Ed.D. Oct 2014

Examining The Flipped Classroom Model Through Literacy And Math Integration: Lessons Learned From A Teacher Quality Professional Development Grant Initiative, Anne Katz Ph.D., Jackie Heeyoung Kim Ed.D.

Georgia Educational Research Association Conference

This presentation will discuss results from a professional development initiative designed to equip primary and elementary grade educators with information and research-based practices to expand teachers’ repertoire of literacy instructional strategies and deepen their math content knowledge through a flipped classroom model. The presentation will define and describe the flipped learning model, briefly note its historical foundations, and address common misconceptions. We discuss learning theories that underlie the model and describe current research findings from our professional development initiative with teachers. We also describe concerns that have emerged as we have worked to develop the flipped learning model. An additional …


The Information Literacy “Flipped Classroom” – A Lesson Planning Lab, Madeline Cohen, Alison Lehner-Quam, Robin Wright Oct 2014

The Information Literacy “Flipped Classroom” – A Lesson Planning Lab, Madeline Cohen, Alison Lehner-Quam, Robin Wright

Georgia International Conference on Information Literacy

This workshop will introduce participants to the “flipped classroom” and provide them with hands-on experience planning a library session that uses this new approach. In the flipped classroom, lectures are replaced with pre-class assignments, usually in the form of videos or online tutorials. Class time can then be used for active learning exercises that deepen students’ knowledge of the material.

Participants will be asked to complete a pre-assignment, which can be finished just prior to the session. Workshop leaders will begin by reviewing the flipped classroom and describing the flipped lessons they have used at their academic library (15 minutes). …


Developing A Credit-Bearing Information Literacy Course, Andrew Kearns, Lola Bradley Oct 2014

Developing A Credit-Bearing Information Literacy Course, Andrew Kearns, Lola Bradley

Georgia International Conference on Information Literacy

Are you considering creating a credit-bearing information literacy course on your campus? Come join us and learn from our experience in creating LIBR 201, Strategies for Information Discovery, the University of South Carolina Upstate Library's first credit course. This interactive workshop will give you the chance to explore how you might create a course that is right for your campus while learning from our experiences. For each topic, we will briefly share how we developed as aspect of LIBR 201 before engaging in an activity that will help you to explore how this aspect of course development might be applied …


Information Literacy Scaffolds In The 9-12 Classroom, Kelly Crisp Paynter Oct 2014

Information Literacy Scaffolds In The 9-12 Classroom, Kelly Crisp Paynter

Georgia International Conference on Information Literacy

Despite being dubbed the Digital Generation, information literacy skills do not come automatically to high school students. Teachers and library media specialists must work together to provide quality strategies and scaffolds that help students evaluate sources authentically. Whether modeling the digital search process, creating pathfinders to direct students toward authoritative sources, or initiating discussions with students about quality resources, the library media specialist can become a valuable instructional partner to the classroom teacher.

The presenter, who has served as a high school media specialist, will discuss specific lesson plans she has co-taught with classroom teachers (as time allows). Topics may …


Accentuate The Positive, Eliminate The Punitive! - Re-Thinking Plagiarism In Information Literacy Instruction, Christina Chester-Fangman, Gina Garber, Elaine Berg Oct 2014

Accentuate The Positive, Eliminate The Punitive! - Re-Thinking Plagiarism In Information Literacy Instruction, Christina Chester-Fangman, Gina Garber, Elaine Berg

Georgia International Conference on Information Literacy

Too often, students feel that they are being accused of plagiarism before they have even started their first research assignment! Approaches to discussions of academic honesty (or dishonesty) frequently emphasize negative consequences over making the right choices from the start and do not take into consideration students’ understanding of the research process. At our own university, the majority of referrals to the Dean of Students regarding classroom behaviors were related to plagiarism. At Austin Peay State University, librarians involved in information literacy instruction wanted to address this issue, but in a positive manner. Panel attendees will learn how librarians completely …


Teaching Workplace Information Literacy, Michael Crumpton Oct 2014

Teaching Workplace Information Literacy, Michael Crumpton

Georgia International Conference on Information Literacy

The attributes of information literacy can change related to the context in which the information need occurs including the environment in which the need will manifest itself. This presentation will focus on the attributes of the workplace and how teaching information literacy can be different as it relates to “information” literacy in particular environments. Specifically, research will be shared related to a grant due diligence, regarding skill assessment and competencies needed by community college librarians for use in instructional design for teaching workplace information literacy. This would include programs such as job training or technology based programs as seen in …


Developing Partnerships: Be Nimble, Rebecca B. Engsberg Oct 2014

Developing Partnerships: Be Nimble, Rebecca B. Engsberg

Georgia International Conference on Information Literacy

Under the category of “PARTNERSHIPS between librarians and classroom teachers to teach students research skills,” I will share with attendees how to develop a new partnership (or change an existing one) with a faculty member based on a change in curriculum.

As the Liaison Librarian for the English Language Institute (ELI)—an intensive English language program for international students who are preparing to begin undergraduate or graduate studies in the US—I regularly taught the library component of ELI Research Skills classes.

Recently, however, the curriculum changed. Now, there is no longer a formal ELI class called "Research Skills." However, components of …


Combining Efforts: A Subject Librarian And A Generalist Team Up For Research Instruction, Amy Trendler, Brenda Yates Habich Oct 2014

Combining Efforts: A Subject Librarian And A Generalist Team Up For Research Instruction, Amy Trendler, Brenda Yates Habich

Georgia International Conference on Information Literacy

Academic librarians often work with students in diverse subject areas who make use of a wide range of the library’s resources and services. In order to best serve user needs, it can be important to look for opportunities to work across the units of the library. In keeping with this approach, an Information Services Librarian in the university library and an Architecture Librarian in a branch library joined forces to offer what they thought was a one-time thesis session for graduate students in architecture and planning. It turned out to be the beginning a collaboration that would take them into …


Librarians As Information Trainers: Using Training Techniques To Improve Information Literacy Instruction, Olivia Reinauer Oct 2014

Librarians As Information Trainers: Using Training Techniques To Improve Information Literacy Instruction, Olivia Reinauer

Georgia International Conference on Information Literacy

Just as a trainer addresses the continuing education needs of employees in the workplace, librarians teach research skills needed to improve academic performance. Like trainers, librarians are frequently asked to meet specific learning objectives within the span of a single session, and they must navigate the challenge of meeting and motivating a new group of participants each time. There is a wealth of information available on designing and delivering training, yet a review of the library literature shows little evidence of direct adoption of these techniques for library instruction.

This presentation will outline best practices in training design, delivery, and …


Design With Diversity In Mind: Online Information Literacy Instruction For Nontraditional Students, Holly Mabry, Natalie E. Bishop Oct 2014

Design With Diversity In Mind: Online Information Literacy Instruction For Nontraditional Students, Holly Mabry, Natalie E. Bishop

Georgia International Conference on Information Literacy

Web-based, online learning options through Blackboard, Moodle, Desire2Learn, and other learning management systems are increasingly popular for students and library patrons who are unable to attend traditional face-to-face courses on a college campus due to geographical, financial, or family obligations. Librarians are also retooling their information literacy courses to adapt to the rapidly evolving online learning environment. Just like in a physical classroom or library that provides assistive technology and interpreters, online information must be accessible for a variety of backgrounds and abilities. Inaccessible online courses that aren't developed with plain language, good color contrast, captions or alternative text formats, …


Partnerships For Outreach: Center For Student Learning And Library Study Skills And Information Literacy Program, Jolanda-Pieta Van Arnhem, Melissa Hortman Oct 2014

Partnerships For Outreach: Center For Student Learning And Library Study Skills And Information Literacy Program, Jolanda-Pieta Van Arnhem, Melissa Hortman

Georgia International Conference on Information Literacy

This poster session is a case study of the College of Charleston Libraries and Center for Student Learning partnership to design and deliver a series of complementary study skills and information literacy workshops during 2013-2014 academic year. Workshops in the “101” series were designed for the general undergraduate student population wanting more information on study skills. Workshops pairings in the “201” series were designed with information literacy topics geared toward upperclassman, graduate students, faculty, and staff interested in more advanced skills. Sessions were facilitated by campus instructors with unique insight, interesting experiences, or special knowledge and capability in workshop topics.The …


Building Community In The Library: Partnerships For Outreach, Jolanda-Pieta Van Arnhem, Melissa Hortman Oct 2014

Building Community In The Library: Partnerships For Outreach, Jolanda-Pieta Van Arnhem, Melissa Hortman

Georgia International Conference on Information Literacy

During the 2013-2014 academic year the College of Charleston Library and Center for Student Learning partnered to design and deliver a series of complementary workshops in order to build community, increase workshop attendance, and provide outreach at the Library. This was the first time that the two organizations had teamed up to co-design, sponsor, and market a year long program of complementary information literacy and study skills offerings.

Workshops in the “101” series were designed for the general undergraduate student population wanting more information on study skills. Workshops pairings in the “201” series were designed with information literacy topics geared …