Table of Contents for GER Online Edition: Vol. 7 (2009, Spring)

SPECIAL FEATURE: Mexican American Identities and Histories in Children's Picture Storybooks: Thinking Critically, Thinking Diversely

by Beck, Scott (Georgia Southern University)

Abstract: Each year increasing numbers of Mexican-heritage students are served by teachers with little knowledge of the history and diversity of the Mexican American community. This article introduces teachers to Mexican American history and diversity while taking a useful and critical look at children’s picture storybooks regarding Mexican-heritage peoples in the U.S. Ideas in the article regarding how to select, compare and contrast these picture books in the classroom will allow teachers to learn about their Mexican-heritage students, counter prejudices and stereotypes, and more effectively reach out to build academic and personal connections with these students.

Block Scheduling Effectiveness: A 10-Year Longitudinal Study of One Georgia School System's Test Score Indicators

by Reames, E. H. (Auburn University), & Bradshaw, C. (Muscogee County School System)

Abstract: A case study of the effectiveness of high school block scheduling in an urban school system was examined by considering whether the changed schedule resulted in an increase in test scores on several measures such as the Scholastic Aptitude Test (SAT), Advanced Placement Tests (AP), and state mandated graduation examinations. Ten years of data were gathered from the public report card on the state website. In the school system under investigation, student scores on quantitative and verbal Scholastic Aptitude Test (SAT) showed a significant upward trend over 10 years. Over the same 10 years, Advanced Placement Test (AP) passing rates showed an upward development. An upward trend was also found for student scores on the state mandated graduation examinations in all four subject areas: mathematics, language arts, science, and social studies. The authors suggested school systems should consider the impact of block scheduling on student achievement measures.

Math Island: A Learner-Centered Model for Elementary Mathematics Education

by Yates, M. (LaGrange College), & Collins, V. (Troy University)

Abstract: This paper examines a learner-centered model for the teaching of elementary mathematics established at an urban Georgia school that serves a highly mobile, diverse population of approximately 475 students. The school was on its state's list of schools needing improvement because students continued to perform poorly on standardized tests. Math Island, a support center for students designed to facilitate the conceptual understanding of mathematics, was created, and professional development programs were implemented to assist teachers in developing their pedagogical and content expertise in the teaching of mathematics. The school made substantial progress after these initiatives were employed and was removed from the Needs Improvement list in 2005-06 and 2006-07.

Validation of the Principal's Computer Technology Survey

by Brockmeier, L. (Valdosta State University) & Gibson, N. (Valdosta State University)

Abstract: The purpose of this study was to provide a more in-depth analysis of the psychometric characteristics of the Principal’s Computer Technology Survey (PCTS). The PCTS developmental process yielded a 40–item survey with groups of items comprising five subscales (i.e., curriculum integration, perceptions, acquired expertise, needs assessment, and professional development). Principals’ responses to items within the five subscales was measured on a five-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). An expert panel reviewed the instrument plus exploratory factor analyses and confirmatory factor analyses were conducted. This analysis resulted in a restructured instrument with seven subscales instead of the five hypothesized subscales and four fewer items. Measurement invariance of the instrument was found for gender and race. Cronbach’s alpha for the 36 items was .94 and subscale Cronbach’s alpha ranged from .78 to .90.

The Impact of Single-Sex Education on the Performance of First and Second Grade PUBLIC School Students

by Bradley, K. L. (Southeast Bulloch High School)

Abstract: In this article, I present the findings of a single-sex public education experiment adapted from a dissertation study. The rationale for conducting this research focuses on the renewed and unprecedented interest in single-sex public education as a strategy for increasing student performance. According to various educational theorists and researchers, single-sex education is an effective instructional strategy for improving student performance. However, little is known about the impact of single-sex public education. This quantitative ex post facto research analyzes the impact of single-sex education on academic achievement, discipline referral and attendance for public school first and second grade students. The findings suggest that single-sex education may be an effective instructional strategy for facilitating math and reading improvement for female students. Also, based upon the findings of this study, single-sex education may have a positive impact on attendance for males and females.

NOTES on Curriculum and Instructional Innovation: We recently received a very interesting piece that inspired us to add a new section to the journal. It is our hope that each edition will carry an article that inspires creative instructional strategies in the classroom.

Abstract: