Vol. 4 No. 1

Table of Contents for GER Online Edition: Vol. 4 (2006, Spring)

links last updated 12/07/06

SPECIAL FEATURE: Evaluation of an "Alternative" School in South Georgia: Does It Improve Grades, Behavior, and Attendance?

by the faculty (Dr. Michael Capece) and students (Vis, D., Lester, P., Hilson, F., Crawford, S., Miller, D., Strozier, K., Thomas, H., & Wilson, T.) of the Sociological Research Methods Class (SOCI 7022) at Valdosta State University.

Abstract: Using both quantitative and qualitative analyses, an evaluation of Westside Performance Learning Center (PLC) was completed. The central research question was, “Do students enrolled in the PLC experience a positive change in grades, behavior, and attendance?” T-tests comparing the conventional school and the PLC indicated that there was a statistically significant improvement in grades and behavior. Additionally, a focus group conducted with a sample of students at the PLC indicated that program structure, students’ relationships with faculty/staff, and general school environment had a positive impact on grades, behavior, and attendance. We also considered the effects of mentoring and incentives on the students. Recommendations for program improvement were also discussed.

When the Zone of Proximal Development Becomes a Virtual Zone: An Examination of Scaffolded Instruction in an Online Literacy Course

by Bates, C. C., Coleman, T., & Many, J. E. (Georgia State University)

Abstract: This qualitative inquiry described the scaffolding provided by t the instructor and class participants in an online graduate literacy course. Data were 588 bulletin board messages which were analyzed using the constant-comparative method. Analysis revealed five areas in which scaffolding occurred (a) technology, (b) assignments, (c) online processes, (d) literacy concepts, and (e) educational concepts. Through online conversations in this course, a community was established allowing the instructor and participants to provide support by scaffolding instruction at the point of need.

Decision-Makers' Perceptions of Hiring Teachers Certified through Alternative Pathways in Georgia

by Gantner, M. W, Jenkins, D. B., & Layton, K. (University of West Georgia)

Abstract: This pilot study describes the development of a questionnaire to examine the perspectives of PK-12 hiring decision-makers (i.e., superintendents, human resource directors, and principals) in five school systems regarding certification pathways in Georgia (N = 121; 83% response rate). The findings informed instrument refinement for an identical statewide study and identified questions that warrant further study. First, principals have reservations about employing teachers who gain certification through workshops and tests, without formal university coursework and student teaching. Second, decision-makers with school-age children are less likely to hire teachers certified through alternative programs than are decision-makers who have no children, or whose children are grown or under age five; X² (1, N = 92) = 479, p = .029, Phi Φ = .25. Third, decision-makers rate the “how-to” knowledge and skills of teaching as more important for new teachers than the social foundations coursework taught in typical university teacher preparation programs.

Starting with Self: Using Self Discovery to Prepare Culturally Competent Teachers

by Jackson, T.

Abstract: As the United States diversifies, so too does the student population in schools. To optimally serve our changing multicultural mix, teachers should be well-equipped to address the needs of all students. Teacher preparation might best educate new teachers by providing them with opportunities to explore themselves introspectively before entering schools as professionals. Self discovery is a process of critical self-inquiry by which preservice teachers come to know themselves as multilayered persons in a diverse context. This pedagogical framework, conceptualized by the author, describes teachers' development of sensitivity to classroom, societal, and global diversity by recognizing four developmental stages: (1) Discussion, (2) Admission, (3) Accommodation, and (4) Proaction. Self discovery illustrates how future teachers might achieve cultural competence, and serves as a framework for implementing a multicultural curriculum in teacher education. Self discovery is an important approach for teacher educators who hope to successfully educate self-reflective practitioners, engage teacher candidates in difficult discussions about diversity, and prepare new teachers for a diverse and changing society.

Social-psychological Resources, Social Origin, and Social Support’s Roles on Well-Being in College Freshmen

by Payne, G. H. (Georgia State University)

Abstract: The current study examined three social variables associated with education (social origin, social support, and social-psychological resources) to see how they play a role in student well-being (physical well-being, psychological well-being, and health lifestyles). Students included 85 freshmen recruited from an urban university. The first year of college is a critical time for psychological and social growth. It represents the first time that many young adults are away from their parents and becoming independent. In addition, the college environment and the students’ programs of study substantially impact student social, cognitive and personal development. Previous studies have shown that college-educated people are healthier and have more well-being. The current study found positive relationships between social variables associated with education and variables associated with health and well-being. Regression analysis found that social origin significantly explains some of the variance in health lifestyle. Additionally, social support significantly explains some of the variance in psychological well-being. The findings in this study illuminate the importance of social contexts as they apply to education’s impact on health.