10:00-10:50 a.m. SCHOOL REFORM (Discussion Session) Salon A

Presider: Beverly Klecker, Kentucky Department of Education

IMPLEMENTATION OF GRADUATION 2010: YEAR THREE

Mary H O'Phelan, Mary O'Phelan, Antony D. Norman, and Gayle W. Ecton, Western Kentucky University

             In 1997, a steering committee of educators and citizens examined research findings in the area of brain development and identified ways to enhance student learning. Originally, eight separate committees were formed, and each one came up with recommendations for new initiatives to be installed in the schools of the district. The eight strands were music, the arts, foreign language, thinking skills, family involvement, health and emotional health, reading and language development, and community involvement. The 1999-2000 school year was the third year of implementation of this project called Graduation 2010. Graduation 2010 has received much attention from educators, legislators, and the media.
             The authors have served as the evaluation team to document the program's implementation and progress over the years. This presentation reported on the third year of implementation of the eight strands at the elementary schools in the district. The twelve elementary principals and the district superintendent were asked to rate the implementation of the program goals from "0" (no implementation) to "5" (full implementation). Based on survey results, implementation was classified as low, moderate, or high for each strand. Over the three years, the surveys used for data collection have been modified to reflect changes in the program including new initiatives and refined or discontinued goals. Results of the third year implementation surveys were presented and discussed by strand, by school, and compared with results of the previous two years. Problems encountered with assessing implementation were discussed, and the audience was encouraged to share ideas and join in the discussion.

BECOMING A RESTRUCTURED DISTRICT - EXPLORING THE DISTRICT ROLE IN COMPREHENSIVE SCHOOL REFORM

Scott C Bauer, University of New Orleans

             While there is a consensus that school improvement must focus on the school as the center of change activity (Sirotnick, 1989), less attention is focused on the role of the district or the effect of school-based restructuring on central office administrators (Murphy, 1994). This paper presented the results of a study focusing on central office administrators' participation in implementing a comprehensive school reform (CSR) model in the districts' schools and the impact of CSR on the role of these administrators. The central research question examined involved discerning how to mobilize district-level stakeholders and organizational processes to support whole-school change across a school system.
             Data were collected through structured interviews of all district administrators (n=13) in a central Louisiana school system, through observation of schools engaged in adopting a national reform model, and in feedback sessions with groups of administrators. Findings were organized into three categories, dealing with: (1) strategic, (2) administrative, and (3) human resource capacity-building throughout the system.
             Findings revealed that administrators were unsure of their role in CSR. They felt ill-informed about what was going on in the schools and raised important questions about the administrative support they could provide given their positions. Further, they observed that existing administrative practices did not support CSR and school-based decision making and believed that they could play a role in redesigning these processes if given the information and opportunity to participate.

SITE-BASED NEEDS ASSESSMENT: A PRACTICAL MODEL FOR THE APPRAISAL OF THE SCHOOL PROGRAM BY ITS STAKEHOLDERS

Leslie L. Griffin and James W. Nicholson, Jr., Delta State University

             The study was designed to determine if a comprehensive needs assessment instrument could be used at a school site to involve all stakeholders in an in-depth self-study of school programs and climate.
             The instrument was developed for the school setting by a regional education consortium that provided training and technical assistance to member schools. The instrument included the following components: (1) Instructional Leadership, (2) Curriculum and Instructional Management, (3) Instructional Program Delivery, (4) Program Evaluation by Pupil Achievement, (5) School Learning Climate, (6) Staffing/Personnel, (7) Staff Development, (8) Instructional Schedule, (9) Community Resources, and (10) Facilities. Each component was comprised of questions designed to gather information on factors pertinent to the area under investigation. Responses were substantiated with evidence.
             The instrument was used to assess an elementary school with 439 students in grades Pre-K through sixth grade. The staff included two administrators, 26 teachers, and 15 teacher assistants. Parents and other noninstructional staff provided information relevant to several of the components.
             The primary researcher for the project initially met with stakeholders to review sample items from the assessment instrument. Thereafter, periodic site visits were made to direct and assist stakeholders in collecting data, both qualitative and quantitative. Classroom observations were made, documents reviewed, and artifacts collected as evidence for each factor addressed in a component.
             Evidence was analyzed, and recommendations were made related to each factor. Conclusions were drawn for the area being assessed and broad recommendations were made. A comprehensive report describing the school's program and climate provided a reference for stakeholders to use as they reform school programs and improve the school climate.
             The comprehensive needs assessment instrument provides a model for schools desiring to conduct a self-study involving all stakeholders.

10:00-10:50 a.m. ATTITUDES (Symposium) Salon B

Presider: Stephanie Smith, Mississippi State University

INVESTIGATING THE VARIABLES THAT AFFECT TREATMENT INTEGRITY

Investigating the Variables that Affect Treatment Integrity
Stephanie L. Smith, Mississippi State University

The Effects of Behavioral versus Non-behavioral Phrasing on Treatment Acceptability
Lorrie A. Howell, Mississippi State University

Changes in Treatment Acceptability Ratings of an Intervention Described in Behavioral vs. Humanistic Jargon
Stephanie L. Smith, Mississippi State University

Treatment Acceptability as rated by Elementary School Teachers of an Intervention framed Behaviorally or Humanistically
Stephanie L. Smith, Mississippi State University

             The current literature suggests that the way in which a proposed treatment is framed (i.e., behaviorally or humanistically) may affect the degree to which the intervention is implemented by teachers. The authors investigated the affect of behavioral versus humanistic jargon on the reported acceptability of an intervention as rated by pre-field experience, post-field experience, and mentoring school teachers. Two versions of an intervention, differing only by behavioral versus humanistic terms, were presented to each participant. Treatment acceptability of each description was assessed using the Behavioral Intervention Rating Scale (BIRS). An interpolated task was completed to reduce carry-over effects. The investigators found that at the post-field experience level, student teachers rated the behaviorally framed description as less acceptable than the humanistically-framed description. At the pre-field experience level, student teachers did not report any differences in acceptability of the two descriptions of the intervention. However, the same students after their field experience reported a negative bias against the behavioral description of the intervention compared to the humanistic description. The investigators speculated that this bias against behavioral framing may originate through the interaction with the mentor teachers. The teachers that served as mentors for the field-experience students rated the acceptability of the behavioral and humanistic descriptions of the intervention. The mentor teachers reported a negative bias on acceptability ratings of the behavioral description when compared to the ratings of the humanistic description. The authors concluded that terms used to frame an intervention affect the reported acceptability of that intervention. Although both descriptions of the intervention were comprised of the same components, participants rated them differently as a function of their jargon. Both samples of student teachers reported a negative bias against behavioral jargon at the post-field experience level. One of these samples was surveyed at the pre-field experience level, and no differences were observed in acceptability ratings of behavioral and humanistic frame.
             The authors concluded that field experience in the schools changes future teachers' attitudes toward behavioral jargon. Consultants who propose interventions to teachers need to be sensitive to this bias against behavioral jargon as it affects treatment acceptability and possibly treatment integrity.

10:00-10:50 a.m. ADULT EDUCATION (Discussion Session) Meeting Room 1

Presider: Rod Roth, The University of Alabama

PERSPECTIVES ON MIDLIFE DEVELOPMENT

Wendy L. Jordanov, The University of Memphis

             Adult development during middle age is of interest to psychologists, sociologists and many individuals faced with this age or stage of life. Throughout the past 40 years, numerous theorists have shared their perspectives about adult development and middle age. This paper addressed the methodologies and research conclusions of Erikson, Neugarten, Gould, Levinson, Fiske, Vaillant, and Livson. Experiences and challenges that are often expected at midlife are reported. In addition, suggestions of how adults can prepare themselves to age more successfully are discussed.
             One theorist used a clinically-based model, while others used cross-sectional or longitudinal research methods to arrive at their theories. Four theorists chose an age-based approach while three focused on the stages of development. Two theorists noticed no "important" differences in males and females while the others each reported unique characteristics in the development of men and women.
             Experiences and challenges of middle age reported by the theorists were reviewed. Some of the challenges that adults in midlife may experience include recurring themes of identity, intimacy and integrity, a switch in focus to time-left-to-live rather than time-since-birth, a tendency for individuals to increase self-protectiveness as they age, and the painful press of society on individuals wanting to discover themselves. Additional experiences were addressed.
             Recommendations for adults facing midlife are offered by several of these theorists. Some of the suggestions are that adults should strive for balance and self-actualization, set boundaries, move toward egocentricism, develop executive processes, increase self-protectiveness, seek solitude, reevaluate commitments, and maintain flexibility. Additional recommendations were addressed.

THE STRUCTURE OF ACADEMIC VARIABLES AMONG COLLEGE STUDENTS: A META-ANALYTIC APPROACH

Jwa K. Kim, Angelique M. Martinez, and Shelly S. Spaulding, Middle Tennessee State University

             The weighted effect size between college students' grade point average (GPA) and the standardized test scores such as Scholastic Aptitude Test (SAT) and American College Test (ACT) was examined through meta-analysis in various settings. Also explored were the general trend and structure of the published articles concerning the relationship between academic achievement in college and SAT or ACT. A total of 22 published articles between 1987 and 1997 were included for meta-analysis.
             Analysis revealed the effect size of .28 between college GPA and SAT/ACT for the total group with sample size (n) of 108,493. The effect size for the male group, female group, and mixed group was .32 (n = 15,373), .34 (n = 12,890), and .27 (n = 80,230), respectively. In computing the effect size between college GPA and SAT/ACT, using either SAT or ACT resulted in almost identical numerical point: effect size with SAT was .28 (n = 96,286) and with ACT was .29 (n = 12,225). The general trend and structure of published articles in the area of college GPA and SAT/ACT were investigated with respect to journal name, author's name, and year of publication.
             Characteristics of each subgroup in terms of effect size as well as general trend and structure were discussed in conjunction with previous findings. This study disclosed useful information through meta-analysis in the field of college students' academic performance including college GPA, SAT, and ACT.

10:00-10:50 a.m. RESEARCH/STATISTICS (Discussion Session) Meeting Room 2

Presider: Ernie Rakow, The University of Memphis

VIEWING QUANTITATIVE DATA THROUGH QUALITATIVE EYES

Randy Parker, Louisiana Tech University

             School districts, educational, and government organizations, as well as private groups, generate and keep tremendous amounts of data on a regular basis and for a variety of purposes. It is, however, the interpretation of these data that provides understanding and meaning to phenomena and allows researchers to draw appropriate conclusions. The purpose of this paper was to put forth the position that qualitative researchers, in their quest for understanding, have too often viewed official statistics with only a cursory or descriptive analysis without deeper reflection or critical analysis as to the assumptions of the persons who collect and use quantitative data.
             The assumptions and methodological paradigms of researchers influence their decisions in data collection, analysis, and interpretation. Constructivists and critical theorists should find this approach useful in determining how statistics support, contradict, or are inconsistent with participants' worldviews. Just as insight can be gained by looking at the reasons why photographs were taken or saved, viewing quantitative data from a qualitative perspective allows the researcher to examine how enumeration is used by participants in constructing reality. Considering the social processes involved in numerical data collection, as well as, the effects of quantification on how people in varying levels of an organization think, act and react to these processes can provide insight into phenomenological understanding.
             Viewing numerical data qualitatively suggests several questions: (1) How is what to count and how to count it decided? (2) How does counting influence the meaning of events or affect activities? (3) How are rates related to social and historical contexts or social forces? (4) How is a count understood within an organization? and (5) What is the symbolic meaning of counting to the various participants? Viewing quantitative data through qualitative eyes can guide an inquiry that expands rather than confines understanding.

NAVIGATING ELECTRONIC SURVEY METHODS: THREE PILOT STUDIES

Louis A Franceschini, Memphis (TN) City Schools

             Increasingly widespread access to email and the World Wide Web and the ready availability of special-purpose software are two conditions prompting educators to examine the relative advantages of surveying electronically. Using an integrated package called Survey Solutions for the Web, researchers affiliated with a large urban school district undertook a trio of "modal" studies to investigate such hypothesized efficiencies empirically.
             Embedded in a survey of district principals, an initial pilot sought to compare the speed, efficiency, and rate and quality of response of Web- and paper-based questionnaires. While the overall response rate to the questionnaire was low (and that of the treatment group lower than the control's) the Web-based responses were received more quickly and were processed with greater dispatch. No modal effect was observed with respect to the questionnaire's directed response items; nevertheless, the quality of response on the questionnaire's open-ended items was pronounced in favor of the treatment group. When asked about the likelihood of future Web-based surveys, some 64% of the respondent pool answered affirmatively, only 16% negatively.
             In a second pilot, nine faculties were queried via a disk-based, computerized self-administered questionnaire (CSAQ). While return of the materials did not exceed conventional expectations, back-end processing of the data was markedly facilitated. Moreover, as roughly 93% of the disks and diskette mailers presented themselves for reuse, the unit cost per survey was determined to be less than that for paper-based alternatives.
             A final pilot examined the utility of electronic methods in enabling "data driven school improvement." At each of two schools, a stratified random sample of children was administered a Web-based, "school climate" instrument. Uniformly, children evidenced little difficulty in negotiating its interface and were observed to prefer the electronic method almost unanimously. Among faculty, however, the CSAQ was rated the more "user friendly" alternative.

CHARACTERISTICS OF ITEM RESPONDENTS WHO FREQUENTLY UTILIZE MIDPOINT RESPONSE CATEGORIES ON RATING SCALES

Gail H. Weems, The University of Memphis, and Anthony J. Onwuegbuzie, Valdosta State University

             A fervent debate among instrument developers/psychometricians involves the validity of midpoint response categories on scales. Proponents of midpoint options contend that the midpoint increases measurement reliability (Courtenay & Weidemann, 1985) and that the exclusion of the midpoint choice provides a viable option for respondents who genuinely do not have an opinion regarding a particular item, preventing them from "artificially creat[ing] opinions" (de Vaus, 1990, p. 85). Opponents assert that midpoints provide respondents with a way to respond with minimal thought to their responses, culminating in a "piling on the midpoint" (Alreck & Settle, 1985, p. 156) when opinions are not firm, thereby attenuating score reliability (Alwin & Krosnick, 1991). The midpoint controversy likely stems from its seemingly ambiguous meaning. Specifically, the midpoint could imply "neutral," "don't know," "don't care," or "no opinion."
             Researchers have examined the effect of the use and location of midpoint options on score reliability and validity. However, little is known about factors that prevail in making midpoint choices. Thus, this study investigated characteristics of respondents who frequently utilize midpoint categories on rating scales. Also of interest was to examine the effect of including/excluding midpoint choices on item mean and reliability. An additional objective was to determine the effect of utilizing reverse-code items on scale mean and reliability.
             Several datasets were analyzed, yielding many findings. For example, a sample of 77 students revealed that those who most frequently utilized the midpoint option on a 45-item, five-point Likert-format measure of research anxiety tended to be tactile/kinesthetic learners, with negative self-perceptions about their academic competence, who were not self-oriented perfectionists but were socially-prescribed perfectionists, and who lacked persistence. Another sample of 522 students responding to a 43-item, five-point Likert-format measure of library anxiety indicated that elimination of the midpoint option did not increase score reliability. Implications of these and other findings were discussed.

10:00-10:50 a.m. TECHNOLOGY (Display Session) Meeting Room 4

CONDUCTING SURVEY RESEARCH VIA THE INTERNET

Margaret L. Rice, Vivian H. Wright and Elizabeth K. Wilson, The University of Alabama; Jay Cofield, University of Montevallo; and Suzanne P. Stokes, Troy State University

             Researchers in many disciplines have long used surveys to collect research data. In the past, the most common ways of administering the surveys were by mail or phone, both of which can be expensive and time consuming. The advent of the Internet has provided researchers with the ability to conduct surveys that reach a wider population, have a faster turn around time, are less expensive, and require less time.
             Many of the problems associated with traditional data collection methods also affect online data collection, including difficulty in contacting potential participants, non-communication or non-participation by individuals contacted, and being sure you have a representative sample. However, the Internet has advantages over traditional methods: (1) it is generally faster, (2) it is less expensive than phoning or mailing methods, (3) it provides the researcher with the ability to contact wider geographical areas and (4) it provides more accurate data and saves time if the data are transferred automatically from the survey to a database. Thach (1995) analyzed the use of electronic mail to conduct survey research and found it to be cheaper, easier to edit, faster to administer, and simpler to invite participants; it had a higher response rate, more candid answers, and a potentially quicker response time with a wider area of coverage.
             This presentation provided step-by-step instructions on how to create and upload Internet survey forms and how to have the data from the surveys automatically loaded into an existing database. Various projects in which this data collection method was used were discussed.

COMPRESSED VIDEO INSTRUCTION: TRENDS, ISSUES, AND PEDAGOGICAL IMPROVEMENTS

J. Gordon Nelson and Franklin King, Jacksonville State University

             Compressed Video (CV) is a new teleconferencing system allowing for interactions between instructors and students on and off campus. Although universities are becoming more interested in this type of "distance learning" course delivery, little research has been conducted to investigate the effectiveness of this method. In January 1997, Alabama's Jacksonville State University (JSU) established a compressed video network serving four different locations and offering four graduate courses. Since then, several more sites have been added. By summer 2000 there were twelve sites and an average of five courses each semester. Three years of teaching CV courses has provided an opportunity to identify and solve problems unique to successful teaching with this format.
             In spring 2000, a survey was taken to assess the attitudes of graduate students toward a CV class they had taken. This survey was identical to the earlier survey taken in the spring 1997, thus providing an opportunity to compare results at a three-year interval. Trends were analyzed and information gained on several variables; among them, instructor concerns, student attitudes, and course improvements. One major concern was the monitoring of on/off-task behaviors of off-campus students. Survey results indicated that multimedia presentations (e.g., PowerPoint) were found to be well suited to the CV format with off-site students viewing TV monitors, and that these multimedia presentations were highly effective in monitoring student attention in the off-campus sites. Students were enthusiastic, attentive, and interested in the multimedia-presented lectures and interactions. Instructors were also enthusiastic with their presentations.
             This display presented data and issue trends from both surveys, information on JSU-CV hardware and software, and examples of successful multimedia techniques for CV courses. The general finding indicated improved satisfaction in all areas, largely due to multimedia pedagogical techniques.

AUTOMATING DISTRICT-LEVEL REPORTS FOR A STATEWIDE ACCOUNTABILITY PROGRAM

Michele G. Jarrell, The University of Alabama at Birmingham

             The display traced data from student-level results on statewide tests through data analysis, criteria setting, model runs, data export from SAS, data formatting in BASIC, and production of final district-level reports using Microsoft WORD macros. This is a system that has been used in a state program for several years with good results. The original reporting system was developed in WordPerfect but has been adapted to Microsoft WORD. The system prevents hand entering data for numerous performance variables, thus eliminating data errors in the district reports. The reports list each variable with its criterion, the district's score, and a flag indicating whether the district met the variable. District accountability ratings are also calculated and reported.
             The system shows how much simpler reporting results can be when one uses all of the features of various computer programs.

10:00-10:50 a.m. PUBLICATION (Training Session) Meeting Room 5

WRITING AND GETTING PUBLISHED

John R. Petry, The University of Memphis

             Training centered around opportunities and problems associated with writing and publishing articles and manuscripts. Topics included sources of ideas for research and writing, guides for effective writing, proofing and editing a manuscript, publication sources, preparing a manuscript, methods for submitting manuscripts, criteria for evaluating manuscripts, and ethics in authorship and publishing. Other topics included elements of style, such as elementary roles of usage, principles of composition and form, an approach to style, and faults in scholarly writing. The use of the computer in writing and editing was explored.
             Objectives of the session were to increase the awareness of attendees about opportunities to publish, raise standards for writing quality manuscripts, and establish minimum guidelines for professional growth. Use of technology was of primary value, including electronic publication.
             Activities included a diagnosis of the basic writing skills of attendees, analysis of articles ready for submission to publications, and administration of a predictive measure for publication success. Sources for publishing were presented and discussed. Publication sources were identified that gave the manuscript submitters a higher chance of achieving success for acceptance. Participants' manuscripts were evaluated for their content, style, impact on the reader, value to the scholarly community, and importance as a contribution to literature.