1:00-1:50 p.m. EDUCATION REFORM (Discussion Session) Salon A

Presider: Evelyn White, Tennessee State University

A NATION AT RISK

Douglas Masini and Gunapala Edirisooriya, East Tennessee State University

             The 1983 report, A Nation At Risk , catapulted teaching and learning issues into the consciousness and educational foreground of every parent, teacher, administrator, and legislator in America. Many lessons were learned from the hundreds of articles, books, and studies generated by the controversial work and methods of the Excellence Commission on Education.
             However, in spite of the findings of the Excellence Commission, American students and college graduates continue to fare well when their knowledge is tested post-graduation, and there is no evidence of a direct economic impact due to the purportedly declining standardized U.S. student and adult tests scores. Adult Americans continue to fare well when their scores on tests of literacy are pitted against other industrialized nations. Demographically, the minority populations continue to gain strength in standardized test scores of reading, prose, and mathematics.
             This paper analyzed the research on education and the relationship between economics and education. This paper firmly established that in regard to education, literacy, and economics, the United States was never a nation at risk.

THE POTENTIAL IMPACT OF PROFESSIONAL DEVELOPMENT: A COMPARATIVE ANALYSIS OF THE IMPLEMENTATION OF SCHOOL REFORM MODELS

Robert A. Horn, The University of Memphis

             In April 1983, The National Commission on Excellence in Education presented the report, A Nation at Risk , to which Congress continues to respond. In November 1997, Congress allocated funds to states for school improvement. The Obey-Porter legislation initiated the Comprehensive School Reform Demonstration Program, allocating grants for schools to implement comprehensive school reform programs, which must meet nine criteria.
             Criterion three deals directly with professional development training and support. Criterion five requires program support from school faculty and administrators. These two criteria were this study's focus. Research has indicated that professional development is crucial to the success of school reform. This comparative analysis examined the implementation of five Comprehensive School Reform Models, focusing on the potential impact of professional development and program support.
             Data for this study were from Comprehensive School Reform research conducted as part of a large-scale national formative evaluation project. The Comprehensive School Reform Teacher Questionnaire was used to obtain this study's data. The professional development scale from the questionnaire consists of four items addressing elements of the professional development criteria. An additional item from the questionnaire addressed school support for the selected model, which provided correlational analysis of the schools and models. Qualitative analysis consisted of open-ended responses to positive and negative aspects of the school's comprehensive school reform program.
             Initial review of the data indicated differences between reform models in implementation and support. Results indicated professional development training for different school reform models, as perceived by teachers, varied strongly between models. Correlational data analysis indicated a strong positive relationship between teachers' supported of program and their perception of professional development training within their respective reform models. Qualitative data analyses support these results. Findings indicated a need for cautious evaluation by schools in selecting school reform models.

1:00-1:50 p.m. TEACHER EDUCATION (Symposium) Salon B

Presider: Cynthia Gettys, The University of Tennessee at Chattanooga

ALTERNATIVE CERTIFICATION PROGRAM: A COLLABORATIVE EFFORT BETWEEN THE HAMILTON COUNTY DEPARTMENT OF EDUCATION AND THE UNIVERSITY OF TENNESSEE AT CHATTANOOGA

Cynthia M. Gettys, The University of Tennessee at Chattanooga

The Vision: Establishment of Need of the Alternative Certification Program
Mary P. Tanner and Thomas E. Bibler, The University of Tennessee at Chattanooga

The Action: Planning & Development of the Alternative Certification Program
Cynthia M. Gettys and Kathleen S. Puckett, The University of Tennessee at Chattanooga

The Teaching Team: Planning & Teaming
Jane T. Browner and Cynthia M. Gettys, The University of Tennessee at Chattanooga

The Collaboration: Partnership & Implementation of the Alternative Certification Program
Lonita D. Davidson and Joyce E. Hardaway, Hamilton County (TN) Department of Education

The Goal: Urban Impact
Bonnie Warren-Kring and Diane Riddle, The University of Tennessee at Chattanooga

The Evaluation: Cohort I Participants Evaluate the Alternative Certification Program

Kristen Childs, Debbie Donohoo, and Callievene Stewart, Cohort I Alternative
Certification Participants and Hamilton County (TN) Department of Education Teachers

             Early in the 1980s the National Center for Education Statistics (NCEI) erroneously predicted a dramatic shortage of teachers by 1992. States began to look for ways to certify more teachers more quickly than the typical four-year undergraduate teacher education program. By 1997, 41 states, plus the District of Columbia, reported having some type of alternative teacher certification program to the NCEI that has been polling the state departments of education annually since 1983 regarding teacher education and certification. States reported a total of 117 different programs available for persons who already hold a bachelor's degree and want to become licensed to teach.
             The search for an alternate route to certify teachers has generated ideological debates revolving around educational quality. Supporters of traditional teacher certification argue that to improve the quality of education it is imperative to ensure that both professional knowledge and subject-matter competency are grounded in a solid foundation of pedagogical training. It is also necessary to ensure that alternative certification programs are context-specific experiments designed to meet policy goals, such as attracting talented career changers or filling teacher shortages, but are not necessarily substitutes or competitors to traditional teacher education programs.
             Since the fall semester of 1998, a committee made up of university faculty and local school system administrators has collaborated to design an Alternative Certification Program to specifically meet the teacher shortage needs of the Hamilton County (TN) Schools. The areas of identified teacher shortages include Science, Math, and Foreign Languages at the middle and high school levels and Special Education at all levels K-12.
             The collaboration was successful with the selection of 12 individuals in May 1999 who formed the first cohort group for the 1999-2000 school year. Seventy-five percent of the first cohort group completed their first year of teaching on June 1, 2000 and have signed contracts committing to return to their classrooms for a second year. The second cohort group of 22 individuals was formed early in May 2000 and began their class work for the Alternative Certification Program on May 10 in preparation for the 2000-2001 school year.
             This symposium chronicled the need for an Alternative Certification Program, initial planning and development of the program, a university teaching teams reflections, the relationship of the partnership, the proposed urban impact, and concluded with a self-evaluation by the first cohort participants. The collective papers formed a case study that told an ethnographic story while sharing each stage of collaboration. The recorded voices were active participants from the university and the local education agency as well as the initial cohort group who became the alternatively certified teachers. The stories were gleaned from field notes stored in file folders and in reflective journals.

1:00-1:50 p.m. EDUCATION AND THE MEDIA (Discussion Session) Meeting Room 1

Presider: Barry Schultz, Baptist College of Health Sciences

TRENDS IN HOW FAMILIES ARE PORTRAYED IN CHILDREN'S LITERATURE FROM THE 1950'S TO THE 1990'S

Patrick N. Kariuki and Carmen E. Harris, Milligan College

              The purpose of this study was to examine how the family has been portrayed in children's literature from the 1950s to the 1990s. Five sample books from each era (1950s, 1960s, 1970s, 1980s, 1990s) were randomly selected from the collection of children's literature books from one major university, two colleges, and three public libraries. The sample books were examined for content and illustrations. Data on how the family was portrayed were recorded and compared to establish the trends.
             The results indicated that the family has moved from traditional to a variety of life-styles. Other types of families have surfaced including divorced or single-parent homes, blended families, ethnic families, same-sex families, and extended families. However, the traditional family is still in the majority. Other issues pertaining to the family have included AIDS (cause and effect), inter-city housing, and death of a family member or friend. This study suggested that parents should be aware of the trend changes in the way children's literature has been portrayed for the past five decades. Controversial trends should be discussed, and the emotional impact should be addressed.

EFFECTS OF THE MEDIA IN THE SOCIAL CONSTRUCTION OF SELF AT VARIOUS STAGES OF A CHILD'S DEVELOPMENT: A LITERATURE REVIEW

Elizabeth Simpson and Glennelle Halpin, Auburn University

             Symbolic modeling via the media is playing an important role in shaping children's images of who they are and how they fit into the world. They are still moving through the same developmental stages identified by the classical theorists; however, the new symbolic means for transferring social and cultural information have served to increase the speed of the process enormously. Currently, the developmental literature speaks to a new theory of the child, one of developmental compression brought on by exposure to cultural symbols and information that was previously unavailable to those who were not able to interpret the symbolic language of the written word.
             The psychological principle of literacy, symbol acquisition in order to access knowledge, is currently being redefined because of the revolution in the mode of conveying symbolic information. Children from birth to 18 years old are exposed, by some accounts, to an average of seven hours of television a day. Television programming is being designed by the broadcast industry to target specific age groups in an effort to convey knowledge. Children are also gaining knowledge from programming not designed specifically for them due to their ability to interpret and attach meaning to the symbols and information presented. Examined in this literature review were the classical theories of Piaget, Bandura, Vygotsky, and Bruner as they speak to the acquiring of knowledge and construction of self through the interpretation of symbols as well as the latest research in the area of child development and the media. Educators need to have an understanding of the power of the media symbols to shape the sociocultural environment the child is experiencing, as well as the child's response to such an environment in order to ensure healthy development.

THE TEACHING PROFESSION AS PORTRAYED IN POPULAR FILMS

Paige L Tompkins, Western Kentucky University

             This qualitative study was conducted to identify and categorize the characterization(s) of teachers presented to the public via popular films. The researcher asserted that at the least, the public is exposed to these portrayals, while it is possible that public perception of teachers is actually, and perhaps almost entirely, shaped and influenced by them.
Most of the findings presented in the study were the result of the researcher's direct observation of numerous films in which prominent characters were teachers. For films unavailable to the researcher, secondary sources were used.
             Each film was analyzed using a variety of qualitative methodologies to identify emergent patterns and trends. The prevalent patterns that surfaced in the popular media's characterization of teachers were then organized into several distinct categories, ranging from extremely negative to almost superhuman, each of which were discussed in the study. Implications for education suggested by, and addressed in, the study included the following: (1) public support for education funding, (2) the attractiveness of teaching as a profession, (3) the public image of teachers and schools, and (4) education and professional expectations of teachers.

1:00-1:50 p.m. EVALUATION (Discussion Session) Meeting Room 2

Presider: Kathy Hulley, Lincoln Memorial University

FOCUSING ON FOCUS GROUP USE IN EDUCATIONAL RESEARCH

Michele G. Jarrell, The University of Alabama at Birmingham

             The use of focus groups has become widespread in the last decade, particularly in business and industry, but a focus group can be of tremendous use to the educational researcher. Focus groups have been used in qualitative research with good results. With effective planning, valuable information and feedback can be obtained in the development process for surveys, questionnaires, and even test items. Knowing a few simple steps to follow while setting up the focus groups can make the process very worthwhile.
             This presentation outlined the main steps necessary to put the focus on obtaining valuable input from the focus group, for example, establishing the purpose of the group, selecting and training a moderator, choosing the participants with care, and summarizing the data. As with all research, designing the focus group is of utmost importance. Attention to the details of planning the focus group will improve the quality of data obtained from the group. Conducted properly, the focus group can provide immediate and representative feedback.
An example illustrated the use of the focus group to aid the researcher in designing surveys for use by both students and teachers in a statewide study.

THREE YEARS OF GRADUATION 2010: EVOLUTION OF AN EVALUATION PLAN

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

             Drawing on recent research in brain development, the public school district in Daviess County, Kentucky has developed a comprehensive program with the purpose of increasing students' capacity for learning and achievement. The program, called Graduation 2010, was conceived by educators and members of the community during 1997 and is in its third year of implementation. The eight components of the program include four "strands" intended to enhance learning (music, the arts, foreign language, and thinking skills), and another four strands intended to reduce barriers to learning (reading/language development, parent involvement, health/emotional health, and community involvement). The authors are serving as the evaluation team to document the program's implementation and progress over the years.
             This paper briefly described the background and components of Graduation 2010, the original evaluation plan as formulated by the research team and the project steering committee, some of the challenges and problems encountered with implementing the evaluation plan during the first three years of the project, and the description of a modified evaluation plan adopted for the future. Changes in the research plan as a result of realities of real world evaluation were described and discussed. The audience were encouraged to participate and share ideas on school-based evaluation. Abbreviated results of surveys, observations, and teacher interviews during the first three years were included.

EVALUATION OF THE RENAISSANCE PROJECT FOR IMPROVING TEACHER QUALITY

Marcia R. O'Neal and James E. McLean, University of Alabama at Birmingham, and Roger Pankratz and James Craig, Western Kentucky University

             The Renaissance Group is a national consortium of 16 colleges and universities with a major commitment to improving teacher education. Ten of those institutions in nine states, in collaboration with their schools of arts and sciences and their partner schools, have engaged in a five-year project to reform their teacher education programs. The major goals of the project include: (1) becoming accountable for the impact of teacher education graduates on student learning, (2) linking teacher performance to student learning, and (3) increasing the capacity of teacher candidates to facilitate learning of all students.
             The goals are to be achieved by employing six strategies with a set of core elements common to all ten institutions. These strategies include the development of an accountability system, the use of teacher work sample methodology and mentoring teams, the creation of business partnerships, the establishment and maintenance of a web site and an electronic communication network, and the dissemination of research related to the project and its goals. Beyond the common core of elements, institutions will implement the project in ways that are consistent with the ways they operate.
             The project includes a comprehensive evaluation component that responds to the unique character of the program. A number of process and product components are part of the evaluation plan, which was designed to satisfy requirements of the funding source, as well as the needs of the partner institutions as they make decisions about program success and modifications in program design. Techniques include document analysis, site visits and observations of project activities, surveys and interviews, and use of archival data available at each institution. This paper contained a presentation of the evaluation design and results of analyses completed to date.

1:00-1:50 p.m. SCIENCE EDUCATION (Display Session) Meeting Room 4

SCIENCE ADVENTURES FOR GIRLS: FOSTERING POSITIVE ATTITUDES

Jan E. Downing, Eastern Kentucky University

             At the beginning of the 21st century, women remain a minority in scientific disciplines. Though few programs exist to encourage and recruit young women in science, they generally focus on girls at the high school level. However, it is during the middle school years when children first seriously consider career choices and options. Girls' attitudes toward science are generally less than positive. Negative science-related attitudes have been attributed to past science experiences.
             The Science Adventures for Girls Program was designed to celebrate women's achievements in science and to provide positive learning experiences for girls who have expressed an interest in science and science-related careers. Approximately 25 middle school girls participated. Pretests and posttests were administered to assess participants attitudes toward science before and after the Science Adventures for Girls Program. A description of the program and results of the attitude assessment is included in the display. The program was funded through a grant provided by Eastern Kentucky University.

SCIENCE PROCESS SKILLS AND ACHIEVEMENT IN RESEARCH METHODOLOGY COURSES

Denise A. DaRos, Youngstown State University, and Anthony J. Onwuegbuzie, Valdosta State University

             Graduate programs in the fields of social and behavioral sciences typically include required courses in research methodology. Unfortunately, many students find these courses to be extremely difficult, experiencing lower levels of performance in these classes than in other courses in their programs of study. Yet, as noted by Onwuegbuzie, Slate, Paterson, Watson, and Schwartz (in press), little is known about the characteristics of students who experience the most difficulties in these classes. However, recent evidence suggests that certain learning styles and study habits are better predisposed to understanding research concepts. These findings, together with the fact that research involves application of the scientific method, suggest that students who demonstrate science process skills may be at an advantage in courses in research methods. However, to date, this link has not been investigated. Thus, the present study investigated the relationship between graduate students' competency in science-process skills and their conceptual knowledge of research concepts, methodologies, and applications.
             According to Carin and Sund (1989), the necessary science-process skills include generating models, formulating hypotheses, generalizing, identifying variables, inferring, interpreting data, measuring, observing, predicting, recording data, replicating, and using numbers to determine relationships. These skills are important in research methodology courses. Therefore, it was hypothesized that a relationship exists between science process skills and performance levels in research methods courses.
             Participants comprised 124 graduate students enrolled in several sections of an introductory-level research methodology course. Science-process skills was measured via the Test of Integrated Process Skills II, whereas performance in the research methods class was assessed via midterm and final examinations. Findings revealed that students who demonstrated the highest competency in process skills also tended to exhibit the highest levels of performance in the research methods course at both the midterm and final examination stages. These relationships were moderate to large.

1:00-1:50 p.m. QUALITATIVE RESEARCH (Training Session) Meeting Room 5

COMPARING TRADITIONAL AND COMPUTER-AIDED DATA ANALYSIS PROTOCOLS

Byra L. Ramsey and Dana R. Monts, Arkansas Tech University

             Qualitative data analysis can be overwhelming and laborious. The session began with a brief review of history and literature related to traditional qualitative data analysis. A demonstration on traditional coding and categorizing data was conducted by using qualitative artifacts. Transcripts were numbered, cut into categories according to the protocol questions, and transferred into colored-coded columns on a wall chart. After the demonstration and a discussion, participants were divided into groups of four and provided with artifacts to conduct similar exercises in traditional coding and categorizing.
             The second part of the session began with a brief review of history and literature related to computer-aided qualitative data analysis programs. Comparisons were made among three computer software programs: (1) Atlas, (2) Ethnograph, and (3) NUDIST. Coding and categorizing qualitative data artifacts was demonstrated by using qualitative computer analysis software with the help of a digital projector.
             Participants were asked to answer pre- and post-questionnaires that consisted of two open-ended questions: (1) reactions to computer-aided qualitative data analysis software programs, and (2) views on traditional vs. computer-aided qualitative data analysis protocols. These questionnaires provided comparisons between pre- and post-experiences, perceptions, and preferences of participants. The objectives of the session included: (1) understanding traditional and computer-aided data analysis protocols, and (2) applying traditional and computer-aided data analysis protocols to qualitative artifacts.
             Issues and concepts explored during the session provided insights into traditional vs. computer-aided data analysis protocols. Regardless of the protocol used to code and categorize data, the key in qualitative analysis and theoretical thinking remains the primary job of the researcher themselves.