Table of Contents for GER Online Edition: Vol. 8 No. 1 (2010, Spring)          

NOTE from the Editors:  We invite your feedback through email to lschmert@valdosta.edu

The following special feature was chosen by the editors as a piece that may be useful for the ever important group of educational leaders in our school systems. We would welcome any comments you may have.

by Farmer, Tod Allen (Certification Officer, Tarleton University)

Abstract: School leadership has never been easy. However, some experts like Garcia (2005) wrote that current school leaders are facing a variety of difficulties that make sustaining school reform efforts exceedingly difficult. Collectively, these modern day challenges have the capacity to form the perfect storm. School leaders need effective strategies to cope with these difficult circumstances and to continue the thrust toward school reform. Effective coping mechanisms and resiliency development strategies that
can be used by educational leaders to overcome adversity include a routine of exercise and healthy diet, a positive life view, a sustained focus on building bridges between stakeholders, spiritual renewal, a focus on one’s personal mission, a determination to model resilience, and the utilization of supportive professional networks. Resilience development strategies can be effective in helping school leaders to overcome adversity and accomplish organizational objectives.

The Effect of Anxiety on the Measurement of Reading Fluency and Comprehension

by Tysinger, J. A., Tysinger, P. D., Diamanduros, T.  (GA Southern University), & Earley, A. C, (Gardner Edgerton Unified School District #231)

Abstract:  The purpose of the current study was to examine the relationship between anxiety and performance on measures of reading fluency and reading comprehension in fourth, fifth, and sixth grade students. The study found that there is a significant negative correlation between social anxiety and reading comprehension but no significant correlation between social anxiety and reading fluency. These findings further demonstrate the distinction between the cognitive processes that underlie reading fluency and reading comprehension. The results also align with the tenets of Processing Efficiency Theory in that more complex tasks that significantly tax working memory (like reading comprehension) are more likely affected by anxiety than those tasks that do not rely as heavily on working memory (such as reading fluency).

First Year Teachers' Perceptions of Retention and Attrition Factors: Findings from a Southeastern State Study

by Hobson, L. D., Grant, V., & Harris, D. (Prairie View A&M University)

Abstract:  The purpose of this research was to explore a sample of first year teachers’ perceptions of reasons for leaving the profession. The southeastern state in which the study was done has designated critical teacher shortage areas for certain subject areas as well as in geographic regions throughout the state. One hundred fourteen novice teachers participated in the study providing perceptions as to reasons why novice teachers would leave the field.   Common reasons teachers would leave the field included lack of administrative support, completion of excessive paperwork, and lack of parental support. 

 

Gifted-Trained Educators' Perceptions of Gifted Training's Effect on Classroom Practice

by Draper, C. A., & Post, T. M. (GA Southern University)

Abstract: The purpose of this phenomenological study was to describe the lived experience of Advanced Placement and International Baccalaureate educators who have gifted training. Participants included nine teachers who answered open-ended questions about their perceptions of gifted training's impact on their classroom practice and on their gifted students. The findings consisted of themes and descriptions of their experiences with gifted education in the advanced content classroom. The themes included the applicability of differentiation, the value of differentiation, the perceived impact of gifted training on gifted students, and the perceived usefulness of gifted training to the teacher.

Curriculum and Instructional Innovation

NOTES on New Section--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:

*Complete articles may be downloaded by choosing the link following the article's title. Adobe Acrobat Reader is required to access articles. It is free and may be downloaded from the graphical link to the right.