7:30-8:45 a.m. NEW MEMBER/GRADUATE STUDENT BREAKFAST Salon C

9:00-9:50 a.m. CHARACTER EDUCATION (Discussion Session) Salon A

Presider: Nola Christenberry, Arkansas State University

TEACHING EFFECTIVE HABITS DESIGNED FOR YOUTH IN THE UNITED STATES TO YOUTH IN RUSSIA

Byra L. Ramsey, Arkansas Tech University

             Much has been written about the components that should be included in designing appropriate curriculum for teaching character, values and ethics in public schools. Critics claim that to teach character in schools would unfairly impose particular values or personality traits on students. Character is the sum of intellectual and moral habits, good and bad. All cultures recognize the importance for children to become part of their society. Each culture teaches habits that will help to maintain their philosophies. The Seven Habits of Highly Effective Teens (Covey, 1998), designed for youth in the United States, was taught to 40 youth in Russia. Data collected from questionnaires, drawings, and group discussions were analyzed to provide information on the feasibility of designing effective habits for one culture that could be adapted and taught across cultures.
             Through paradigms built from movies and news clips, youth in Russia attempted to emulate the dress and behavior of youth in the United States. Even so, concepts presented in The Seven Habits of Highly Effective Teens (Covey, 1998) were not always applicable to their lives. Adaptation of the seven habits was achieved as the youth wrote stories based on the seven habits as they related to life in Russia.
             The results of this study provided an understanding of 40 Russian youth and how they perceived The Seven Habits of Highly Effective Teens (Covey, 1998). The findings suggested the development of a curriculum for teaching effective habits across cultures.

ABSTINENCE EDUCATION: WHAT INSTRUCTIONAL PROCESS IS WORKING FOR THE STUDENTS?

Gerald Halpin, Glennelle Halpin, Jennifer Good, and Susanne MacGuire, Auburn University

             Because teenagers are having sex more frequently and at younger ages, the abstinence-only movement has gained recent national popularity. Certainly, the value of abstinence programs can best be assessed by analyzing specific outcomes that affect society such as rates of teen pregnancy, abortions, and sexually transmitted diseases. With the introduction of multiple programs, however, another important evaluation component is a consideration of instructional strategies and processes that work most effectively for the teenagers actually engaged in the programs. The purpose of this study was to explore the abstinence instructional processes used commonly in order to suggest the most effective methods for program implementation. Specifically, do the length of the program, kinds of activities within the program, content, and teaching methods affect the students' willingness to receive the abstinence-only message?
             Supported by a five-year grant, over 20 abstinence-only education programs have been initiated throughout the state. At the completion of a yearly intervention cycle, the various program administrators have submitted process evaluation information ranging from participant ratings of the intervention to specific participant feedback. The reports from nine of these projects, representing different geographic areas, demographic variations, and targeted populations, have been analyzed and summarized to discern commonalities in reported strengths of the instructional processes. Results from these analyses completed to identify patterns of strengths and weaknesses as described by the participants were reported.
             This study has important educational implications, particularly regarding programs intended to reduce risky behaviors among adolescents. If consistency in teens' opinions regarding programming can occur, then educational leaders could provide programs that most notably match the instructional needs and interests of adolescents. Thus, it is important to understand what educational process components in a youth-risk program teenagers are most open to accepting and to identify those in which they are willing to participate.

IMPACT OF ABSTINENCE-ONLY EDUCATION ON SELF-EFFICACY

John Mark Trent, Glennelle Halpin, and Gerald Halpin, Auburn University

             Adolescent pregnancy rates are higher in the United States than in any other industrialized nation. Further, teens are contracting sexually transmitted diseases at an alarming rate. Add other psychological, social, and emotional effects of teen sexual activity and the health risk becomes blatantly obvious. To combat these problems, Congress authorized in 1996 $250 million for abstinence-only education grants. In a project funded by one of these grants, seventh- and ninth-grade students were taught by classroom teachers lessons from a modified Sex Respect curriculum (seventh grade) and Abstinence Only: Send a Clear Message (ninth grade). Before and after participation in the abstinence-only programs, the seventh- and ninth-grade participants responded to items on the youth survey designed specifically to assess their intention to remain sexually abstinent and their abstinence-specific self-efficacy. The self-rated likelihood of remaining sexually abstinent until marriage was significantly higher after program participation. The moderating effect of abstinence-specific self-efficacy on this change in intention to remain sexually abstinent was discussed as were the impact of the programmatic interventions on the abstinence-specific self-efficacy of both the seventh-grade and ninth-grade participants. Implications for theory and practice were presented.

9:00-9:50 a.m. STUDENT MOTIVATION (Symposium) Salon B

Organizer: Jenefer Husman, The University of Alabama

Discussant: Bradford Woods, The University of Alabama

MOTIVATION AND SELF-REGULATION IN THE REAL WORLD: APPLYING MOTIVATIONAL AND SELF-REGULATION THEORY TO SCHOOL

Jenefer Husman, Heather Tennyson, Stacy Light, Gyu-Pan Cho, Stacy Smith, Candace Addison, and Bradford Woods, The University of Alabama

Overview

             Research in self-regulation and motivation has blossomed in the last 10 years. Taken together this body of research has much to tell educators, administrators, and parents of school-age children. This set of papers provided an extensive review of the literature on human motivation and self-regulation in order to provide the audience with a better understanding of the ways that this rich literature base can be used to improve both teaching and parenting practices. The authors of the following papers discussed ways in which educators and parents could consider using motivational and self-regulation theory in their daily practice.

The Connection Between Character Education and Delay of Graduation

Heather L. Tennyson, The University of Alabama

             This paper reviewed research that has examined character education programs. The purpose of this review was to expose the need for a research program that focused on the possible connection between self-regulation literature and character education, specifically the possible link between delay-of-gratification and character education.

A Theoretical Analysis of Teachers' Classroom Successes

Stacy S. Light and Stacy D. Smith, The University of Alabama

             The purpose of this paper was to investigate specific interactions in the classroom and reveal how personal interactions and teacher attentiveness to particular opportunities for instruction in self-regulation techniques could help lead the class to greater levels of accomplishment both in the areas of academics and self-development.

The Effect of Teacher Self-Efficacy and Self-Determination on Student Motivation

Gyu-Pan Cho, The University of Alabama

             This paper reviewed the studies that have shown that self-efficacy and self-determination affect teacher motivation. This presentation demonstrated that a preponderance of the evidence has supported the contention that teachers who have high self-efficacy positively affect student motivation and academic outcomes. Administrative activities that support teacher efficacy and autonomy were also reviewed.

How Do Parenting Practices Impact Their Children's Self-Regulation: A Review of the Literature

Stacy D. Smith, The University of Alabama

             The primary aim of this paper was to provide a review of the literature on parenting styles and attachment in relation to self-regulated learning from infancy through the late adolescence. This presentation included a review of the research on parent-child interaction and the implications of those interactions on self-regulation in infancy, childhood, and adolescence.

Familial Influences on Child Self-Regulation and Social School Success

Candace J. Addison, The University of Alabama

             The goal of this review paper was to demonstrate that research in both developmental psychology and academic self-regulation has shown that the relationship and interactions with the primary care giver(s) are the greatest influences on children's ability to self-regulate. This review centered on specific aspects of the impact these interactions could have on the child's ability to self-regulate, transition into school, and self-perception. Specific recommendations based on the review were made.

             Discussant: Bradford Woods, The University of Alabama, served as discussant for the session and provided guidelines for integrating motivational theory into classroom practice. Following the brief discussion a five- to ten-minute period for audience questions and discussion was provided.

9:00-9:50 a.m. TEACHER EDUCATION (Discussion Session) Meeting Room 1

Presider: Jane Brower, The University of Tennessee at Chattanooga

THE IMPACT OF PROFESSIONAL DEVELOPMENT SCHOOLS ON TEACHER EDUCATION

Janice H. Patterson, The University of Alabama at Birmingham

             This study reviewed the literature on professional development schools and their impact on teacher education in two ways: (1) the preparation of preservice teachers, and (2) the professional development of practicing teachers. As the number of professional development schools (PDS) has grown, the literature related to their impact on colleges of teacher education and their graduates has also grown. In an ERIC search conducted in spring 2000, there were 536 relevant abstracts of journal articles and documents. This represented an increase of 266 from that reported in 1996. The literature about PDS is unique in that much has been published in nontraditional venues, such as electronic resources, audiovisual material, newsletters, unfinished project descriptions, reports, proposals and evaluations, and other documents usually termed "internal." The difficulty in retrieving these documents and the spurt of growth in PDS literature made this a particularly productive time to examine outcomes.
             Results indicated that preservice teachers, educated in PDS environments, are immersed in schools, and are more confident in their knowledge of pedagogy and subject matter than their traditionally educated peers. Those educated in urban environments are more sensitive to ethnic/linguistic diversity and are more likely to select a teaching position in an urban school than those trained in non-PDS environments.
             Professional development for inservice teachers in PDS differs from traditional staff development in important ways. PDS partnerships report collaboration in the development and teaching of the college curriculum and the supervision of preservice teachers. Professional development in PDS increases the capacity of classroom teachers to actively participate in the change process required for schools and colleges of teacher education in renewal. The findings of this review suggested implications for preservice teacher education and staff development for teachers.

TWO DIMENSIONS OF PROFESSIONAL PARTNERSHIPS: A CROSS-CULTURAL FRAMEWORK

Francis M Boakari, Universidade Federal do Piaui; Jeffrey Gorrell, Auburn University; and Huey-Ling Lin, Alabama State University

             Teacher education reform has embraced partnerships between public schools and schools of education as sine qua non for better professional development. However, creating meaningful, lasting, and balanced partnerships requires sensitivity to different cultural values, assumptions, and practices associated with each place. Conceptions of partnership reflect historical experiences and social values that may work well in one setting but less well in another. In all cases, however, there are considerations about structure, growth, values, and interpersonal relations that determine how one partnership develops and whether it flourishes over time. The researchers proposed a two-dimensional model (Personal-Institutional and Functional-Educational) of professional partnerships between universities and schools, based on cross-cultural and trans-national experiences.
             The Personal-Institutional dimension describes the differences between partnerships that grow out of personal urges to connect with colleagues and those that are negotiated across institutions. Personal relationships bring creative energy to the process of communicating and developing positive partnerships that can produce growth for individuals and institutions. Institutional approaches to partnerships, based on signed formal agreements can provide the stability, the structure, and the resources to sustain the partnerships through the years. The Functional-Educational dimension contrasts goal-oriented and learning-oriented relationships. Functional relationships, by centering on accomplishing specific goals, can concentrate effort and resources efficiently, but they tend to represent a dominant-dominated perspective. Educational relationships, on the other hand, presuming an equality of voice and perspective, work toward long-term cultural encounters from which everyone learns.
             This model of partnerships takes into account the interaction of both dimensions of relationships and provides a means of understanding a partnership's potential strengths and weaknesses. Emerging partnerships can use this model to determine which kind of partnership they want to build, shape their perspectives to incorporate successful elements from each end of the two dimensions, and overcome problems associated with each approach.

DEVELOPMENT OF A PROGRAM FOR TEACHER LEADERS

Beth H. Counce, Anne Hamilton, Jack Riley, and Terry Roberson, University of Montevallo

             This study was based upon the research involved in and the development of a new, innovative advanced degree program in teacher leadership for teachers from all grade levels and all content areas. Research indicated that as schools have become larger and school demands have increased, teachers have been placed in various leadership roles. While there are many preservice and inservice programs for teachers, research indicated that there are few programs that provide the needed training for the new leadership roles teachers are assuming. According to the research, schools that involved teachers in various leadership roles had teachers who were more satisfied with their jobs and students who showed an increase in their learning. Therefore, this situation resulted in school improvement.
             Following a review of the research related to current trends in advanced teacher preparation and a program review of the graduate-level programs at a small university, a draft of a proposal for a new interdisciplinary, P-12 grade level program in teacher leadership was developed. Discussions related to the rationale and to the design of the program were held with various advisory councils on campus, with currently enrolled graduate students, and with selected teachers. A presentation and a discussion concerning the proposal for the new Teacher Leader program were conducted with a group of instructional leaders from several school systems from a small geographic area and with faculty members from the College of Education of a small university. The instructional leaders provided suggestions for program design and then wrote letters of support for the new Teacher Leader program.
             Following approval of the new Teacher Leader program by the College of Education and the State Department of Education, information about the program was disseminated to several school systems, and the first cohort group of teachers was admitted.
             Program and course evaluations were given to the teachers participating in the Teacher Leader program to determine program effectiveness. A typical course evaluation and an open-ended evaluation related to the course and to the program were completed by each participating teacher. The results indicated that the teachers felt they had gained a considerable amount of knowledge and that they would be able to use the knowledge to help improve their schools. A meeting to obtain additional feedback for program improvement was held with all teachers and faculty participating in the Teacher Leader program. Results indicated teacher satisfaction, and only a few suggestions were given.

9:00-9:50 a.m. RESEARCH/STATISTICS (Discussion Session) Meeting Room 2

Presider: William Spencer, Auburn University

STATISTICS ANXIETY: NATURE, ETIOLOGY, ANTECEDENTS, EFFECTS, AND TREATMENTS: A COMPREHENSIVE REVIEW OF THE LITERATURE

Anthony J. Onwuegbuzie, Valdosta State University, and Vicki A. Wilson, Wilmington College

             Most college students are required to enroll in statistics and quantitative research methodology courses as a necessary part of their degree programs. Unfortunately, many students consider taking statistics and research methodology courses to be a negative experience. Moreover, many students report high levels of anxiety while enrolled in these classes. This form of anxiety has been termed statistics anxiety. For many students, statistics/research methods courses typically are the most anxiety-inducing in students' programs of study (Zeidner, 1991). Indeed, because of statistics anxiety, students often delay enrolling in these courses for as long as possible.
             Although statistics has been taught formally throughout much of the 20th century, few studies existed pertaining to statistics anxiety prior to the last decade. This was probably because statistics anxiety was deemed to be synonymous with mathematics anxiety, for which there has been a plethora of studies. Despite the development of the first measure of statistics anxiety in 1985 (i.e., Statistics Anxiety Rating Scale; Cruise, Cash, & Bolton, 1985), research on this construct remained scant for the next few years. However, recent years have seen an increase in the number of articles on statistics anxiety appearing in the literature, as researchers have recognized that statistics anxiety is a multidimensionality construct that is distinct from mathematics anxiety and that it has debilitative effects on academic performance.
             The purpose of this presentation was to provide a comprehensive summary of the literature on statistics anxiety. In particular, the nature, etiology, and prevalence of statistics anxiety were described. Additionally, the antecedents (i.e., dispositional, situational, and environmental) of statistics anxiety were identified, as well as its effects on student outcomes (e.g., statistics achievement). Further, the existing measures of statistics anxiety were documented. Finally, based on the literature, an array of successful interventions for reducing statistics anxiety was described.

REACHING THE DECISION-MAKING AUDIENCE: MAKING EDUCATIONAL RESEARCH UNDERSTANDABLE

Dee Elaine Muesse, University of North Texas and Bethlehem Area School District

             As educational research moves out of the ivy-covered corridors of the university campus, it faces a different audience with an different agenda. Decision makers in the school board rooms across America concern themselves with providing the best possible education for America's children, while meeting the obligation to the community taxpayers in a financially efficient manner. This seems to be a forgotten point in educational research. Spending time searching through journals of education, researchers report findings that are statistically significant. Going to a presentation of a textbook company, as they sell their wares to textbook committees, they speak of how their book produced statistically significant gains in achievement. The school board purchases the product in hopes that achievement test scores will soar; yet, never were they told of the amount of improvement they might expect. In statistical terms this is called effect size; in the real world it might be referred to as the amount of "bang for the buck." The responsibility of educational researchers is to educate the decision makers at the local level to importance of effect size when a relationship proves to be statistically significant. The researcher must remember that instituting a new curriculum program is very expensive. The goal of this paper was to provide educational researchers with the tools to making their finding more understandable to the decision makers.

CHANGING TEACHING PRACTICES BY EMPOWERING TEACHERS WITH RESEARCH KNOWLEDGE

Evelyn M White and Todd Gary, Tennessee State University

             According to the National Science Education Standards, "Teachers require the opportunity to study and engage in research on science teaching and learning, and to share with colleagues what they have learned." To accomplish this goal, a model has been designed, tested, and analyzed to improve science teaching and student learning in the elementary classroom. This model centers on empowering classroom teachers enrolled in a graduate course with knowledge of the research literature in order to improve their ability to teach science and to bring the worlds of research and practice closer together.
             This presentation described the model, its implementation in a doctoral level course, "Advanced Science in the Elementary School (EDCI 683)," and the model's impact on subsequent classroom teaching and student learning. The analysis included the work of 12 K-6 grade teachers enrolled in the course, videotapes of their classroom presentations, classroom observations, improvements in student work over time, in-class observations of the teachers, and follow-up interviews with them.
             Outside researchers from Lesley College have evaluated, for the National Science Foundation, a local systemic change science education project in which these teachers have leadership roles. These researchers have observed the teaching practices of these teachers before and after taking this course. Their findings supported our results and suggested that once the teachers see a connection between the research world and their classroom, research becomes a practical and valuable part of their teaching and changes are introduced into their classrooms that improve student learning in science.

9:00-9:50 a.m. PROFESSIONAL DEVELOPMENT

(Training Session) Meeting Room 5

COLLABORATING WITH PARAEDUCATORS FROM A DISTANCE

Margaret M. Cramer, Western Kentucky University

             Although phenomenal growth has occurred in the utilization of paraeducators in inclusive classrooms in recent years, few educators or administrators have been trained to supervise them. A review of the literature indicated a need for additional research to identify actual tasks assigned to paraeducators. Often, teachers are given the responsibility of determining what tasks will be assigned to paraeducators but are not aware of the actual tasks performed.
             Information obtained during a pilot study conducted by the presenter assisted with the identification of objectives for the training modules presented in the session. The data collection instrument developed for use during the pilot study was modified for inclusion in Module III, Roles and Responsibilities. Tasks performed by paraeducators were categorized into competency levels: Level I, teacher aide; Level II, instructional assistant; Level III, assistant teacher.
             Participants: (1) completed two training modules developed to assist educators and administrators with supervision of paraeducators face-to-face or from a distance, (2) learned how to supervise paraeducators via the internet, and (3) developed a job description for paraeducators.
             Participants completed Module III.A.1. - Roles and Responsibilities and Module III.A.2 - Task Assignments. Each module contains a case study, work sheet, checklist, and implementation plan.
             After completion of the training modules, participants developed an interest in obtaining further training on paraeducator supervision. By sharing this information in their own school systems, participants will encourage personnel to provide collaborative training sessions addressing supervisory responsibilities.