4:00-4:50 p.m. CULTURE (Discussion Session) Salon A

Presider: Charles McLafferty, Jr., The University of Alabama at Birmingham

EFFECTS ON GENDER, ACHIEVEMENT IN MATHEMATICS, AND ETHNICITY ON ATTITUDES TOWARD MATHEMATICS

Martha Tapia, Berry College, and George E Marsh II, The University of Alabama

             The effects of gender, math achievement and ethnicity on attitudes toward mathematics were examined by use of an inventory called Attitudes Toward Mathematics Instrument (ATMI). The inventory was completed by 545 students at a college-preparatory bilingual school in Mexico City, and data were analyzed using a multivariate factorial model with four factors of Math Attitude as dependent variables (self-confidence, value, motivation, and enjoyment of mathematics) and three independent variables: gender, math achievement, and ethnicity. Multivariate analysis of variance was performed. There was an overall significant effect of gender on two of the factors of ATMI. Male students scored higher than female students on self-confidence and value. Letter grade was significant with A students scoring higher than others on all four factors of the ATMI. A similar relationship of letter grade to factors was found in the hierarchy from B through F students. Failing students were lowest on self-confidence, motivation, value, and enjoyment. There was an overall significant effect for ethnicity on three factors. Mexican students scored significantly higher than American students on self-confidence, value, and enjoyment. Students with dual citizenship, where students had one American parent, scored higher than Americans on the value of mathematics.

RACIAL DIFFERENCES IN BODY IMAGE ATTITUDES AND SELF-ESTEEM AMONG AFRICAN AMERICAN AND CAUCASIAN AMERICAN FEMALE UNIVERSITY STUDENTS

Eugenie Joan Looby, Mississippi State University

             This research examined racial differences in body image attitudes and self esteem among African American and Caucasian female university students. Participants in this study consisted of 641 undergraduate and graduate students attending a major university in the Southeast. The Multidimensional Body-Self Relations Questionnaire (MBSRQ-Cash et al., 1986; Winstead & Cash, 1984) was administered to assess affective, cognitive, and behavioral domains of the body image construct. The Body Area Satisfaction Scale (BASS-Cash et al.,1986; Winstead & Cash, 1984) was used to assess satisfaction with nine discrete body areas including face, hair, height, upper torso, middle torso, lower torso, muscle tone, weight and overall appearance. The Rosenberg Self Esteem Inventory (Rosenberg, 1965) was used to measure global self esteem.
             The MBSRQ yielded a variety of results including a significant relationship between race, each subscale, and global self esteem. African American females scored higher than Caucasian females on appearance, seeking medical attention for illnesses, satisfaction with most areas of their body, less preoccupation with weight, and global self esteem. Results also indicated a negative co-relationship with weight and self-esteem, indicating the more preoccupation with weight related issues, fat anxiety, weight vigilance, and eating restraint, the lower the levels of self esteem. African American females also indicated higher present weights, ideal weights, and most ever weighed than Caucasian females.
             Results from the BASS indicated that most participants were satisfied with their face, hair, height, upper torso and overall appearance, with African American females scoring higher than Caucasian females. Results also indicated that although many of the African American females were dissatisfied with their weight and parts of their body, they held more positive attitudes about their overall physical appearance than Caucasian females. Mental health implications, along with suggestions for future research, were provided.

4:00-4:50 p.m. STUDENT ACHIEVEMENT (Discussion Session) Salon B

Presider: Anthony J. Onwuegbuzie, Valdosta State University

AN EXAMINATION OF TEACHER SALARY AND STUDENT PERFORMANCE

Eileen Talento-Miller, Mississippi State University

             Few would argue with the fact that the American educational system is in need of improvement. This study examined whether changes in teacher compensation, specifically increases in salary, could improve student performance. Studies show that performance-based award systems for teachers can increase their motivation to improve instruction. In examining teacher salaries in different regions, though, it is necessary to take into account differences in the regions themselves; otherwise the data can be misleading.
             Data were collected from nine randomly chosen states. Each state's average teacher salary was compared to that state's per capita income and its median household income. Ratios were constructed with the information and correlated to students' average performance on the National Assessment of Educational Progress mathematics assessment by state. Though the resulting correlations did not show statistical significance, the general trend was a negative relationship. This implies that the better the teachers' salaries relative to other salaries in the area, the worse the students' performance. A possible reason for this could be the theory that teacher salary depends on the local teacher market and the concept of supply and demand. In other words, areas that have more teachers available have lower average salaries than areas that compete for the available teachers. Further research should be undertaken to determine the best ways to improve education.

THE EFFECTS OF ABSENCES AND ACADEMIC SELF-CONCEPT ON ACADEMIC ACHIEVEMENT IN TWO ELEVENTH-GRADE, U.S. HISTORY CLASSES

John L. Byer, University of West Alabama

             This study investigated the extent to which eleventh graders' academic achievement in two U.S. history classes was influenced by the number of their absences and by their academic self-concepts. The 34 subjects consisted of 17 males and 17 females. Seventeen of the subjects were Caucasians and seventeen were African Americans. The subjects' number of absences and their academic achievement data were measured by using teachers' grade book records and their academic self-concept was measured by the Academic Self-Description Questionnaire II. There was a statistically significant (p<.05) relationship between the subjects' number of absences and their academic self-concept and the dependent variable of academic achievement. Twenty-seven percent of the variance in academic achievement was explained by the two independent variables. The conclusions were that the number of absences and academic self-concept were two motivation-related independent variables that explained over one fourth of the variance in academic achievement. Evidence for consistent negative relationships between the number of absences and academic achievement was increased and evidence for consistent positive relationships between academic self-concept and academic achievement was also increased. The implications for classroom teaching were that reducing students' numbers of absences and increasing students' academic self-concepts would be likely to promote increased academic achievement.

THE IMPACT OF CLASS SIZE ON ACADEMIC ACHIEVEMENT

Madeline Kay Grantham, Mississippi State University

              The question "Are smaller classes better than larger classes?" has been debated in the field of education for many years. Small classes have been a component of special education classes for years. Research has indicated that small classes or groups working with one teacher or tutor are effective in reaching students at risk.
This study investigated the effect of class-size reduction in the areas of grades and retention among all students. The study took place in a rural school district. Class sizes for second and third graders were reduced from an average of 24 in second grade to an average of 20 students per class and an average of 25 in third grade to an average of 22 per class.              This was done in an attempt to provide more instructional time between teacher and child in order to improve achievement.
             The success of this intervention was evaluated by looking at year grade averages in math and reading and the retention rate in comparison with these factors from the previous year. The results indicated positive gains in achievement and a reduction in the number of students retained. Maintenance of small class studies was recommended for the school district.

4:00-4:50 p.m. EDUCATIONAL LEADERSHIP (Discussion Session) Meeting Room 2

Presider: Doug Masini, East Tennessee State University

TEACHER INDUCTION: ROLES AND RESPONSIBILITIES

Camille B. Branton and Cheryl Cummins, Delta State University

             Teacher induction programs are an effective method for the retention and improvement of novice teachers. As teacher induction programs are developed, one area of concern is the assignment of responsibilities for carrying out the different components of the programs. It is essential that teacher induction programs have the support and involvement of all areas of the educational community if they are to be successful. Each member of the educational community must be dedicated to the success of the program, and each must fulfill her or his specific roles and responsibilities.
             This paper focused on the roles and responsibilities of the members of the educational community including administrators and experienced teachers, as well as the novice teacher. Principals must provide the appropriate leadership for success. Experienced teachers and mentors must demonstrate a commitment to the support and guidance of the novice teacher. Novice teachers must be willing to take the time to learn and grow as professionals. Specific needs of the new teacher were discussed, and examples of successful existing programs were shared.

THE RELATIONSHIP OF ADMINISTRATIVE LEADERSHIP TO TEACHER COGNITIVE WITHDRAWAL AND MIGRATION

Gary L. Peevely, Tennessee State University

             The increase in student population, immigration, reduction of class size and the aging of the current teaching population is having the effect of creating teacher vacancies in most of the nation's school districts. One report in Education Week indicated that the nation would need two million new teachers in the near future (March 10,1999). However, the PBS Merrow Report, "Teacher Shortage," indicated the shortages to be "self inflicted wounds" for school districts because "schools underpay and mistreat teachers and eventually drive them from the profession." Teachers that migrate from one district to another engage in a complex cognitive process that brings them to the point in their career where they have decided to leave and are actively searching for another position.
             This research reported on one facet of a statewide effort to determine the causes of teacher migration. The researcher surveyed 1,434 teachers in Tennessee that had left the employment of one district for another within the state. The survey was designed to determine contributing factors to the withdrawal cognition process teachers undertake prior to their resignation. The satisfaction of teachers with administration and management practices was examined in their former as well as current districts and the degree to which administration and management practices were the deciding or contributing factors to their migration.
             The levels of satisfaction of teacher migrants with administrative leadership in their current district of employment indicated that 55% were more satisfied than they were in the district from which they migrated. Fifty-two percent indicated that they were more satisfied with management practices in their new positions. Eleven percent of the respondents indicated leadership or management styles to be the primary factors in their cognitive withdrawal process.

A SURVEY OF SCHOOL SUPERINTENDENTS ON EMAIL AS A SCHOOL COMMUNICATION VEHICLE

John J. Marshak, The University of Southern Mississippi

             Experience tells us that good communication is the backbone of an effective organization. However, technology is changing the nature of communication in the modern work place. This study examined how school superintendents respond to a number of questions posed in a survey on the effect of email on their school systems' communications. Although the survey contained questions on oral and other written communication as well, this study was limited to electronic communication.
             Over 600 surveys were sent to a random sample of superintendents across the country. Districts with as few as 13 and as many as 3,000 teachers responded. They were diverse in their geographical distribution.
             Questions asked dealt with email's impact on employee communication: Are certain regions of the United States impacted differently? Does the age of the superintendent make a difference in her/his opinion on the impact of email? Does the size of the district make a difference on the impact? Does the superintendent's own proficiency correlate with her/his opinion on the impact of this kind of communication? Has it made a difference in the quality of written communication? Has email reduced the amount of face-to-face communication between faculty/staff in schools? Has it made a difference in the volume of communication?
             All responses were entered as data for analysis by SPSS. Conclusions drawn were shared with students enrolled in The University of Southern Mississippi's master's program in School Administration. It is important that the new leaders in school administration understand the role of this new media element on the communication in their schools.

4:00-4:50 p.m. INSTRUCTION (Display Session) Meeting Room 4

ANALYZING THE BENEFITS OF A TRADE ASSOCIATION/ ACADEMIC PARTNERSHIP: A FOUR-YEAR CASE STUDY

Susan S. Hubbard, Auburn University

             Partnerships with industry can produce numerous advantages for college students and academic programs as well as the public relations efforts of industry segments. In 1996, a grant and partnership effort with the National Association of Concessionaires (NAC), and the Hotel and Restaurant Management Program at Auburn University was established. Recreational food service grossed over $12 billion last year and served over three billion consumers. The recreational food service industry, therefore, represented a wealth of potential job opportunities for graduates of hospitality management degree programs. This segment represented the second fastest growth area of all of food service that reflected a need for qualified managers and employees.
             The objectives of the grant and the partnership development with the NAC included the following: (1) developed a course in Recreational Food Service Management to be offered on the college campus, (2) exposed students to the opportunities available in the recreational food service segment, (3) provided an opportunity for interested students to take the Concessions Manager Certification Examination, (4) provided continuing education opportunities for faculty members teaching the course, (5) allowed members of the academic community to serve on the NAC Scholarship Committee, and (6) developed a pool of potential candidates for career opportunities in the recreational food service segment.
             The presentation outlined the components of the partnership and the benefits that developed for students, faculty, and the recreational food service industry as a direct result of the grant and partnership opportunity. Goals and objectives of the grant as well as tangible benefits directly related to the partnership were analyzed and discussed. The grant was funded in 1996, and results from the four-year association were examined. This effort can be duplicated as a model program for creating association/academic partnerships.

INTERNATIONAL TRAVEL DAY: AN INTERDISCIPLINARY PROJECT

Gahan Bailey, Kathy Jordan, Keith Kull, Rebecca McMahon, and Edward Shaw, University of South Alabama

             Faculty members teaching in the undergraduate sequence sections (method courses) implemented an innovative instructional technique with their students during the spring 2000 semester. In cooperative groups, students researched and made presentations on specific countries that were chosen randomly by the groups.
             The students were to create a display board, two food dishes representing their country, and orally present their country to the sequence students, faculty, and visitors. Although they were given much leeway regarding the display and presentation, they were given specific directions to incorporate K-6 learning activities targeting the sequence disciplines: Language Arts, Social Studies, Science, Math, and Reading.
             Some groups were very creative in their presentations by writing and acting out skits to tell about their country. All groups incorporated the use of technology by searching various web sites on the Internet. Tri-fold display boards were used and decorated with the country's flag, symbols, a map of the country, and pictures depicting life in the selected country. Several groups brought artifacts from their respective countries, and some members dressed in costume. After the presentations, the students, faculty, and visitors sampled the various foods, viewed the displays more closely, and held informal discussions about the countries being presented.
             Qualitative feedback was received from the students regarding the success of the project, as well as ways to improve upon it. The sequence faculty members shared ideas with others during a roundtable discussion (display). The presenters presented digital pictures via Power Point, samples of student display boards, lists of recipes, written reports compiled by students, and student and faculty reflections. The audience joined in an informal discussion regarding interdisciplinary thematic projects.

TEACHING PROFESSORS: AN ANALYSIS OF EFFECTIVE TEACHING STRATEGIES

Vicki A Wilson, Wilmington College, and Linda W. Morse, Mississippi State University

             Despite a renewed interest in recent years in placing more emphasis on effective college teaching, little research has been conducted that examines the behaviors of effective college teachers. Many beginning college teachers enter the classroom with no formal education in college pedagogy, and change usually comes through experience and advice from others that may be more anecdotal than research based.
             The purpose of this display was to present the results of an analysis of effective strategies reported in 29 issues of The Teaching Professor , a journal aimed specifically at improving college teaching. Each of the articles was examined to identify and categorize teaching strategies for effective practice.
             The following themes emerged: (1) engagement of students in the learning process through writing assignments, effective questioning, and lecturing techniques that included interesting openings and metacognitive moments, (2) empowerment of students through cooperative learning, choice of assignments, and extended feedback to the instructor, (3) techniques for making sure students know and understand course objectives, (4) treatment of students, (5) use of projects and other "real life" teaching/learning strategies, (6) testing, and (7) use of computers and other technology in the college or university classroom. Three articles used extended metaphor to describe teachers as jazz musicians, baseball strategists, and Sherpa guides in the expedition of learning.
             The display included a listing of the articles supporting these themes, as well as summaries of salient points. Discussion of these techniques, both individually and as part of a comprehensive approach to teaching, should be useful to both beginning and experienced college teachers.
             Participants in the session were asked to complete a questionnaire designed to elicit the extent to which professors use the techniques described in the articles. This project served as a pilot for a more extensive survey of faculty in various disciplines in research universities and "teaching" colleges.