Open Access. Powered by Scholars. Published by Universities.®

Education Commons™

Open Access. Powered by Scholars. Published by Universities.®

Georgia Southern University

Georgia Educational Researcher

2013

Articles 1 - 5 of 5

Full-Text Articles in Education

Job Satisfaction In School Psychology Graduate Preparation: A Pilot Study, P. Dawn Tysinger, Terry D. Diamanduros, Jeffrey A. Tysinger, Christine C. Hinman Oct 2013

Job Satisfaction In School Psychology Graduate Preparation: A Pilot Study, P. Dawn Tysinger, Terry D. Diamanduros, Jeffrey A. Tysinger, Christine C. Hinman

Georgia Educational Researcher

This pilot study investigated the status of job satisfaction among school psychology faculty with the hope of gaining insight in to factors that may encourage doctoral-level graduates to pursue jobs in academia. A second purpose of the study was to discover areas of improvement in job satisfaction to support current faculty members in continuing in their chosen careers. Finally, the study sought to establish the reliability of a job satisfaction instrument for use in larger-scale studies. A total of 94 school psychology faculty members in specialist-level and/or doctoral-level National Association of School Psychologists (NASP)-approved programs completed an author-designed survey. The …

Go to article

Using A Pedagogical Content Knowledge Assessment To Inform A Middle Grades Mathematics Teacher Preparation Program, Woong Lim, Paula Guerra Oct 2013

Using A Pedagogical Content Knowledge Assessment To Inform A Middle Grades Mathematics Teacher Preparation Program, Woong Lim, Paula Guerra

Georgia Educational Researcher

This study provided a springboard for teacher preparation evaluation studies by examining what content and pedagogical content knowledge mathematics pre-service teachers demonstrated in the 4 – 8 mathematics teacher preparation program at an urban research university. Twenty nine pre-service students participated in an assessment called Diagnostic Mathematics Assessments for Middle School Teachers. The study found that pre-service teachers displayed the highest scores for Memorized/Factual Knowledge, followed by Conceptual Understanding, Reasoning/Problem Solving, and Pedagogical Content Knowledge. Pre-service teachers had higher Memorized/Factual Knowledge than Pedagogical Content Knowledge. The pre-service teachers’ overall content knowledge was not strong, and the two lowest-performing content knowledge …

Go to article

Boxes And Quilts? I Thought This Was College! Utilizing Pedagogical Tools To Access Students' Sociocultural Selves, Mari Ann Roberts, Marquita Jackson-Minot Apr 2013

Boxes And Quilts? I Thought This Was College! Utilizing Pedagogical Tools To Access Students' Sociocultural Selves, Mari Ann Roberts, Marquita Jackson-Minot

Georgia Educational Researcher

This reflection on practice discusses action research involving two pedagogical tools, identity boxes and culture quilts, which utilize the praxis of culturally responsive pedagogy. These tools were used to build classroom community and help students examine how their lives and education reflected “cultural themes of the society, personal themes, institutional themes, and social histories” (Creswell, 1998, p. 49). A qualitative examination of student response to the use of these tools indicated a strengthening of classroom community and the beginning of a transformative openness to, and critical examination of, cultural concepts based in what the authors term differentialities.

Go to article

A Methodological Review Of The Articles Publishes In Georgia Educational Researcher From 2003-2010, Justus J. Randolph, Andrea E. Griffin, Samara R. Zeiger, Kristina N. Falbe, Noreen A. Freeman, Bridget E. Taylor, Amy F. Westbrook, Cheryl C. Lico, Cristy N. Starling, Nakiesha M. Sprull, Carolyn Holt, Kristie Smith, Hannah Mcanespie Apr 2013

A Methodological Review Of The Articles Publishes In Georgia Educational Researcher From 2003-2010, Justus J. Randolph, Andrea E. Griffin, Samara R. Zeiger, Kristina N. Falbe, Noreen A. Freeman, Bridget E. Taylor, Amy F. Westbrook, Cheryl C. Lico, Cristy N. Starling, Nakiesha M. Sprull, Carolyn Holt, Kristie Smith, Hannah Mcanespie

Georgia Educational Researcher

Methodological reviews, reviews that concentrate on research methods rather than research outcomes, have been used in a variety of fields to improve research practice, inform debate, and identify islands of practice. In this article, we report on the results of a methodological review of all of the articles published in Georgia Educational Researcher from 2003-2010. We examined the methodological characteristics, authorial characteristics, and methodological quality of those articles using quantitative content analysis. The major findings were that (a) the proportions of the type and traditions of articles published in Georgia Educational Researcher were similar to the proportions in education research …

Go to article

A Preliminary Study Of Disproportionate Representation And Response To Intervention, Jade A. Enrique, Katharine S. Adams, Lantry L. Brockmeier, Larry D. Hilgert Apr 2013

A Preliminary Study Of Disproportionate Representation And Response To Intervention, Jade A. Enrique, Katharine S. Adams, Lantry L. Brockmeier, Larry D. Hilgert

Georgia Educational Researcher

Disproportionate representation occurs when the percentage of an identified group enrolled in special education varies significantly from that group’s overall percentage of the school population (Harry, 1994). Response to Intervention (RTI), a paradigm for educational intervention, is designed to minimize many factors contributing to disproportionality. The study examined disproportionality risk ratios for African American students, ages 6 through 21, who received special education services in a southeastern state supporting the RTI initiative during the 2006-2009 school years. Data suggest that African American students identified with a specific learning disability experienced increased referral and placement in special education in the three …

Go to article