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Georgia Southern Magazine, Georgia Southern University

Georgia Southern Magazine

• Campus News
• Research News
• Foundation News
• Sports Scene
• Pride on the Line
• Homecoming 2007
• Chronicles

Georgia Southern Magazine, Georgia Southern University

Georgia Southern Magazine

• Campus News
• Research News
• Foundation News
• Sports Scene
• Centennial Celebrations
• Excellence Marks Their Spot
• Chronicles

Georgia Southern Magazine, Georgia Southern University

Georgia Southern Magazine

• Campus News
• Research News
• Foundation News
• Sports Scene
• Long View
• Going Global
• Lights, Camera, Hike!
• Chronicles

Dialogic Communication In Collaborative Problem Solving Groups, Robert B. Innes

International Journal for the Scholarship of Teaching & Learning

Discourse, especially dialogic communication between students in collaborative problem-solving groups, plays a central role in educational reforms informed by learning science. This study examined the quality of discourse in problem-based learning groups in a university course. The study found a low incidence of high quality dialogue (dialogic communication, elaboration and co-construction of ideas, productive disciplinary discourse) in 12 one-hour planning meetings. The most competent students took leadership in groups and made the majority of the conceptual contributions. Although there was a reasonable amount of time spent connecting theories to cases, there was little time spent in high-level analysis and very …

What Motivates Students To Provide Feedback To Teachers About Teaching And Learning? An Expectancy Theory Perspective, Johnette Caulfield

International Journal for the Scholarship of Teaching & Learning

The purpose of this empirical research study was to investigate what motivates students to provide formative anonymous feedback to teachers regarding their perceptions of the teaching and learning experience in order to improve student learning. Expectancy theory, specifically Vroom’s Model, was used as the conceptual framework for the study. Multiple regression analysis was employed to test both the valence and force equations. Statistically significant results indicated that students’ motivation was dependent upon the importance to them of improving the value of the class and of future classes, and the expectation that their formative feedback would lead to increased value for …

“What Happens In My University Classes That Helps Me To Learn?” Teacher Education Students’ Instructional Metacognitive Knowledge, Helen Askell-Williams, Michael Lawson, Rosalind Murray-Harvey

International Journal for the Scholarship of Teaching & Learning

Teacher education students’ instructional metacognitive knowledge needs to be well developed to promote both their own learning and their prospective students’ learning. In this study, we asked teacher education students to provide answers to the question “What happens in my university classes that helps me to learn?” Students identified issues such as supportive classroom environments, teachers’ professional and personal qualities, practical activities, reflection, and discussions. Cognitive organisation strategies were not well represented. Cluster analysis and multidimensional scaling of students’ responses identified a perceptual separation between teachers’ and students’ roles, suggesting that participants’ sense of personal agency, shared responsibility for learning, …

Powerpoint Presentation Handouts And College Student Learning Outcomes, Illene C. Noppe Ph.D.

International Journal for the Scholarship of Teaching & Learning

This investigation sought to determine if supplementing lectures using Microsoft PowerPoint slides with handouts of the slides enhanced test-taking performance in an undergraduate Human Development course. In the first study, one section of the course (N=50) was given handouts for one exam and a final; the other (N=50) received handouts only for the final. No significant differences in test performance occurred across sections. The second study, conducted the following semester for two sections of the same course, assessed whether the receipt of PowerPoint handouts was moderated by learning styles. Learning styles were not predictive of improved test performance as a …

Teachers’ Conceptions Of Teaching Service Statistics Courses, Sue Gordon, Peter Petocz, Anna Reid

International Journal for the Scholarship of Teaching & Learning

In this paper, we report on the results of a series of e-mail interviews with statistics educators around the world, focusing on their views of the nature of teaching statistics as a ‘service’ subject. What do they think are the important aspects of statistics to focus on in such servicing teaching? What do they think are the characteristics of good teachers? And how do they go about developing themselves as statistics teachers? We analyse their responses to these and other questions using a phenomenographic approach to identify an outcome space for their conceptions of teaching service statistics. We examine the …

Closure Under Transfinite Extensions, Edgar Enochs, Alina Iacob, Overtoun Jenda

Mathematical Sciences: Faculty Publications

The closure under extensions of a class of objects in an abelian category is often an important property of that class. Recently the closure of such classes under transfinite extensions (both direct and inverse) has begun to play an important role in several areas of mathematics, for example, in Quillen's theory of model categories and in the theory of cotorsion pairs. In this paper we prove that several important classes are closed under transfinite extensions.

On Energy And Expected Uncertainty Measures In Weighted Distributions, Broderick O. Oluyede, Mekki Terbeche

Mathematical Sciences: Faculty Publications

In this note, bounds and inequalities for the comparisons of weighted energy functions, entropy, and discrimination information measures and their unweighted counterparts are presented. Inequalities for weighted expected uncertainty, cross-entropy or discrimination information measures are also presented. A useful result on the convergence of the weighted kernel density informational energy estimates is given and some informational energy applications presented.

A Note On Relations For Reliability Measures In Zero-Adjusted Models, Broderick O. Oluyede, Mavis Pararai

Mathematical Sciences: Faculty Publications

In this note we examine and study relations in zero-adjusted models. Relations for reliability measures in the adjusted and unadjusted models are established and appropriate comparisons including the relative error are presented. The relative error is shown to be a decreasing function of the counts. Some inequalities and comparisons for weighted zero-adjusted models are established.

Introductory Texts, Georgia Association Of Mathematics Teacher Educators

Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference (2007-2019)

Cover page

GAMTE Information

Table of Contents

List of Abstracts

Paper 1: Preservice Teachers’ Mapping Structures Acting On Representational Quantities, Günhan Gaglayan

Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference (2007-2019)

In this article, I write about my research on five preservice secondary teachers’ (PST) understanding and sense making of representational quantities associated with magnetic color cubes and tiles. Data came from individual interviews during which I asked PST problems guided by five main tasks: prime and composite numbers, summation of counting numbers, odd numbers, even numbers, and polynomial expressions in x and y. My work drew upon an analysis framework (Behr et. al, 1994) supported by a unit coordination construct (Steffe, 1988) associated with linear and areal quantities inherent in the nature of figures produced by these PST. Linear quantities …

Paper 3: Using Technology To Design Teaching Modules In Mathematics And Science, Ollie Irons Manley

Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference (2007-2019)

Technology is changing the way in which mathematics and science are taught, and this radical transformation in teaching is causing teachers to take a closer look at how lessons are designed. In an effort to demonstrate how to design instructional modules using technology, this paper will include the following: 1)A review of the National Educational Technology Standards for teachers to establish a framework for the development of the teaching modules; 2)instructional designs and techniques with special emphasis on multiple intelligence and critical thinking skills; 3) strategies and techniques for infusing technology into a standard based curriculum; and 4) an analysis …

Paper 6: The Kennesaw State University Mathematics Methods Model, Angela L. Teachey

Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference (2007-2019)

Kennesaw State University’s comprehensive, nine-credit-hour, methods course integrates general and mathematics-specific pedagogical training with a structured four-week field experience prior to student teaching. This course blends essential units on conceptual understanding of mathematics, lesson planning, assessment, classroom management, and diversity with mathematics-specific methods. All topics are aligned with National Council of Teachers of Mathematics standards and Georgia Performance Standards. Throughout the course, students complete a variety of assignments that require them to practice the skills highlighted in class readings and discussions, and they adapt and generalize those skills during their field experiences. Students have numerous opportunities in class and in …

Gamte Program October 2007, Gamte

Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference (2007-2019)

N/A

Proceedings Of The First Annual Meeting Of The Georgia Association Of Mathematics Teacher Educators Front Matter

Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators

Contents of 1st Annual GAMTE Proceedings Front Matter:

• Proceedings Committee
• Officers of GAMTE
• Purposes and Goals of GAMTE
• Table of Contents
• Abstracts of Papers

Preservice Teachers’ Mapping Structures Acting On Representational Quantities, Gunhan Caglayan

Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators

In this article, I write about my research on five preservice secondary teachers’ (PST) understanding and sense making of representational quantities associated with magnetic color cubes and tiles. Data came from individual interviews during which I asked PST problems guided by five main tasks: prime and composite numbers, summation of counting numbers, odd numbers, even numbers, and polynomial expressions in x and y. My work drew upon an analysis framework (Behr et. al, 1994) supported by a unit coordination construct (Steffe, 1988) associated with linear and areal quantities inherent in the nature of figures produced by these PST. Linear quantities …

The Mathematical Preparation Of Secondary School Teachers, Kelly W. Edenfield

Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators

In the summer of 2007, a group of doctoral students at the University of Georgia gathered to discuss the mathematical preparation of secondary teachers. The group used Mathematics for High School Teachers: An Advanced Perspective by Usiskin, Peressini, Marchisotto, and Stanley (2003) as the catalyst for the discussion. Participants agreed that future teachers need opportunities to examine high school and college mathematics differently from the way they had as students, with specific emphasis on connections, representations, and history. Features of this text that were highlighted in the discussions were the attention topics with commonly held misconceptions, the historical rationales and …

Using Technology To Design Teaching Modules In Mathematics And Science, Ollie I. Manley

Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators

Technology is changing the way in which mathematics and science are taught, and this radical transformation in teaching is causing teachers to take a closer look at how lessons are designed. In an effort to demonstrate how to design instructional modules using technology, this paper will include the following: 1)A review of the National Educational Technology Standards for teachers to establish a framework for the development of the teaching modules; 2)instructional designs and techniques with special emphasis on multiple intelligence and critical thinking skills; 3) strategies and techniques for infusing technology into a standard based curriculum; and 4) an analysis …

Assessing Understanding Of Multiplication Through Words, Pictures, And Numbers, Stephanie Z. Smith

Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators

The objective of this session is to engage mathematics teacher educators in a discussion of how to assess an understanding of the concept of multiplication as an operation and its relationships to other operations. The session will begin with a presentation of a previously published study assessing children’s understanding of multiplication as grouping and the relationship between multiplication and addition. The assessment asked a series of problems involving words, pictures, and numbers. The results of the study indicate that the types of problems asked were successful in providing evidence of children’s understanding of multiplication. The study also found that a …

Change And Relationships In Elementary Preservice Teachers’ Mathematics Pedagogical Beliefs, Teaching Efficacy Beliefs, And Content Knowledge, Susan L. Swars, Lynn C. Hart , Ed., Stephanie Z. Smith, Marvin E. Smith

Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators

This study investigated the mathematics beliefs and content knowledge of 103 elementary preservice teachers in a developmental teacher preparation program that included a two course mathematics methods sequence. Preservice teachers’ pedagogical beliefs became more cognitively-oriented during the teacher preparation program with these changes occurring during the two methods courses. Pedagogical beliefs remained stable during student teaching. The preservice teachers also significantly increased their personal efficacy for teaching mathematics throughout the program with these shifts occurring across both methods courses and into student teaching. Pedagogical beliefs and teaching efficacy beliefs were not related at the beginning of the program, but, in …

The Kennesaw State University Mathematics Methods Model, Angela L. Teachey

Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators

Kennesaw State University’s comprehensive, nine-credit-hour, methods course integrates general and mathematics-specific pedagogical training with a structured four-week field experience prior to student teaching. This course blends essential units on conceptual understanding of mathematics, lesson planning, assessment, classroom management, and diversity with mathematics-specific methods. All topics are aligned with National Council of Teachers of Mathematics standards and Georgia Performance Standards. Throughout the course, students complete a variety of assignments that require them to practice the skills highlighted in class readings and discussions, and they adapt and generalize those skills during their field experiences. Students have numerous opportunities in class and in …

Georgia Southern University Fact Book, Georgia Southern University

Georgia Southern Fact Books (1976-2022)

No abstract provided.

Pope A. Duncan Papers, Zach S. Henderson Library Special Collections

Finding Aids

This collection consists of the appointment booklets of Dr. Pope A. Duncan from 1920-2003. These materials span his years as president of South Georgia College, Georgia Southern College (1971-1976), Stetson University (1977-1987), and his later retirement.

Find this collection in the University Libraries' catalog.

Graduate Studies Fact Book

Graduate Studies Fact Books (2006-2017)

No abstract provided.

Book Review: "The Advancement Of Learning: Building The Teaching Commons" By Mary Taylor Huber & Pat Hutchings (2005), John Tagg

International Journal for the Scholarship of Teaching & Learning

No abstract provided.

Newsroom, Georgia Southern University

Newsroom (2006-2023)

• Native son helps fight cancer with screenings, research, education
• Online courses appeal to wide variety of personal and professional interests

Prediction Of Student Achievement In Georgia High Schools Based On Principal Competency As Defined By The Interstate School Leaders Licensure Consortium Standards, Amy Teague Loskoski

College of Graduate Studies: Theses & Dissertations

The researcher conducted a study of the prediction of student achievement in Georgia high schools based on principal competencies as defined by the Interstate School Leaders Licensure Consortium (ISLLC) Standards for School Leaders to determine to what extent principal competency, as determined by the ISLLC standards, predict student achievement. The poverty level of the school and the principal's years of experience in a school were additional variables in the analyses. Quantitative and qualitative research was conducted using a survey based on the ISLLC Standards for School Leaders and an interview questionnaire to answer the research questions. A Principal Competency rating …

Mindful Teachers: Case Studies Of Intermediate Teachers And Their Mindful Teaching Practices, Christine Edwards Sherretz

College of Graduate Studies: Theses & Dissertations

For generations, educational philosophers, parents, business people, and practitioners have argued that public schools promote mindless standardization that stifles creativity, curiosity, and enthusiasm for learning. The case has been made that instead of mindlessness, schools should be a place where mindful individuals can flourish. Langer (1989, 1997) described mindful individuals as displaying the following characteristics: (a) openness to novelty, (b) alertness to distinction, (c) sensitivity to different contexts, (d) awareness of multiple perspectives, and (e) orientation in the present. Langer (2000) states that mindlessness might be described as a lack of these attributes. The purpose of this research was to …