5th Annual Texas A&M University System Pathways to the Doctorate Student Research Symposium
November 2-3, 2007
Hosted by Tarleton State University

Abstracts of Student Presentations: Education

SUZIE ADAIR. "What is the Impact of Small Group Instruction on Third Grde Math Scores?"

Ability Elementary School has been unsuccessful in attaining a campus rating of Exemplary as a result of low mean scores on the third grade Math TAKS test for 2005 and 2006 school years.   After studying the test results, the 3rd grade team implemented the new instructional delivery approach of guided math groups. The purpose of this study was to determine the impact of guided math groups on 3rd grade Math TAKS tests scores in 2007.

The researcher chose a causal-comparative research method described by Gay, Mills, & Airasian (2006) to explore the research question, “What is the impact of small group instruction on 3rd grade Math TAKS test scores?” This research method permitted the researcher to select two groups, each of which received a different method of math instruction (independent variables).  Math achievement (dependent variable) from each group could then be compared.  The researcher collected and analyzed the 3rd grade Math TAKS scores for the 2006 and 2007 school years to determine math achievement.  The Statistical Package for the Social Sciences (SPSS) program was used to analyze the data.

Though still in progress at this time,  preliminary findings suggest overall test results for the 2007 Third Grade Math TAKS reflected a 10 percentage point increase over the 2006 results.  The mean passing percentage rate rose from 71% to 81%.  The analysis process will conclude by mid-October. Complete findings, discussion and recommendations will appear in the final poster presentation.


BRENT & WHITNEY CARTER. "Development of a Self-Study Model for Program Review of a Graduate Program"
Faculty mentor: Dr. Kayla Peak

This study was specifically designed to develop a self-study instrument for the purpose of reviewing the Health & Physical Education (HPE) graduate program at Tarleton State University.     Since its inception in 1973, over 525 students have completed the requirements for the Masters of Education (M.Ed.) degree in Health & Physical Education.    However, in the past 34 years, there have been limited efforts to track these graduates.    In partial response to an external review report conducted in the spring of 2007, it was recommended that these graduates be surveyed in an effort to provide input regarding this particular graduate program (Finkenberg, 2007).    Upon identifying the graduates (N=525) of the HPE graduate program, a cover letter and demographic information survey was mailed to each student at their last known place of residence.    Those students who received and responded to the initial survey were then asked to complete a self-administered web-based survey which included the following six sets of quantifiable measures:  demographic information; academic experiences; responsiveness of department and faculty; preparedness for employment and career advancement; perceptions of academic, professional, and personal growth; and willingness to recommend.  The survey consisted of Likert-type scale responses, mutually exclusive closed-end response options, multiple response options and written comments.    Based upon the analysis of the data collected from these graduates, the HPE department will be able to comprehensively address relevant issues within the HPE graduate program; thereby, making critical decisions regarding the curriculum, course offerings, internships, and other pertinent matters within the program.


JOSH CARTY. "Does Recess Improve Achievement?"
Faculty mentors: Dr. Don Beach, Dr. Mark Littleton

The purpose of this study will be to assess if recess time is necessary to improve achievement scores on the state mandated standardized tests.

Hypothesis
It is hypothesized that there will be a positive relationship between schools which allow recess for elementary children (grades 3-6) and their achievement scores on the Texas Assessment of Knowledge and Skills test (TAKS) administered to all public school children in grades three through eleven each spring. It is further hypothesized that there will be no relationship between schools not allowing recess for elementary children (grades 3-6) and their achievement scores on the TAKS.

Literature
It has been stated that recess disrupts work patterns. To the contrary, research proves that a break every 90 minutes helps us grow mentally as well as physically (Jarrett, et al, 2001). During recess, oxygenated blood is pumped to a sluggish brain (Lindsay, 1994) which improves the ability to think (Waite-Stupianski, 2001). Problem solving, creativity, and critical thinking are fostered by play (Sindelar, 2002), thus recess provides children with a deeper understanding of the material they have been taught (Flaxman, 2002) as well as improving vocabulary (Recess and Importance..., 2001).

Methodology
Dependent Variable: Achievement scores on the reading and math portions of the TAKS for students in grades3, 4, 5, and 6.

Independent Variable: One group of schools allowing recess and one group of schools not allowing recess.

This research will use an independent t-test and correlation to examine whether allowing recess time to students in grades 3, 4, 5, and 6 improves the students´ achievement scores on the mathematics and Reading portions of the TAKS test. TAKS scores from the schools allowing recess will be compared to the scores of the schools not allowing recess opportunities.


CELIA DREWS. "Resource Allocation and Individual Student Achievement Over Time"

With increasing public school accountability and inevitable legislation in the future of the school finance system, educational productivity is of paramount concern in 2006 and beyond. This proposed study of educational productivity will add to the field of research by examining the relationship between resource allocation in a school district and student performance. More specifically, the study will examine the relationship between allocation of resources and individual student achievement as measured by state-mandated assessments over a four year period. Specific areas of resource allocation will include instruction, campus leadership, school district leadership, and professional development.

        The purpose of this study was to examine the relationship between resource allocation patterns in public school districts and student achievement over time. While school districts have increasingly spent more money in efforts to meet increased accountability demands, sufficient totals are ambiguous. This study attempted to identify resource allocation patterns possibly contributing to student achievement.

         The results of this study add to the knowledge base on how school districts can effectively allocate resources to impact student achievement. Additionally, results of this study will assist district leaders in the development of budgets, requiring all districts to use minimal resources to have large impacts on student achievement. In essence, districts must learn to optimize the use of educational dollars.
         
         This study analyzed data utilizing a fixed effects growth mixture model. Furthermore, this study utilized fiscal data allocated to certain funds to determine if resource allocation patterns over time correlate to similar growth of student achievement. Data in this study will guide researchers and policy makers to determine expenditure patterns which impact student achievement.


CHRIS DUBOIS. "School Boards and Student Achievement in Texas Public Schools"

Much attention in educational research has been focused on the roles of leadership and instructional effectiveness in relation to school improvement and student achievement. Although much work has been done on administrative relationships to school performance, little research has focused specifically on possible relationships between school board characteristics and student achievement.

The proposed study will attempt to identify relationships between school board characteristics and specific measures of student achievement. Voluntary participation will be solicited from school boards that have completed the Texas Association of School Board’s School Board Effectiveness Audit. Indicators from the audit instrument will be correlated against select measures of student performance within each district to ascertain any relationships between school board practices and student achievement.

This information will be useful to school boards and district officials in identifying and developing promising practices in district leadership that facilitate high levels of student performance.


CHERYL FLOYD. "Micromanaging by Texas School Boards"

The greatest problem facing both rural and urban school districts is the board’s tendency to micromanage (Ellen, 1993).  Scholars, journalists, public managers, and public commissions have identified micromanagement as a major problem in the public sector (Behn, 1995).  And survey responses from 175 public school superintendents indicated that micromanagement is the number one reason that candidates shy away from the superintendency (Cunningham & Burdick, 1999).  As an extension of the above research, the focus of this study will be to determine if micromanagement by Texas school boards occurs more frequently in small school districts or large school districts.  A survey/questionnaire will be distributed to a sample set of Texas school superintendents in varying size school districts to see if there is, in fact, a difference and what the accompanying implications might be.


ALFREDA LOVE. "A Principal's Role in Teacher Retention"

Attracting and retaining highly qualified teachers has gained national concern. Arguments have been made that the demand for teachers is not a result of a shortage of teachers, but rather from a high attrition rate of existing teachers, particularly those within the first five years of their career (Darling-Hammond & Sykes, 2003).Teachers hold 3.8 million jobs in elementary and secondary U.S. public and private schools, representing approximately 4% of the total civilian workforce (U.S. Department of Labor, 2006). Much attention and research have been focused on teacher turnover; however, there is a need for new research on retention, particularly in urban schools. Research shows that the national turnover rate for teachers is over 16% and as high as 50% in urban schools (Ingersoll, 2003a). The National Center for Education Statistics reported that across the nation 9.3% of public school teachers leave before they complete their first year in the classroom, and over 1/5 of public school teachers leave their position within their first three years of teaching (Rosenow, 2005). According to Eggen (2001), up to 50% of beginning teachers exit the teaching profession within their first five years of service. Every school day, nearly a thousand teachers leave the field of teaching and another thousand change schools, many in pursuit of better working conditions (NCTAF, 2003). Failure to ensure that elementary and secondary classrooms are all staffed with qualified teachers has received more attention in recent times than any other educational problem (Ingersoll, 2003b). Current educational research documents a significant need for recruiting and retaining high quality teachers (Moir & Bloom, 2003; Renard, 2003; White & Mason, 2001). While many assume that retirement is the primary reason for this excessive turnover, in actuality, job dissatisfaction or the pursuit of another job are the primary culprits for teacher turnover (Ingersoll, 2003b).

It's the goal of public schools to provide a high-quality education to students, irrespective of characteristics or circumstances (Southern Regional Education Board, 2004). The single strongest predictor of student achievement gains, according to several studies, is the quality of teaching (Whitehurst, 2002). The literature is convincing that teachers are leaving the profession in record numbers (Ingersoll, 2002; Owings, 2004). It is hard to enhance the quality of teaching when many leave the first year. According to a series of national studies, lack of collegial and administrative support, student misbehavior and disinterest, insufficient salary, lack of teacher autonomy, unreasonable teaching assignment, lack of professional development opportunities, inadequate allocation of time, and large class size all contribute to the departure of teachers (Berry, 2004; Ingersoll, 2003a; S.M. Johnson & Birkeland, 2003; Kelly, 2004; Luekens, Lyter, & Fox, 2004; Theobald & Laine, 2003; Watlington, 2004).
References will be provided.


KELLY MAGIN. "The Effect of Parents Who Are Knowledgeable of Kindergarten Expectations on Kindergarten Preparedness."  *First place award - Education Master's Degree student*

Currently, kindergarteners must meet demanding, rigorous curriculum standards in reading, writing, and math. With the increased pressure of academic accountability placed on all public schools, readiness is crucial in a kindergarten classroom. Although there are many resources to aid in kindergarten readiness (pre-kindergarten, academic daycare programs), parental awareness of academic expectations may be the key to successful student performance.  In this study the researcher hypothesized that children of parents who were informed of kindergarten academic readiness requirements were better prepared for kindergarten academics than children whose parents who did not receive direct guidance about academic readiness requirements.

     The researcher developed and  implemented an informational fair, Kindergarten Roundup, in the spring of 2007 for parents of  2007-2008  kindergarten students who would enroll in two classes at Juan Seguin Elementary School. Requirements of kindergarten academics and strategies that could be used in parent-student instruction were disseminated. Parents who could not attend the Kindergarten Roundup were sent packets of information distributed.

     At the beginning of the 2007 school year, kindergarten students in these two classes were assessed using an informal letter identification test, an observation checklist, and the Texas Primary Reading Inventory (TPRI).  Scores of students whose parents received information regarding kindergarten readiness will be compared to scores of students whose parents did not receive information. Data is currently being collected; however, by mid October, data will have been analyzed and findings, discussion, and recommendations will be included in the poster presentation.


ANTHONY MASON. "Early Brain Development: Speed of Information Processing and Intelligence."  *First place award - Education undergraduate student*

Individuals with faster speed of information processing (SIP) can acquire information at a faster rate resulting in higher IQ scores, while individuals with slower processing skills are less likely to process the same amount of information, leading to lower IQ scores. This relation has been established primarily in older children (greater than 8 years of age) and adults. However, to our knowledge, no study has found a relation between IQ and SIP, as demonstrated by slower reaction time (RT) with increasing complexity in children younger than seven years of age.

Hypothesis 1: Reaction time increases to process more complex task.
Hypothesis 2: Children with higher IQ scores are faster in SIP.

The results of this study will demonstrate individual differences in children’s ability to efficiently understand and react to their environment. The measured efficiency should be a reflection of higher order cognitive processing, as demonstrated by IQ. These results will add to the current literature and provide a greater understanding between SIP and IQ in children younger than seven years of age.


LISA MCDANIEL. "The Effectiveness of Computer-Based Instruction in Learning Grocery Site Words."  *Second place award - Education Masters Degree student*

The purpose of this study is to determine the effectiveness of using a computer-based instruction (CBI) program to enhance instruction of students with moderate to severe developmental disabilities enrolled in an urban school district.  The researcher hypothesized that students instructed using CBI would be more successful in gathering groceries written on a grocery list than students who did not receive the CBI instruction.

In step one of the study (pre-test), participants were given three words (bread, milk and soap) printed on a list at a community grocery store.  The participants were timed as they located the listed items. Data on correct selections and time required was recorded. Participant self-reports and other anecdotal information was also noted.  Next, in the classroom, the experimental group participated in 5 sessions of a teacher-created PowerPoint presentation (CBI) that introduced the words on the previous grocery list using text, pictures and auditory cues.  Finally, students returned to the grocery store to replicate the pre-test described in step one (post-test).

Currently, data is being collected. The researcher plans to use descriptive statistics to analyze mean differences in pre- and post-test correct selection responses as well as pre- and post-time required to complete the task. Anecdotal data will also be analyzed. Data analysis and reports of the study findings, conclusions and recommendations are scheduled for completion by October, 2007.


EMILY WILSON. "Pre-Service Teacher Attitudes and Beliefs Toward Science Instruction"  *First place award - Education Doctoral student*

This study was designed to evaluate pre-service teacher’s attitudes toward science in an effort to understand more about teacher efficacy.

Significance of the topic:  By evaluating pre-service teacher’s attitudes toward science, teacher efficacy can be evaluated and areas of improvement identified.

Methods used to investigate or implement the topic:  Pre-service teachers were evaluated using a survey entitled Attitudes Toward Science Inventory. Forty-one senior Pre-service education majors were surveyed using this instrument. Using a Likert Scale, data was entered into SPSS and evaluated based on agree or disagree answers. Questions on the survey were designed to evaluate an individual’s comfort level with science and their usage of the topic.

Results/conclusions/implications:  The survey determined that pre-service teachers understand the importance of science and believe science is helpful in understanding the world. Additional data also revealed that pre-service teachers were not comfortable with the act of teaching science or discussing scientific concepts.