Digital Commons Network^™

Individual Differences In Well-Being In Older Breast Cancer Survivors, Elizabeth A. Perkins, Brent J. Small, Lodovico Balducci, Martine Extermann, Claire Robb, William E. Haley

Epidemiology: Faculty Publications (2002-2018)

Older women who survive breast cancer may differ significantly in their long-term well-being. Using a risk and protective factors model, we studied predictors of well-being in 127 women age 70 and above with a history of at least one year's survival of breast cancer. Mean post-cancer survivorship was 5.1 years. Using life satisfaction, depression and general health perceptions as outcome variables, we assessed whether demographic variables, cancer-related variables, health status and psychosocial resources predicted variability in well-being using correlational and hierarchical regression analyses. Higher age predicted increased depression but was not associated with life satisfaction or general health perceptions. Cancer-related …

Faculty Handbook, Georgia Southern University

Faculty Handbooks

Faculty Handbook for Georgia Southern University for the 2007-2008 academic year. The Faculty Handbook is published online by the Office of the Vice President for Academic Affairs and archived in Digital Commons@Georgia Southern.

Grade Inflation: An Analysis Of Teacher Perception, Grade Point Average, And Test Scores In One Southeastern Georgia High School, Aimée Claire Taylor

College of Graduate Studies: Theses & Dissertations

The following case study examined the existence of grade inflation at one high school in southeastern Georgia, South High School. This mixed methodology research study examined grade inflation from two major perspectives, student data and teacher data; thus, creating a quantitative and qualitative research study. Triangulation in data collection was used to gather information about 160 seniors and 76 classroom teachers, which offered greater insight into evidence and perceptions of grade inflation. The standardized test scores of students and their GPAs were correlated to determine the extent of the relationship between GPAs and SAT scores and between GPAs and End …

Exploring The Role Of Technology In The Educational Resilience Of African American Male Students, Reginald Dennis Leseane

College of Graduate Studies: Theses & Dissertations

African American males, as a group, are labeled at-risk of not acquiring the basic academic and social skills needed to function in todays society. Many of these students simply drop out of school and later find themselves incarcerated in the prison system of America. Educational resilience has been identified as a key component of students that stay in school and participate in their learning. This mixed method study explores what role technology, used in educational setting, plays in the educational resilience and community formation of African American males. The study revolves around a technology infused, three phase intervention for twenty …

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
• 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 …

Allowing Not-Knowing In A Dialogic Discussion, José Alfonso Feito

International Journal for the Scholarship of Teaching & Learning

Inspired by Bakhtin’s and Vygotsky’s theories of learning, this project explores how “allowing not-knowing” is enacted within collaborative student-led seminar discussions. Earlier research on student reflections (Feito, 2002) suggested that in successful seminars, participants regularly acknowledge their lack of understanding, offer partial understandings, and collectively develop new meanings. This project tracks these phenomena within actual classroom discourse. A detailed discourse analysis of a small “Great Books” seminar session (N=16) describes how students construct a learning environment conducive to not-knowing and the open-ended construction of meaning. The students used discourse markers and sequencing to invite the recursive manipulation of ideas by …

The Significance Of Knowledge In Learning: A Psychologically Informed Analysis Of Higher Education Students' Perceptions, Effie Maclellan, Rebecca Soden

International Journal for the Scholarship of Teaching & Learning

The emergence of what is increasingly becoming known as the knowledge age implies that higher education should prepare students to be, primarily, knowledge workers. This proposition triggered a small scale study in which structured interviews were carried out with 25 second-year undergraduates registered for a psychology module on motivational theory. The purpose of the interview was to discern students’ views on the features of dialogue/talk and of student study behaviour that help them to develop usable knowledge. The dominant finding was that students did not perceive their learning to be facilitated through being required to be cognitively active in processing …

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 …

Factors That Influence Faculty Actions: A Study On Faculty Responses To Academic Dishonesty, Terry Coalter, Chi Lo Lim, Tekle Wanorie

International Journal for the Scholarship of Teaching & Learning

Persistent academic dishonesty has perplexed researchers who focus their studies on why students cheat. There are limited studies regarding the faculty perspective of this issue. This study explores factors that influence faculty action when faced with dishonesty or evidence of dishonesty. A questionnaire consisting of thirty-five items was sent to all 242 faculty members of a mid-size state university in the United States . The results of the study indicated that a majority of the respondents agree that dishonesty is a major problem, and they agreed that it is critical to take proactive measures to deter dishonesty; however, the respondents …

Book Review: "Balancing Acts: The Scholarship Of Teaching And Learning In Academic Careers" By Mary Taylor Huber (2004), Joanna Renc-Roe

International Journal for the Scholarship of Teaching & Learning

No abstract provided.

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 …

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 …

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 …

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.

Graduate Studies Fact Book

Graduate Studies Fact Books (2006-2017)

No abstract provided.

Nyar Savannah Program 2007, National Youth-At-Risk Conference, Savannah

National Youth Advocacy & Resilience Conference

N/A

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 …

Autoethnographical Inquiry Into Joyful Teaching: Explorations With National Teachers Of The Year, Camille Lowe Shirah

College of Graduate Studies: Theses & Dissertations

Presently, schools in the United States are held within the tight grip of No Child Left Behind, signed into law in 2001. Since accountability is high, some teachers experience burnout and succumb to disenchantment with the profession (Palmer, 1998). Others find their commitments to education so diminished that they abuse their position and fail terribly in their charge to educate our youth. There are some, however, who find ways to continually affirm and sustain their commitments to education. Within the following autoethnographical inquiry, the lives of three National Teachers of the Year are examined with the hope of finding out …

Lived Experiences Of Middle School Principals In Richmond County, Georgia, Janina Collins Dallas

College of Graduate Studies: Theses & Dissertations

This qualitative study examined the behavior of middle school principals as well as the various leadership behaviors and procedures that middle school principals utilize on a daily basis. A review of literature was completed concerning the areas of middle schools, middle school principals, and the history of leadership. The research question for the study was, What are the lived experiences of middle school principals in Richmond County, Georgia? The research design for the study was quantitative. Semi-structured interviews were completed. The data were disaggregated according to themes and patterns. The population for the study consisted of nine middle school principals …

Georgia Elementary Principals' Perceptions Of Their Ethical Philosophy, Formal Leadership Preparation In Ethics, And Actions Related To The Development And Maintenance Of An Ethical School, Laura Martinez Hughes

College of Graduate Studies: Theses & Dissertations

The purpose of this research study was to determine elementary principals' perceptions of their ethical philosophy, formal leadership preparation in graduate school in the area of ethics, and actions needed for the development and maintenance of an ethical school. The persons most appropriate to provide the answers to the research questions included the population of elementary principals. A random sample of 915 elementary principals in Georgia was identified by listings on the Georgia Department of Education Website or by each county's web page. A descriptive, quantitative methodology was used, with a qualitative component of open-ended questions in order to bring …

Body Dissatisfaction And Other Sociocultural Factors As Predictors Of Body Image Perceptions In Sorority And Non-Sorority Women, Kiley Elizabeth Winston

College of Graduate Studies: Theses & Dissertations

The purpose of this study was to explore body dissatisfaction and other sociocultural factors as predictors of body image perceptions in college-aged sorority and non-sorority women. The Social Attitudes Towards Appearance Questionnaire (SATAQ-3) (Thompson et al, 2004), the Body Dissatisfaction subscale of the Eating Disorders Inventory 3 (EDI-3) (Garner, 2004), the Body Image Assessment (BIA) (Williamson et. al., 1985), the Mother Influence Scale, Parent Involvement Scale and the Peer Influence Scale (Thompson, Heinberg, Altabe, & Tantleff-Dunn, 1998) were used. The sample for this study included a total of 502 college age women N sorority = 322 and Nnon-sorority= 180. Data …