Abstract:
This study attempted to understand elementary students’ self-assessment, i.e., how they reflect on their own learning in school. Thirty-seven students (17 first graders and 20 fourth/fifth graders in a U.S. primary school) were interviewed about the kinds of standards against which they judge their school work and the sources of evidence they use in making self-assessments. Analysis of open-ended questions and Likert responses (1) highlighted that both younger and older students rely on evaluations provided by others, especially teachers, yet (2) pointed to developmental progression in which older students are increasing their use of self-standards and do consider multiple types of sources for their self-assessment.

Citation:
 Elder, A.D.  (in press)  Children’s self-assessment of their school work in elementary school.  Education 3-13: International Journal of Primary, Elementary, and Early Years Education.

Abstract:
Problem-focused interventions are considered to be one of the most effective group counseling strategies with adolescents. This article describes a problem-focused group counseling model, Solving Problems Together (SPT), that focuses on working with students who struggle with negative peer pressure. Adapted from the teaching philosophy of problem-based learning, SPT provides students with the opportunity to work toward positive solutions for overcoming peer pressure, while simultaneously helping them to increase their critical thinking and problem-solving skills.

Citation:
Hall, K. R., Rushing, J. L., & Khurshid, A. (2011). Using the solving problems together psychoeducational group counseling model as an intervention for negative peer pressure. Journal for Specialists in Group Work, 36(2), 97-110.

Abstract:
Pedagogy bridges the gap between teachers who simply know their content area and teachers who are successful at helping students learn (Carr et al., 2000); however, a review of the literature reveals that pedagogy is rarely discussed in counselor education. Examples of this lack of pedagogy can be found inside counseling textbooks, counselor preparation programs, and counseling classrooms. This article examines the lack of pedagogy in school counselor preparation programs and provides examples of how pedagogy can be introduced into counselor education.

Citation:
Mobley, J. A., Hall, K. R., & Crowell, J. L. (2008). Toward a pedagogy of counselor education. Spectrum, 69(1), 16-23.

Linked Author(s):
 [ Jeri Lynn Rushing ]  [ Rachel Owens ] 

Abstract:
Problem-focused interventions are considered to be one of the most effective group counseling strategies with adolescents. This article describes a problem-focused group counseling model, Solving Problems Together (SPT), with a small group of adolescent African American boys struggling with anger management. Adapted from the teaching philosophy of problem-based learning, SPT provides students with the opportunity to work toward positive solutions for managing their anger, while simultaneously helping them to increase their critical thinking and problem-solving skills. Disciplinary referrals related to anger and violent behavior decreased significantly after completion of the group experience.

Citation:
Hall, K. R., Rushing, J. R., & Owens, R. (2009). Anger in middle school: The solving problems together model. Journal of School Counseling, 7(39). Retrieved from http://www.jsc.montana.edu/articles/v7n39.pdf

Linked Author(s):
 [ April Heiselt ]  [ Bob Wolverton ] 

Abstract:
With decreased funding and personnel reductions in many libraries across the United States, local librarians are searching for innovative methods to create sustainable partnerships in the community. Using Mississippi State University’s Day One Leadership Community as a case study, this article illustrates how service-learning provides a dynamic connection between a public library and a local university. Establishing such a partnership proved beneficial for student learning, helpful in accomplishing projects in a local library, and through the resulting publicity, provided greater interest in and access to library materials for the local community. Program components, personal experiences, and ideas for program replication are shared.

Citation:
Heiselt, A., & Wolverton, R. (2009). Librarians: Linking college students and their community through service-learning. Reference and User Services Quarterly (RUSQ), 49(1), 83-90.

Linked Author(s):
 [ Cheryl Justice ] 

Abstract:
Stories have long been used in various cultures and settings to help make meaning and enhance awareness. The authors describe how reflection on and discussion of myths and fairy tales in supervision may help transcend cultural boundaries and increase multicultural understanding.

Citation:
Sommer, C., Derrick, E., Bourgeois, M., Ingene, D., Yang, J., & Justice, C. (2009). Multicultural connections: Using stories to transcend cultural boundaries in supervision. Journal of Multicultural Counseling and Development, 37, 206-218.

Abstract:
Peer tutoring is an evidence-based procedure for improving academic performance for a variety of skill areas. The current study evaluated the feasibility and impact of a peer tutoring package for reading fluency with 4 middle school students receiving Tier II remedial supports. This study used a multiple baseline design across participants to evaluate impact of the peer tutoring procedure on students’ oral reading rate on instructional passages. Results indicated that students’ oral reading rate on instructional probes increased following implementation of the peer tutoring procedure. Moreover, peer tutors implemented most steps of the procedure with a high degree of integrity. Results are discussed in terms of contributions to the peer tutoring and Response to Intervention literatures, as well as application to applied practice.

Citation:
Dufrene, B.A., Reisener, C.D., Olmi, D.J., Zoder-Martell, K., McNutt, M.R., & Horn, D.R. (2010). Peer tutoring for reading fluency as a feasible and effective alternative for response to intervention systems. Journal of Behavioral Education, 19(3), 239-256.

Abstract:
This chapter examines literacy practices used by residents of New Orleans after Hurricane Katrina. New literacies, including blogging and email, played an important role in helping displaced citizens reconnect and learn about their city. Text messages continued to function even after phone service stopped working. The use of these technologies points out inequitable differences in access to and use of literacy practices. The chapter presents implications for classroom teaching, including teaching children to be flexible and adaptive technology users.

Citation:
Bedford, A. W. & Brenner, D. (2009). Making Contact in Times of Crisis: Literacy Practices in a Post-Katrina World. In L. MacGillivray (Ed.), Literacy in Times of Crisis: Practices and Perspectives. New York: Routledge.

Abstract:
This "conversation" between Devon Brenner, Linda Reif, and P. David Pearson, explores the roles and purposes of assessment in the adolescent literacy classroom. The chapter encourages teachers to think beyond high-stakes, multiple-choice, and paper-and-and pencil assessments, and to use a variety of assessment tools including rubrics, portfolios, technological tools, and more, to assess multiple aspects of students' literacy beyond just literal comprehension including their ability to critique texts, to use and apply texts in authentic ways.

Citation:
Brenner, D., Pearson, P. D., & Rief, L. (2007) Thinking through assessment. In K. Beerns, R. E. Probst, & L. Rief, Adolescent Literacy: Turning Promise into Practice. Portsmouth, NH: Hienemann, pp 257-272.

Linked Author(s):
 [ Devon G. Brenner ] 

Abstract:
The amount of time that children spend reading (not just studying about reading, but actually with their eyes on the page, reading) supports reading achievement by building comprehension, vocabulary, and fluency. Because of this, the volume of reading provided by reading core programs (reading textbooks used to teach literacy in elementary school) may be a significant factor in reading achievement. This study examines the volume of reading done by third graduers in classrooms in Mississippi.

Citation:
Brenner, D., Hiebert, E. H., & Tompkins, R. (2009). How much and what are third graders reading?: Reading in core programs. In Hiebert, E. H. (Ed.) Reading More, Reading Better. New York: Guilford.

Abstract:
Watch out for the hot peppers in the pepper patch is the lesson Peggy Sue learns the hard way in Peggy Sue in the Pepper Patch. In this imaginative, but true tale, author, Missy Hopper, retells the adventure of her mother, Peggy Sue, growing up in the Mississippi Delta in the 1930's with friends Mr. Henry and dog, Frisky. A song, Peggy Sue's Hot-Pepper-Quick-Step Dance Song, is included.

Citation:
Hopper, P.F. (2010). Peggy Sue in the Pepper Patch. Nashville, TN: Providence House.

Abstract:
In Chasing Bandits, the author, Missy Hopper, brings to life the first adventure of Theodore Roosevelt Hollumway Jones and John Hart. Hopper introduces the reader to the minds of two young and imaginative boys, to the heart of their world—the Mississippi Delta in the 1930’s—and to their innocent, but never dull, friendship. This true story retells the childhood memories of Hopper’s father from some seventy years ago.

Citation:
Hopper, P. F. (2010). The Adventures of John Hart and Theodore Roosevelt Holumway Jones: Chasing Bandits. Nashville, TN: Providence House.

Abstract:
Pressures are great upon public school teachers and administrators in secondary school systems to insure their students perform well on state and national achievement tests. The No Child Left Behind Act of 2002 (NCLB) puts an extreme amount of emphasis on students’ performance on subject area tests. NCLB (2002) requires that at least 95% of the students in each grade level and sub group be evaluated by the Subject Area Testing Program (SATP). It has been argued that some schools seek methods that might put more emphasis on test scores rather than true learning (Dobbs, 2003). Many schools tend to focus on the core curriculum that their students are required to pass, thus placing little emphasis on arts programs in these schools.

Citation:
Miller, S., & Hopper, P. F. (2010). Supporting reading goals through the visual arts. Reading Improvement, 47(1), 3-6.

Linked Author(s):
 [ Burnette Hamil ] 

Abstract:
Exploring science literacy and how this term encompasses an array of aspects in students’ lives is beneficial in the diverse field of science. Science literacy is examined and the concept of adolescent literacy in secondary science classrooms explored. The term adolescent literacy refers to an adolescent’s ability to make meaning of context both in and out of school (Berhman, 2003). The article also explores the way in which text is read, print text vs. internet, as well as some ways to improve scientific comprehension and scientific interest among secondary students.

Citation:
West, J., Hopper, P.F., & Hamil, B. (2010). Science literacy: Is classroom instruction enough? National Forum of Teacher Education Journal, 20(3). Available from http://www.nationalforum.com/Journals/National%20Forum%20of%20Teacher%20Education%20Journal/National%20Forum%20of%20Teacher%20Education%20Journal/TOCte8e3.htm

Abstract:
For initial certification in French, German, and Spanish, teacher candidates in most states are required to pass one of the Praxis II subject matter tests. As of October 2010, a new test was added to the Praxis Series. This Praxis II: World Language Test represents a significant change from previous versions and relies heavily upon the Program Standards developed by the American Council on the Teaching of Foreign Languages (ACTFL) and the National Council of Accreditation of Teacher Education (NCATE). Given the novelty of the World Language Test, and based on my experience with previous versions of this subject matter test, I registered for and took this test. Suggestions for test-takers and those responsible for preparing foreign language teacher candidates are provided.

Citation:
Moser, K. (2012). Does Praxis make perfect? A personal journey through the Praxis II World Language Test. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 85(4), 123-128.

Abstract:
This study examined whether the oxygen uptake (VO2) during walking at different speeds in people with multiple sclerosis (MS) is underestimated by available prediction equations and whether such underestimation relates to the validity of their assumptions.Methods: The VO2 was measured in 18 adults with MS and 18 adults without MS at rest and during treadmill walking at 2.0, 3.0, and 4.0 mph with open-circuit spirometry. The actual VO2 was compared to that estimated by the American College of Sports Medicine (ACSM) and the van der Walt and Wyndham equations. Rehabilitation and exercise professionals should recognize that these equations underestimate VO2 during treadmill walking in individuals with and without MS.

Citation:
Agiovlasitis, S., Motl, R.W., & Fernhall B. (2010). Prediction of oxygen uptake during level treadmill walking in individuals with multiple sclerosis. Journal of Rehabilitation Medicine, 42, 650-655.

Abstract:
This study examined whether 20-m shuttle-run performance, sex, body mass index (BMI), age, height, and weight are associated with peak oxygen uptake (VO2peak) in youth with DS (n=53; 25 women; age 8-20 years) and whether these variables can be used to develop an equation to predict VO2peak. 20-m shuttle-run performance, sex, and BMI were significantly associated with VO2peak in youth with DS, whereas age, height, and weight were not. A regression model included only shuttle-run performance as a significant predictor of VO2peak; however, the developed prediction equation had low individual predictability. Therefore, 20-m shuttle-run performance alone does not provide valid prediction of VO2peak in youth with DS. Sex, BMI, age, height, and weight do not improve the prediction of VO2peak.

Citation:
Agiovlasitis, S., Pitetti, K.H., Guerra, M., & Fernhall, B. (2011). Prediction of VO2peak from the 20-m shuttle-run in youth with Down syndrome. Adapted Physical Activity Quarterly, 28(3), 146-156.

Linked Author(s):
 [ Adam Knight ] 

Abstract:
This study examined potential benefits from participation in therapeutic horseback riding for an individual with Friedreich’s Ataxia (FA). FA is an autosomal recessive neurological disorder with a side effect being gait ataxia. The participant’s gait was analyzed using Dartfish™ video software before and after two separate 6-week riding sessions, separated by a five-month lay-off. A significant difference in stride length (p < 0.05) was found, with a decrease occurring in the second riding session (0.99 ± 0.10 m to 0.74 ± 0.19 m). Analysis of the other variables revealed no significant differences in gait before and after each individual riding session, nor were they observed from the first day to the last day of each six week session, or intersession observations. The decrease in stride length may indicate a decrement in stability as the disease progresses, but the lack of significant differences in joint angles may indicate therapeutic horseback riding helped prevent some of the decrements caused by FA.

Citation:
Gilliland, K.J., & Knight, A.C. (2012). Friedreich’s ataxia and gait changes through participation in therapeutic horseback riding. Clinical Kinesiology, 66, 1-6.

Abstract:
The purpose of this investigation was to determine the effect of different types of ankle sprains on the response latency of the peroneus longus and peroneus brevis to an inversion perturbation, as well as the time to complete the perturbation (time to maximum inversion). To create a forced inversion moment of the ankle, an outer sole with fulcrum was used to cause 25 degrees of inversion at the ankle upon landing from a 27 cm step-down task. Forty participants completed the study: 15 participants had no history of any ankle sprain, 15 participants had a history of a lateral ankle sprain, and 10 participants had a history of a high ankle sprain. There was not a significant difference between the injury groups for the latency measurements or the time to maximum inversion. These findings indicate that a previous lateral ankle sprain or high ankle sprain does not affect the latency of the peroneal muscles or the time to complete the inversion range of motion.

Citation:
Knight, A.C. & Weimar, W.H. (2011). Effects of inversion perturbation after step down task on the latency of the peroneus longus and peroneus brevis. Journal of Applied Biomechanics, 27, 283-290.

Abstract:
The latency of the peroneus longus may be a key factor in the prevention of lateral ankle sprains (LASs). In addition, ankle taping is often applied to help prevent LASs. The purpose of this study was to determine the effects of a previous LAS and ankle taping on the latency of the peroneus longus after an inversion perturbation. Twenty-six participants, including 13 participants with no previous history of a LAS and 13 participants with a history of a single LAS completed the testing. Ankle taping was applied in a closed basket weave technique on one of the two testing days. The latency of the peroneus longus was determined by the onset of muscle activity exceeding 10 SD from baseline activity, after initiation of the 25 degrees inversion perturbation. A significant main effect (p < 0.05) was present for the ankle support condition, with ankle taping causing a significant reduction in latency of the peroneus longus (65.04 +/- 10.81 to 57.70 +/- 9.39 ms). There was no difference (p > 0.05) in latency between the injury groups. Ankle taping, immediately after application, reduces the latency of the peroneus longus among participants with and without a history of a LAS.

Citation:
Knight, A.C. & Weimar, W.H. (2012). Effects of ankle taping and previous injury on the latency of the peroneus longus. Sports Biomechanics, 11, 48-56.

Linked Author(s):
 [ Adam Knight ] 

Abstract:
Ankle sprains are a common injury and athletic tape is often applied to help prevent this injury. The effects of ankle taping on balance are relatively unknown. Additionally, the dominant and non-dominant legs often have different demands placed upon them and may yield different balance scores. Twenty five healthy participants (18 female, 7 male; age=20.5+1.19 years; mass=69.24+12.72 kg; height=1.69+.087 m) completed double and single leg balance assessments with the eyes open and eyes closed under three ankle support conditions: no ankle tape, PowerTape™, and Coach™ Tape, on the Neurocom Basic BalanceMaster™. Balance assessments were completed before ankle taping (pre-test), immediately after ankle taping (acute-test), and after 20 minutes of walking (post-test). The sway velocity of the participants’ center of gravity (deg/sec) was the dependent variable. A significant three way interaction was found for the single leg, eyes closed assessment (P = .037), with increased postural sway for the PowerTape™ condition. The non-dominant leg had significantly less sway velocity than the dominant leg for the eyes open condition (P < .001). These results indicate differing affects on balance for different types of athletic tape.

Citation:
Knight, A.C. & Weimar, W.H. (2010). Effects of ankle taping on single and double leg balance. Sport Science Review, 19, 5-19.

Abstract:
Lateral ankle sprains often occur during foot placement when landing from a jump. The purpose of this study was to investigate the influence of four different types of athletic tape on the medial/lateral component of the ground reaction force during a lateral jump. The tapes tested included two new types of adhesive tape developed by Cramer, Coach Tape by Johnson and Johnson, and PowerTape by Andover. Thirty Three healthy participants were tested on four separate days. The peak medial/lateral component of the ground reaction force was recorded using an AMTI force platform during the lateral jump. The participants were randomly assigned to one of the 4 tape conditions each day. A Certified Athletic Trainer applied a closed basketweave tape procedure to both ankles. The participants performed a lateral jump onto and off of the force platform, initiating the jump with the left leg. The test was performed before ankle taping, immediately after ankle taping, and after 30 minutes of walking. The data was analyzed with a 4 x 3 ANOVA. There was no significant interaction nor main effects for test or taping condition. These results revealed that all four types of tape produced a similar medial/lateral force during the lateral jump.

Citation:
Knight, A.C., Shroyer, J.F., Sumner, A.M., Booker, J.E., & Weimar, W.H. (2009) Influence of ankle taping on the kinetics of a lateral jump. Medicine and Science in Sports & Exercise, 41(5), S391.

Linked Author(s):
 [ Adam Knight ] 

Abstract:
The latency of the peroneus longus in response to an inversion perturbation is a key component in the prevention of lateral ankle sprains. While the dominant ankle is sprained more frequently than the non-dominant ankle, the difference in the latency between the two legs has not been extensively studied. The purpose of the study was to use an inversion perturbation that more accurately replicates the mechanism of a lateral ankle sprain to determine if there is a difference in the latency of the peroneus longus between the two legs. Fifteen healthy volunteers with no previous history of an ankle sprain or lower extremity surgery completed the study. An outersole with fulcrum was placed on the bottom of the participants’ shoe that forced them into 25° of inversion upon landing from a single leg drop landing. Muscle activity was recorded with a multichannel EMG processor. There was a significant difference (F1, 13= 9.34, P = .009, η2 = .400) between the latency of the peroneus longus of the dominant leg (44.90 ms) and the non-dominant leg (34.40 ms). This difference may explain why the dominant ankle is sprained more frequently than the non-dominant ankle.

Citation:
Knight, A.C., & Weimar, W.H. (2009). Difference in latency of the peroneus longus between the dominant and non-dominant leg. Journal of Athletic Training, 44(3), S-71, S119.

Abstract:
Numerous scholars have highlighted important connections between the sport management and sociology of sport disciplines. Heeding calls from scholars in both fields to utilize social network analysis as a lens of inquiry, the purpose of the current study was to empirically explore the relationship between sport management and sociology of sport via coauthorship patterns. Specifically, we analyzed coauthorship patterns in three of the oldest and most highly regarded journals in each field from 1987 to 2009. Through the use of social network analysis, the descriptive results present a view of coauthorship patterns in both fields and highlight influential actors in the network who appear to transcend and connect both disciplines. The information yielded by this research provides insight useful for exploring the historical development of the fields, assessing the current state of the fields, and imagining how the fields might grow and prosper in the future.

Citation:
Love, A., & Andrew, D. P. S. (2012). The intersection of sport management and sociology of sport research: A social network perspective. Sport Management Review, 15(2), 244-256.

Linked Author(s):
 [ Adam Love ] 

Abstract:
The global migration of athletes has been increasing in a variety of sporting contexts around the globe. Notably, the past decade has seen a nearly threefold increase in the number of international athletes coming to the United States for the purposes of participating in collegiate sport. In accordance with such growing internationalization, a body of research in the area of sport labor migration has developed. The purposes of the current study were to improve our understating of the forces that lead athletes to the U.S. in order to participate in collegiate sport and to explicitly connect research on international collegiate athletes to the broader context of sport labor migration research. In doing so, we utilized the typologies of migrant athletes developed by Maguire (1999) and Magee and Sugden (2002) as a conceptual framework for analysis. Based on findings from qualitative interviews with international collegiate athletes, we present a revised typology including the categories of mercenary, nomadic cosmopolitan, settler, returnee, exile, and ambitionist to help understand the diversity of factors and experiences associated with the migration of athletes in the context of U.S. collegiate sport.

Citation:
Love, A., & Kim, S. (2011). Sport labor migration and collegiate sport in the United States: A typology of migrant athletes. Journal of Issues in Intercollegiate Athletics, 4, 90-104.

Linked Author(s):
 [ Adam Love ] 

Abstract:
Feminist scholars have critically analyzed the effects of sex segregation in numerous social institutions, yet sex-segregated sport often remains unchallenged. Even critics of sex-segregated sport have tended to accept the merits of women-only teams at face value. In this paper, we revisit this issue by examining the underlying assumptions supporting women’s and girls’ teams and explore how they perpetuate gender inequality. Specifically, we analyze the fourteen U.S. court cases wherein adolescent boys have sought to play on girls’ teams in their respective high schools. The courts’ decisions reveal taken-for-granted, essentialist assumptions about girls’ innate fragility and athletic inferiority. While the courts, policymakers, and many feminist scholars see maintaining teams for girls and women as a solution to the problem of boys’ and men’s dominance in sport, the logic supporting this form of segregation further entrenches notions of women’s inferiority.

Citation:
Love, A., & Kelly, K. (2011). Equity or essentialism? U.S. courts and the legitimation of girls’ teams in high school sport. Gender & Society, 25(2), 227-249.

Linked Author(s):
 [ Adam Love ] 

Abstract:
Ridinger and Pastore (2000a) proposed a theoretical model to measure international student-athlete adjustment to college consisting of: (a) adjustment factors, (b) antecedent dimensions to those factors, and (c) outcomes. The purpose of this study was to examine whether the antecedent factors listed by Ridinger and Pastore were indeed the best indicators of successful adjustment to college for international migrant athletes and to determine if other antecedent factors were also relevant to adjustment. Multiple qualitative interviews with 13 international athletes from four NCAA Division I institutions were conducted. Data collected through those interviews supported all of the antecedent dimensions of the Ridinger and Pastore (2000a) model with the exception of the perception dimension subheading of faculty/staff. New dimension subheadings (a) sense of adventure, (b) previous international travel experience, and (c) family influence emerged from the data and were added to a revised model of international athlete adjustment.

Citation:
Popp, N., Love, A., Kim, S., & Hums, M. A. (2010). Cross-cultural adjustment and international collegiate athletes. Journal of Intercollegiate Sport, 3(1), 163-181.

Linked Author(s):
 [ Adam Love ] 

Abstract:
The presence of transitioned women in sport is currently a contested issue. Mianne Bagger, a transitioned woman, has been an important figure in developments related to this issue during her efforts to play on various women’s professional golf tours. Using a standpoint perspective, which begins with the assumption that some social locations, such as those of marginalized individuals, are better starting points than others for seeking knowledge, the researchers interviewed Bagger about her experiences. Since she has begun seeking the right to play on various women’s professional tours, a number of golfing organizations have introduced or created “gender policies” regarding who is allowed to participate. While such policy developments may seem on the surface to be progressive measures designed to include transitioned women, as Bagger’s comments reveal, many policies appear to be anything but inclusive upon closer scrutiny.

Citation:
Love, A., Lim, S. Y., & DeSensi, J. T. (2009). Mianne Bagger: A transitioned woman’s efforts for inclusion in professional golf. Women in Sport and Physical Activity Journal, 18(1), 68-77.

Linked Author(s):
 [ Adam Love ] 

Abstract:
Given the important role of volunteers in staging sporting events, this study explored the effects of motivational factors on the satisfaction and behavioral intentions of volunteers at a PGA TOUR event. Exploratory factor analysis revealed a six-factor model of motivation consisting of: (a) personal enrichment, (b) altruism, (c) escapism, (d) golf interest, (e) career enhancement, and (f) prestige. The factors of altruism and golf interest had a significant positive relationship with satisfaction and behavioral intentions, while career enhancement had a negative effect on satisfaction. Further, volunteer satisfaction was found to be a significant predictor of behavioral intentions.

Citation:
Love, A., Hardin, R., Koo, G. Y., & Morse, A. (2011). Effects of motives on satisfaction and behavioral intentions of volunteers at a PGA TOUR event. International Journal of Sport Management, 12(1), 86-101.

Linked Author(s):
 [ Alan Morse ] 

Abstract:
The purpose of this study was to examine the effects of roster turnover on demand in the National Basketball Association (NBA) over a five-year period (2000-2005) and compare these results to previous research on turnover in Major League Baseball (MLB). A censored regression equation was developed to examine the relationship between roster turnover and season attendance, while controlling for other potentially confounding variables in the model. The censored regression model was used to account for the capacity^ constraints by forecasting the level of demand beyond capacity using information from the uncensored observations. The regression model was found to be significant with a log-likelihood statistic of 113.631. Previous attendance, current winning percentage, previous winning percentage, number of all-star players, local major sport competition, and team history were found to be significant predictors of attendance. However, the variables measuring the effects of roster turnover were not found to be significant. There were substantial differences in the effect of roster turnover on attendance in the NBA compared with MLB. In addition, these findings provide evidence for using censored regression when dealing with constrained variables. Sellouts in the NBA appear to have an effect on all ofthe variables in the demand model. Future research will need to be conducted to help sport managers understand the role of roster turnover in specific professional leagues and to better understand the importance of using a censored regression model.

Citation:
Morse, A., Shapiro, S., McEvoy, C., & Rascher, D. (2008) The effects of roster turnover on attendance in the National Basketball Association. International Journal of Sport Finance, 3(1).

Linked Author(s):
 [ Alan Morse ] 

Abstract:
From humble beginnings as an irrelevant pastime for statistical fanatics to a $1.5 billion dollar-a-year industry, the business of fantasy sports has grown exponentially in the last ten years (Leporini, 2006). According to Fisher (2006), more than 15 million Americans participate in some kind of fantasy sports league; this number is expected to grow to 30 million participants by the end of the decade. While predominantly existing in an online environment, many fantasy football players rely on a range of offline sources to enhance the fantasy sport experience (Russo & Walker, 2006). As a result, the potential to leverage fantasy football into a significant marketing tool both online and offline currently exists (Russo & Walker, 2006). The scholarly literature in the area of fantasy sport is limited. There have been a few studies that focused on gambling issues associated with fantasy sports (Bernhard & Eade, 2005), communication (Bernhard & Eade, 2005), and masculinity issues (Davis & Duncan, 2006). While this research provides a foundation for the process of fantasy sport and the type of person that participates, there has been no specific research on how fantasy sport participation affects consumption of sporting events and the products and services associated with professional teams and leagues. There are a variety of reasons that spectators consume sporting events. Excitement, enthusiasm, and overall entertainment value have been shown to be primary motivators for watching sporting events (Gantz & Wenner, 1991). Holt (1995) presents different ways in which products and services can be consumed by customers. From a sporting event perspective, consumption can be viewed as integration. Spectators integrate different elements of sport into their identity. Assimilation and producing activities are both a part of the consumption as integration experience. Assimilation refers to sports fans developing a high level of knowledge and understanding that increases their identification with a sport. Producing refers to acts that spectators take part in to enhance their involvement with a specific sport. Participation in fantasy football can provide both assimilation and producing avenues for spectators to consume professional football through integration. In addition, according Mahony and Moorman (2000) fans are most likely to have a desire to watch their favorite football teams play and to watch a disliked team play if the outcome has implications for their favorite team. Fantasy football participation may also provide this type of motivation for football consumption. Fantasy football participants may have a desire to watch games involving both the individual players on their team and the players on the fantasy team they are competing against. These consumption factors are important in determining the extent to which fantasy football participation may affect the National Football League (NFL) consumption. We believe there is a need for specific research examining the relationship between fantasy football participation and consumption. The purpose of this study is to analyze the consumption of NFL products and services outside the realm of fantasy football, such as television packages and merchandise. Results of this research will provide numerous opportunities for marketers, media companies, and others within the sports industry who wish to capitalize on the lucrative fantasy sports audience.

Citation:
Drayer, J., Shapiro, S., Dwyer, B., Morse, A., & White, J. (In Press, Corrected Proof). Assessing the impact of fantasy football participation on consumption behavior. Sport Management Review, available online March 2009.

Linked Author(s):
 [ Alan Morse ]  [ Adam Love ] 

Abstract:
Previous research has shown the need and importance of volunteers for the successful operation and management of sporting events (Berlonghi, 1994; Daly, 1991; Farrell, Johnston, & Twynam, 1998; Green & Chalip, 1998; Strigas & Jackson, 2003a; Williams, Dossa, & Tompkins, 1995). Farrell, Johnston, and Twynam (1998) noted that any organization or agency conducting a sporting event must coordinate numerous activities dealing with the event’s logistics as well as managing the competition. Strigas and Jackson (2003) wrote that event planners must promote the event, deal with logistics, and respond to media requests along with a plethora of other details. Event organizers turn to volunteers to assist in the operation of the event and to help offset the costs of conducting an event. Volunteers enable event coordinators to expand both the “quantity and diversity of services without exhausting the agency’s budget” (Cnaan & Goldberg-Glen, 1991, p. 270). Thus, the growing use of volunteers at sporting events and the importance of volunteers to the successful operation of sporting events make volunteer recruitment, management, and retention essential duties of sport managers and event planners. Given this need, several recent studies have examined the motivations of volunteers at sporting events. For example, Farrell, Johnston, and Twynam (1998) investigated volunteer motivation and satisfaction at a curling championship and found that motivations of volunteers at the event could be grouped into the categories of purposive, solidary, external traditions, and commitments. Strigas and Jackson (2003), meanwhile, measured volunteer motivation at marathon running events and found that the motivation of volunteers at the event fell into the factors of material, purposive, leisure, egoistic, and external. They also recommended that more volunteer motivation studies should be conducted in a variety of sports settings (e.g., a different size, level or type of sport event) in order to gain a fuller understanding of the subject. In a study conducted at the Canadian Women’s Golf Championship, MacLean and Hamm (2007) investigated motivation, commitment, and intentions to remain a volunteer. They found that intentions to remain in golf, sport, or as general volunteers result from a diverse set of reasons. Specifically, their analysis identified eight reasons for individuals intending to remain golf volunteers, which (in descending order of importance) were: 1) being linked to a professional golf event, 2) promoting women's golf, 3) social influences, 4) retirement, 5) community promotion, 6) improving club level golf, 7) availability, and 8) a love of the game of golf. While the study by MacLean and Hamm took the important step of seeking correlations between volunteer motivation and behavioral intentions, no study has specifically investigated the relationship between the motivation, satisfaction, and behavioral intentions of volunteers at a sporting event. Thus, the purpose of the current study was to explore the role motivational factors play in volunteer satisfaction and then in turn what role satisfaction plays in behavioral intentions. Such insights will be beneficial for sport managers who must recruit, manage, and retain volunteers for the successful operation of events. Methods The sample in the current study consisted of 153 volunteers at a PGA TOUR event held in Mississippi. The questionnaire was distributed to individuals in the tournament’s volunteer tent. Volunteers completed the questionnaire either prior to reporting to their shift on the course, after completing their shift on the course, or during lunchtime on Friday and Saturday of the event. The instrument used to measure volunteer motivation in this study was a 30-item questionnaire adapted from the instrument employed by Strigas and Jackson (2003) at a marathon running event. In addition to items assessing motivation, the questionnaire also included items designed to measure satisfaction and behavioral intent to continue volunteering in the future. The responses to each item on the questionnaire were examined using a 7-point Likert-type scale ranging from 1 as “not important at all” to 7 as “extremely important.” Results The exploratory factor analysis (EFA) resulted in a 7-factor model of motivational factors explaining 65.65% of the variance. They were 1) altruistic, 2) egoistic, 3) escapism, 4) career, 5) golf interest, 6) material, and 7) social. Results of the multiple regression analysis revealed that the model R2 of .27, reflecting the overall strength of association between seven volunteer motives and volunteer satisfaction, was statistically significant at the .05 level: F(7, 145) = 6.20, p < .001. Examination of the Beta coefficient indicated that the effects of altruistic (t = 4.01, p < .000), escapism (t = 3.12, p = .002), career (t = -3.10, p = .002), and golf interest (t = 2.20, p = .029) on volunteer satisfaction were significant at the .05 level, controlling for the other variables. These findings suggested that four volunteer motives were important in explaining volunteer satisfaction. In addition, the results of the regression analysis revealed that the model R2 of .23, reflecting the overall strength of association between volunteer satisfaction and behavioral intentions, was statistically significant at the .05 level: F(1, 151) = 45.63, p < .001. Examination of the Beta coefficient indicated that the effects of volunteer satisfaction (t = 6.76, p < .000) on behavioral intentions was significant at the .05 level. The results revealed that volunteer satisfaction was a significant predictor of behavioral intentions and might play a pivotal role in mediating the relationship between volunteer motives and behavioral intentions. Discussion The results of this study suggest that individuals’ levels of satisfaction with volunteer positions play a mediating role between their motivation and intentions to continue volunteering in the future. The three motivational factors most correlated with high levels of volunteer satisfaction were altruistic, escapism, and golf interest, while the factor of career was negatively related to satisfaction. High levels of satisfaction, meanwhile, were associated with stronger behavioral intent to continue volunteering in the future as well as intent to suggest the opportunity to other potential volunteers. Thus, in order to improve volunteer retention, it is advisable for sport managers to attract individuals motivated by altruistic aims, escapism, and a specific interest in golf, while avoiding individuals primarily motivated by career enhancement when recruiting volunteers for golf events. The results of the current study add to the body of literature on sport volunteerism by suggesting the presence of satisfaction as a mediator between the motivation and behavioral intentions of volunteers. Sport management scholars, however, should continue to explore volunteerism in a variety of sport settings. As the present study was conducted at a PGA TOUR event, further research can help extend understanding of volunteerism beyond the context of golf tournaments and provide additional insight to help sport event managers better recruit, manage, and retain volunteers.

Citation:
Love, A., Hardin, R., Koo, G.Y., Morse, A. (In Press). Mediating effects of satisfaction on the relationship between motivation and behavioral intentions for volunteers at a PGA TOUR event. International Journal of Sport Management.

Abstract:
The published literature of coaching development revealed themes of education and continuing professional development as essential aspects for increasing the knowledge and understanding of coaches. For the purposes of this study, coaching education was defined as a process to increase coaching competence through courses, self-study, workshops/clinics, and reading coaching manuals (Malete & Feltz, 2000). Further, continuing professional development was a related term that referred to the “process of keeping current in the state of the art, keeping competent in the state of the practice, and keeping open to new theories, techniques, and values” (Chalofsky & Lincoln, 1983) via essential practices such as clinics, observation, and mentoring (Cushion, Armour, & Jones, 2003; Bloom, Salmela, & Schinke, 1995). The literature suggested that coaches were responsible for their development and employed specific techniques (clinics, seminars and symposia; hands-on experience; passive observation of other coaches; and a structured mentoring program) to ensure that development.

Citation:
Vickers, B., & Schoenstedt, L. (2011). Coaching Development: Methods for Youth Sport Introduction. Strategies, 24 (4), 14-19.

Linked Author(s):
 [ Andreas Kavazis ]  [ Heather E. Webb ]  [ Stanley Brown ] 

Abstract:
Dietary supplements containing L-arginine are marketed to improve exercise performance, but the efficacy of such supplements is not clear. Therefore, this study examined the efficacy of acute ingestion of L-arginine alpha-ketoglutarate (AAKG) muscular strength and endurance in resistance trained and untrained men. The results from our study indicate that acute AAKG supplementation provides no ergogenic benefit on 1RM or TLV as measured by the standard barbell bench press and leg press, regardless of the subjects' training status.

Citation:
Wax, B., Kavazis, A. N., Webb, H. E., Brown, S. P. (2012) Acute ingestion of L-arginine alpha-ketoglutarate fails to improve muscular force output and endurance in resistance exercise trained and untrained men. Journal of the International Society of Sports Nutrition. 9(17). doi: 10.1186/1550-2783-9-17

Linked Author(s):
 [ Stanley Brown ]  [ Heather E. Webb ]  [ Andreas Kavazis ] 

Abstract:
The purpose of this study was to investigate the effects of carbohydrate ingestion on force output and time to exhaustion using single leg static contractions superimposed with brief periods of electromyostimulation. Data suggest that carbohydrate ingestion before and during static muscle contractions can increase force output and increase time to exhaustion. Therefore, our data suggest that carbohydrate supplementation before and during resistance exercise might help increase the training volume of athletes.

Citation:
Wax, B., Brown, S. P., Webb, H. E., & Kavazis, A. N. (2011). Effects of carbohydrate intake on force output and time to exhaustion during static leg contractions superimposed with electromyostimulation. Journal of Strength and Conditioning Research, 26(6), 1717-23. doi: 10.1519/JSC.0b013e318234ec0e

Linked Author(s):
 [ Heather E. Webb ] 

Abstract:
The purpose of this study was to examine the cardiorespiratory (CR) and stress hormone responses to a combined physical and mental stress. Eight participants (VO2max=41.24±6.20 ml/kg/min) completed two experimental conditions, a treatment condition including a 37min ride at 60% of VO2max with participants responding to a computerized mental challenge (dual stress condition; DSC) and a control condition of the same duration and intensity without the mental challenge (exercise alone condition; EAC). Significant interactions across time were found for CR responses, with heart rate, ventilation, and respiration rate demonstrating higher increases in the DSC. Additionally, norepinephrine was significantly greater in the DSC at the end of the combined challenge. Furthermore, cortisol area-under-the-curve (AUC) was also significantly elevated during the DSC. These results demonstrate that a mental challenge during exercise can exacerbate the stress response, including the release of hormones that have been linked to negative health consequences (cardiovascular, metabolic, autoimmune illnesses).

Citation:
Webb, H.E., Weldy, M.L., Fabianke, E.C., Orndorff, G.R., Kamimori, G.H., & Acevedo, E.O. (2008). Psychological Stress during Exercise: Cardiorespiratory and Hormonal Responses. European Journal of Applied Physiology, 104, 973-981.

Linked Author(s):
 [ Heather E. Webb ] 

Abstract:
No studies have considered whether a firefighter’s boots are a factor influencing physiological responses. The purpose of this study was to examine physiological responses to a fire simulation activity (stair climb) in professional firefighters wearing rubber boots (RB) and leather boots (LB). Twelve professional firefighters participated in two counterbalanced simulated firefighter stair climb (SFSC) sessions, one wearing RB and the other wearing LB. Heart rate, oxygen uptake (V O2), expiratory ventilation (VE), blood lactate (BLa), salivary cortisol (SCORT), and leg strength were assessed prior to and following a SFSC. LB elicited significantly greater SCORT values and knee flexion time to peak torque. Furthermore, RB revealed significantly greater ankle dorsiflexion peak torque after SFSC. BLa was positively related to knee flexion peak torque after SFSC in the RB. Firefighters when wearing the RB may be more effective at resisting fatigue and increase more force production.

Citation:
Huang, C.J., Garten, R.S., Wade, L.R., Webb, H.E., & Acevedo, E.O. (2009). Physiological Responses to Stair Climbing in Professional Firefighters Wearing Rubber and Leather Boots. European Journal of Applied Physiology, 107, 163-168.

Linked Author(s):
 [ Heather E. Webb ] 

Abstract:
Firefighters are subjected to a combination of physical and mental challenges in the course of their occupational duties. The ecological factors involved with firefighting make it difficult to examine physiological and psychological changes that occur as a result of these combined challenges. The purpose of this study was to examine the efficacy of a computer-based Fire Strategies and Tactics Drill (FSTD) in eliciting stress in firefighters. Participants either exercised at 60% VO2max for 37 min (exercise alone condition, EAC), or for an equal amount of time and responded to the FSTD (dual challenge condition; DCC) while exercising. Cardiorespiratory and psychometric measures were obtained throughout the experimental protocols. The results demonstrated that the participants perceived overall workload to be higher in the DCC. Repeated measures ANOVAs revealed no differences between the EAC and DCC for workload, but the DCC did elicit significantly greater elevations in cardiorespiratory measures compared to the EAC. These results suggest that the FSTD utilized in this study provides an effective method for examining the physiological and psychological responses of firefighters in a research laboratory environment.

Citation:
Webb, H.E., McMinn, D.R., Garten, R.S., Beckman, J.L., & Acevedo, E.O. (2009). Cardiorespiratory Responses of Firefighters to a Computerized Fire Strategies and Tactics Drill During Physical Activity. Applied Ergonomics. E-pub ahead of press, doi:10.1016/j.apergo.2009.08.003.

Abstract:

Citation:
Aarhus, C. (2011). Luis Alarcon, Franco Albian, Tomoaso Albinoni, Willam Albright, Mario Kuri Aldana, Roger Aldridge, Henk Alkema, Lucas van Regteren Altena, William Alwyn, Masamicz Amano, Allen Vizzutti. In Richard Miled (Ed.), Teaching Music Through Performance in Band: Solos With Wind Band Accompaniment. (pp. 229-236 and pp. 791-92). Chicago: GIA Publications.

Abstract:
A detailed look at "Arrows of Lightning," a composition for wind band by Marco Putz. Information about the composer, technical considerations, historical context, and performance practices are included.

Citation:
Aarhus, C. (2010). “Arrows of Lightning.” Teaching Music through Performance in Band, vol. 8. Chicago: GIA Publications.

Abstract:
This work is an adaptation of Victor Moulton's piano piece for solo xylophone and percussion ensemble.

Citation:
J.C. Baker (2012). That Dixie Rag (work for percussion ensemble). Denton, TX: Drop6 Media.

Abstract:
This work is an adaptation of the Spencer Williams's solo piano piece for solo xylophone with percussion ensemble

Citation:
J.C. Baker (2012). Tishomingo Blues (work for percussion ensemble). Denton, TX: Drop6 Media

Abstract:
This work is comprised of three movements for solo snare drum.

Citation:
Baker, J.C. (2010). Magnolia (work for solo percussion). Portland, OR: TapSpace Publications.

Abstract:
This work is an adaptation of H.W. Krell's piano piece for solo xylophone with percussion ensemble.

Citation:
Baker, J.C. (2011). Mississippi Rag (work for solo percussion). Denton, TX: Drop6 Media.

Linked Author(s):
 [ Jason Colby Baker ] 

Abstract:
This publication is an arrangement of "Un Dia de Noviembre" for solo marimba, originally written for guitar by Cuban composer Leo Brouwer in 1968. In addition to maintaining the spirit and integrity of the original composition, this publication makes use of chord voicings, independent roll techniques and other applications to create a work that is idiomatically suited to the marimba.

Citation:
Baker, J.C. Un Dia de Noviembre. (Portland: Tapspace Publications, 2009).

Abstract:

Citation:
Damm, R. (2011). Fanga Alafia: History and meaning (reprint). Ostinato: The National Journal of Carl Orff Canada 38 (1), 10-13.

Abstract:

Citation:
Lance, E.K., (2012). Listening to the Band. National Band Association Journal, 52(3), 224-25.

Abstract:

Citation:
Lance, E.K., (2012). Teaching Music Through Performance in Band – Solos with Wind Band Accompaniment: A Compendium of Compositions. (700-708)

Linked Author(s):
 [ Rosangela Sebba ] 

Abstract:
Although the sonatinas and sonata for piano are unknown in the pianistic repertoire, they belong to a large period of time in the composer’s life, from 1928 to 1982. During these fifty-four years, we see a gradual change in his compositional language, where consonances give way to dissonances, even with a hint of atonality. Although the melodies are angular and complex, they are melodious and pleasant, always with a driving rhythmic power. Almost always, the tonality is of a modal nature, a reference to the folkloric melodies from the northeast of Brazil. Considered a neoclassic composer, Guarnieri constantly uses the sonata-form, binary, ternary and fugues in the first and last movements. Though, it is in his second movements where he expresses his inner feelings with the “modinhas,” melodies based on his childhood remembrances of simple songs accompanied by the guitar. Although Guarnieri avoided the use of quotations, his second theme from the first movement of Sonatina No. 3 is one of three works where he took the melody from the northeast of Brazil. To unify the movements within his works Guarnieri repeats rhythmic elements and melodic intervals with a constant meter, a way to break the metric rigorousnes.

Citation:
Sebba, Rosangela Y. "Eight Sonatinas and Sonata by M. Camargo Guarnieri." Fundacao Casa Brasil de Cultura and MSU (Brazil, 2010)

Abstract:
This article, originally read at a music conference held at the Université Catholique de l'Ouest in Angers, proposes that Gabriel Fauré's greatest song cycle bears an ironic subtext which is realized by a singer who assumes the rôle of a character who deceives himself regarding his beloved. Through artful re-ordering of Paul Verlaine's poems, which were drawn from the poet's like-titled collection, and skillful investment of the songs' musical fabrics with subtle nuances, Fauré depicts an infatuated individual who becomes more and more removed from reality, yet seems to begin to recognize his self-delusion in the ninth and last mélodie.

Citation:
Sobaskie, J.W. (2012). Le sous-texte ironique de La bonne chanson de Gabriel Fauré. In Pascal Terrien (ed.), Musique Française: esthétique et identité en mutation 1892–1992. Sampzon: Editions Delatour France.

Abstract:
The first critical edition of the last two compositions of Gabriel Fauré (1845–1924) since their original publication in 1923 and 1925, this volume proceeds from research on numerous original sources located in France, Sweden, and America. In its presentation of Fauré's string quartet, which was left incomplete at the composer's death, this critical edition features a new interpretation of the Quatuor's dynamics and articulation based on evidence in its first sixty bars, which were fully-scored by the composer, and on principles observed in Fauré's immediately-preceding Trio. More information is available at: https://www.baerenreiter.com/html/Faure/en/index.htm

Citation:
Sobaskie, J. W. Œuvres Complètes de Gabriel Fauré, Musique du Chambre, Vol 3: Trio pour piano, violon et violoncelle, Quatuor à cordes, BA 9464 (Kassel: Bärenreiter-Verlag, 2010).

Abstract:
Schubert’s Self-Elegies examines two poignant utterances among the composer’s late works for piano, the Impromptu in G flat major (D. 899; 1827) and the Andante sostenuto from his last piano sonata in B flat major (D. 960; 1828). Applying the Schoenbergian concept of "musical problem" within the framework of the Schenkerian approach to music, this essay portrays these pieces as musical equivalents of the self-elegy, a literary sub-genre that began to emerge during Franz Schubert’s lifetime, proposing that they represent the very first of their kind in the tonal domain. It also advances the thought that for Schubert, the art of music represented a kind of refuge for his imagination as he faced what he regarded as his certain fate, a safe haven that enabled him to develop some of his greatest and most innovative works during his last years.

Citation:
Sobaskie, J.W. (2008). Schubert's Self-Elegies. Nineteenth-Century Music Review, 5.2 (special Schubert issue, Schubert Familiar and Unfamiliar: New Perspectives, J. Sobaskie and Susan Youens, eds.), 71–105.

Abstract:
The poetic allusiveness of Chopin’s Préludes, Op. 28 (1839), intrigues and inspires—yet remains remarkably elusive. However, the concept of "precursive prolongation", founded on the Schenkerian notions of prolongation, diminution and structural levels, offers insight. Precursive prolongations, which include anticipations, appoggiaturas, secondary dominants and initial ascents, as well as elaborated versions of these plus those structures Heinrich Schenker called "auxiliary cadences", all are distinguished by the trait of prospective dependency. Expectations elicited by these tonal structures correspond to many of the allusive qualities we perceive in Chopin’s Préludes. Extended analyses of Chopin's Préludes, Op. 28, in C major, A major, B major, A-flat major, F minor, and E minor offer evidence, and musical excerpts (accompanied by aural examples) plus analytical sketches, provide illustration.

Citation:
Sobaskie, J.W. (2007-2008). Precursive Prolongation in the Préludes of Chopin. Journal of the Society for Musicology in Ireland, 3 (25–61). Retrieved from http://www.music.ucc.ie/JSMI/index.php/jsmi/issue/view/5

Abstract:
This essay argues that the themes of Franz Schubert's E flat Major Piano Trio, Op. 100, share two simple melodic melodic gestures responsible for a balanced binding force within the work's four movements, whose individual formal designs exploit tension between formal design and tonal structure to produce their own form of balance. It also reveals that all of these features support a comprehensive dramatic plan that unfolds over the course of the nearly hour-long work. It concludes that gesture, form, and drama combine to produce a balance between ontogeny and teleology that enables Schubert's Trio to represent a worthy response to the artistic challenge of Ludwig van Beethoven, as well as a most welcome legacy to us.

Citation:
Sobaskie, J.W. (2007). A Balance Struck: Gesture, Form, and Drama in Schubert's E flat Major Piano Trio. In Xavier Hascher (ed.), Le style instrumental de Schubert: sources, analyse, contexte, évolution (115–146). Paris: Publications de la Sorbonne.

Abstract:

Citation:
Taylor, C.D. (2012). Bands in the homeschool community. National Band Association Journal, 52 (3), 15-18.

Abstract:

Citation:
Taylor, C. D. (2012). Santos, Ramon; Sapieyevski, Jerzy; Saucedo, Richard; Sauter, Eddie; Schelle, Michael; Schifrin, Lalo; Schulz, Patrick; Schmalz, Peter; Zinke, Gerhard. In R. Miles (Ed.), Teaching music through performance in band: Solos with wind band accompaniment. Chicago: Gia Publications.

Abstract:

Citation:
Taylor, C.D. (2011). The lark in the clear air [Concert band]. Grand Junction, Colorado: Grand Mesa Music.

Linked Author(s):
 [ Chien Yu ]  [ Anthony Olinzock ] 

Abstract:
The purpose of study was to investigate the impact of question prompts designed to guide students' focus on context-related issues as they solve problems in a web-based environment. Online discussions integrated with collaborative learning were used to examine student interactions and behaviors in an online discussion. Twenty graduate students were randomly assigned to either the treatment or the control group. At the end, they were asked to fill out an online questionnaire rating their confidence and competence levels in the problem solving process. Analyses were conducted to determine the impact of question prompts. Statistical results showed that students who received question prompts from the instructor received significantly higher evaluations than students who did not receive question prompts when analyzed overall and when each rubric was analyzed individually. In addition, the study also suggested that online discussion had significant positive impact in developing students' deeper learning. Question prompts designed by the instructor helped to enhance students' self-efficacy about their ability to solve complex problems.

Citation:
Du, J., Yu, C., & Olinzock, A. A. (2011). Enhancing collaborative learning: Impact of question prompts design for online discussion. Delta Pi Epsilon Journal, 53(1), 28-41.

Abstract:

Citation:
Shumack, K. A., & Forde, C. M. (2011). Business educators’ perceptions of the impact of their professional development on classroom instruction. Delta Pi Epsilon Journal, 53(1), 1-13.

Abstract:
This research investigated the status of teacher in-service and individual professional development for business educators and the manner in and extent to which current professional development activities are meeting needs. Satisfaction levels with in-service and individual professional development were also identified.

Citation:
Shumack, K. A., & Forde, C. M. (2010). Professional development for business education teachers: Status, satisfaction, and level of decision-making. NABTE Review in Business Education Forum, 64(4), 26-33.

Linked Author(s):
 [ Connie Forde ] 

Abstract:
Integrated Computer Applications is a computer applications textbooks that assists learners in mastering word processing, spreadsheet, database, personal management software, desktop publishing, and web applications. A project-based strategy is used as an instructional design.

Citation:
VanHuss, S. H., Forde, C. M., & Woo, D. L. (2012). Integrated computer applications. Mason, OH: Cengage Learning—South-Western.

Abstract:
Advanced word processing textbook.

Citation:
VanHuss, S. H., Forde, C. M., & Woo, D. L. (2011). College keyboarding: Microsoft 2010: Advanced word processing. Mason, Ohio: Cengage Learning—South-Western.

Abstract:
Keyboarding and word processing essentials textbook.

Citation:
VanHuss, S. H., Forde, C. M., & Woo, D. L. (2011). College keyboarding: Microsoft 2010: Keyboarding & word processing essentials. Mason, Ohio: Cengage Learning—South-Western.

Linked Author(s):
 [ Mabel C. Okojie ] 

Abstract:
The essence of this article is to show how teaching and learning can be improved by using constructivist learning theory as a foundation for integrating technology into teaching and learning.

Citation:
Okojie, MCPO, Okojie-Boulder, T & Boulder, J.(2008). In L. A. Tomei(ed.) Encyclopedia of Information Technology Curriculum Integration, (Vol. 1, pp.150-156). Information Science Reference: New York.

Linked Author(s):
 [ Mabel C. Okojie ] 

Abstract:
One hundred and forty-three former students participated in this follow-up study. The aim of the study was to explore how the participants perceived the quality of their academic programs and the relevance of their programs to their current jobs. Questionnaire was used to collect data and Cronbach alpha was used to establish the internal consistency. Data collected was analyzed using mean scores, percentages, t-test and ANOVA. The findings indicated that the participants rated most of the questionnaire items positively indicating that they perceived their programs to be satisfactory. However, the results revealed that the respondents had concerns regarding some aspects of their programs. It is recommended that the programs be re-evaluated using the findings to pinpoint areas of concerns.

Citation:
Okojie, MCPO., Okojie-Boulder, T. C. & Boulder, James (2009). Perceptions of college Students: Relevance of academic programs to current jobs. International Journal of Vocational Education and Training. 17(2), 57-71.

Linked Author(s):
 [ Mabel C. Okojie ] 

Abstract:
The essence of this paper is to discuss various roles that teachers are expected to play in the course of their teaching career taking into consideration that most classroom instructions are technology-based. Technology-driven instruction is more complex unlike the traditional classroom which is simple. Consequently, teachers’ roles have changed from simple to complex. They are expected to keep abreast of information brought about by transformational changes in knowledge production. Teaching in a technology-driven environment requires teachers who can engage students in all aspects of pedagogical practices to address changes in a wider society. To be able to teach effectively in a technology-based learning setting, teachers must wear different hats by assuming various roles and responsibilities. These roles may require them to possess the skills to be instructional method specialists, team players, technology integration specialists, instructional technology researchers, change agents, mentors, lifelong learners and specialists in setting the stage for learning.

Citation:
Okojie, MCPO (2011). The Changing roles of teachers in a technology learning setting. International Journal of Instructional Media, 38(1).

Linked Author(s):
 [ Mabel C. Okojie ] 

Abstract:
A critical examination of the use of computer games as motivation for learning is provided. The examination is addressed by reviewing evidence from the literature dealing with computer games as learning tools. Factors and difficulties associated with games as instructional strategies are discussed. Evidence from the literature indicates that present application of computer games into instruction is not guided by pedagogical principles. It is recognized that the design of educational games be based on sound learning theories. The current practice of viewing educational games as separate entity from all other educative processes is detrimental to learning. Although, the results of scientific studies on game-based learning are inconclusive, nevertheless, the future of game-based learning is promising partly because games are generally engaging. The results of qualitative interviews reveal that the participants believe that computer games motivate them to have fun but not to learn. Thus, by implication may not sustain learning.

Citation:
Okojie, MCPO (2011) In Cruz-Cunha, M. M., Carvalho, V. H. C. & Tavares, P. C. A. (2011), (ed.). Computer games as educational and management tools: Uses and approaches, Information Science Reference, IGI Global Publishers, pp.281-298.

Linked Author(s):
 [ Mabel C. Okojie ] 

Abstract:
This study examines teachers’ preferences of instructional methods used by technology specialists and professional trainers during technology training sessions. Teachers identified their preferences and dislikes by rating nine different instructional methods. The results reveal that teachers prefer combination of instructional methods as opposed to using one single method for technology training. The results indicate that when a single method is used without including hands-on activities, teachers’ ratings are lower. However, when hands-on activities are combined with each method, teachers’ preference ratings are higher. Majority of the teachers rated demonstration/hands-on activities and problem-solving/hands-on activities as their most preferred methods of instruction.

Citation:
Okojie, MCPO, Boulder, T & Boulder, J. (2011). Excelsior: Leadership in Teaching and Learning, 6(1), 56-67.

Linked Author(s):
 [ Anthony Olinzock ] 

Abstract:
This journal article summarizes a research study designed to investigate the impact of question prompts designed to guide students' focus on context-related issues as they solve problems in a web-based environment.

Citation:
Du, J., Yu, C, & Olinzock, A. (2011, Winter) Enhancing Collaborative Learning: Impact of Question Prompts Design for Online Discussion. DPE Journal, LIII (1), 28-41.

Linked Author(s):
 [ Anthony Olinzock ] 

Abstract:
KeyChamp (2nd ed.)is a textbook and original software application program. The original researched-based computer application program analyzes an individual's keyboarding skill as one types at a computer keyboard. The software application analyzes digraphs and compares speed and technique to research-based standards. Problems are identified, and original instructional materials are generated by the software program tailored to each individual's specific needs.

Citation:
Sharp, W., Olinzock, A., and Santos, O. (2003). KeyChamp (2nd ed.). United States: International Thomson, South-Western Educational Publishing.

Linked Author(s):
 [ Anthony Olinzock ] 

Abstract:
Creating computer games for class instruction is a textbook chapter in book entitled: Computer Games as Educational and Management Tools: Uses and Approaches. The chapter discusses educational gaming and includes steps for constructing sample computer games.

Citation:
Yu, C., & Olinzock, A. A. (2011). Creating computer games for class instruction. In M. M. Cruz-Cunha, V. H. C. Carvalho, & P. C. A. Tavares (Eds.), Computer Games as Educational and Management Tools: Uses and Approaches, 151-166.

Linked Author(s):
 [ Anthony Olinzock ] 

Abstract:
Activities for Input Technologies and Computer Applications is a textbook related to computer input technologies and computer applications. Some of the technologies emphasized included handwriting recognition, speech recognition, and tables.

Citation:
Olinzock, A., Rankin, D., Lewis, T., Okojie, M., Newland, T., Boulder, J., & Okojie, T. (2005). Activities for Input Technologies and Computer Applications. United States: South-Western Publishing.

Linked Author(s):
 [ Anthony Olinzock ] 

Abstract:
Instructor’s Resource CD, Integrated Business Projects (3rd ed.) (CD)is a CD that accompanies the textbook Integrated Business Projects. The CD includes data files, solutions, lesson plans, tests, and teaching suggestions for a course using the textbook.

Citation:
Olinzock, A. A., Arney, J., & Skean, W. (2011). Instructor’s Resource CD, Integrated Business Projects (3rd ed.) (CD). United States: Cengage Learning.

Linked Author(s):
 [ Anthony Olinzock ] 

Abstract:
Integrated Business Projects, 3d edition, is a textbook. The emphasis of this book is advanced integration of various software application such as word processing, spreadsheets, presentations, databases, web pages, and desktop publishing.

Citation:
Olinzock, A. A., Arney, J., & Skean, W. (2011). Integrated Business Projects (3rd ed.). United States: Cengage Learning.

Abstract:
This study investigated the relationship between students’ motivation and their participation in asynchronous online discussions during a 16-week online course. Fifty-six students participated in online discussion activities as a normal part of their classes. Their motivation for participating in online discussions was self-reported three times throughout the semester. The findings continue to indicate that students’ motivation has a significant relationship with their participation in online discussion activities at time two and time three. Students’ perceived value, autonomy, competence, and relatedness have different levels of impact on their online discussion behavior. This study also found that students’ intrinsic motivation and their perceived value of online discussions remained at a moderate-high level over time, although the perceived value had a significant drop from the mid-point to the end of the semester.

Citation:
Xie, K. (2011). Relationship between students’ motivation and their participation in asynchronous online discussions. Journal of Online Learning and Teaching, 7(1), 17-29.

Linked Author(s):
 [ Kui Xie ] 

Abstract:
This study investigated the relationship between students’ motivation and their participation in asynchronous online discussions during a 16-week online course. Fifty-six students participated in online discussion activities as a normal part of their classes. Their motivation for participating in online discussions was self-reported three times throughout the semester. The findings continue to indicate that students’ motivation has a significant relationship with their participation in online discussion activities at time two and time three. Students’ perceived value, autonomy, competence, and relatedness have different levels of impact on their online discussion behavior. This study also found that students’ intrinsic motivation and their perceived value of online discussions remained at a moderate-high level over time, although the perceived value had a significant drop from the mid-point to the end of the semester.

Citation:
Xie, K., Durrington, V.A., & Yen, L.L. (2011). Relationship between students’ motivation and their participation in asynchronous online discussions. Journal of Online Learning and Teaching, 7(1), 17-29.

Linked Author(s):
 [ Kui Xie ] 

Abstract:
This study conducted a content analysis of online discussions to understand the nature of computer-supported collaborative learning (CSCL) and discover how students’ motivation, which is a crucial factor to the success of collaborative learning, relates with their interaction and knowledge construction in peer-moderated online discussions. Discussion contents from 23 students in an online class were analyzed. The results indicated that perceived value, competence, and autonomy were critical factors that influenced lower level interactions, intrinsic motivation was the critical fact that influenced the individualistic elaboration interactions, whereas relatedness was the critical fact that influenced the collaborative elaboration interactions. The results also indicated that autonomy and relatedness were the critical factors that influenced the moderation behaviors. The findings suggest that teachers in online classes should promote students’ motivation, and more importantly, scaffold student moderators in meaningful learning during peer-moderated online discussions.

Citation:
Xie, K., & Ke, F. (2011). The role of students’ motivation in peer-moderated asynchronous online discussions. British Journal of Educational Technology, 42(6), 916-930.

Linked Author(s):
 [ Kui Xie ] 

Abstract:
This study explored Metacognition and how automated instructional support in the form of problem-solving and self-reflection prompts influenced students’ capacity to solve complex problems in a Web-based learning environment. Specifically, we examined the independent and interactive effects of problem-solving prompts and reflection prompts on college students’ problem solving and writing within a Web-based instructional module. We found that students who received problem-solving prompts solved problems and wrote with more clarity than did students who did not receive problem solving prompts. Reflection prompts also positively influenced problem solving and writing, but only when students also received the problem solving prompts. This suggests that asking student to reflect on their work has a positive influence on students’ problem solving, but only when they have clear understanding of what they are being asked to reflect on. Results are discussed relative to feedback and self-regulation theories.

Citation:
Kauffman, D., Ge, X., Xie, K., & Chen, C.H. (2008). Prompting in web-based environments: Supporting self-monitoring and problem solving skills in college students. Journal of Educational Computing Research, 38(2), 115-137.

Linked Author(s):
 [ Kui Xie ] 

Abstract:
The present study investigated the effects of question prompts and online peer collaborations on solving illstructured problems. Sixty undergraduate students were randomly assigned to one of the four treatment groups: collaboration with question prompts, individual with question prompts, collaboration without question prompts, and individual without question prompts. They were asked to solve real-world ill-structured problems in a case scenario. The results revealed significant effects of question prompts in ill-structured problem solving at both overall and univariate levels. However, there was no significant effect of online peer collaboration and no significant interaction. This study has implications for instructional designers and educators in designing collaborative learning activities with technology support.

Citation:
Xie, K. & Bradshaw, A.C. (2008). Using question prompts to support ill-structured problem solving in online peer collaborations. International Journal of Technology in Teaching and Learning. 4(2), 148-165.

Linked Author(s):
 [ Kui Xie ] 

Abstract:
Adult students have become the new majority in online distance education. Research in online distance education, however, is still predominantly based on the historical perspective of the traditional student profile. This study examines adult students' learning engagement in online courses and explores the impact of online course design models and the type of online discussion on adult students' self-perceived and observable learning performance. The study findings inform that age itself does not predict adult students' learning satisfaction and performance. Instead, an integrated course model promotes learning satisfaction, while a Content+Support course model reinforces knowledge–constructive online interactions. The study findings also indicate disadvantages of close-ended discussion tasks in supporting students' online learning success.

Citation:
Ke, F. & Xie, K. (2009). Toward deep learning in adult-oriented online courses: The impact of course design strategies. The Internet and Higher Education, 12(3-4), 136-145.

Linked Author(s):
 [ Chien Yu ] 

Abstract:
Dramatic changes in information and communication technologies (ICTs) provide a powerful force for the growth of e-learning. E-learning has become the undeniable trend for both secondary and higher education. This chapter provides readers with an overview of e-learning computer technologies within the teaching and learning, an examination of current research studies in related areas, and a discussion of the paradigm shift as well as on the trends and issues pertinent to the development of computer-mediated instruction/learning and e-learning. Furthermore, this chapter will explore how students perceived the effectiveness of computer-mediated instruction and learning and their perceptions and attitudes toward learning using computer technology.

Citation:
Yu, C., Yu, W. C., & Lin, C. (2010). Computer-mediated learning: What we have experienced and where do we go next? In H. Yang & S. Yuen (Eds.), Handbook of Research on Practices and Outcomes in E-Learning: Issues and Trends, 1-18.

Linked Author(s):
 [ Chien Yu ] 

Abstract:
Multimedia benefits students learning in many different ways. There are so many things that students can do and learn because of the variety of instructional media that is available for their use. The use of instructional multimedia increases an instructor's ability to propose and execute teaching strategies that come with a multiplicity of learning styles. Therefore, there are a myriad of reasons why teachers use these resources both as a teaching tool and as a teaching resource. Several strategies can be implemented so that teachers have opportunities to become skillful in attaining technological fluency. This chapter reviews the trends and issues of today’s multimedia education, and attempts to provide strategies and guidelines for planning multimedia instruction. The effective use of pedagogical design principles with appropriate multimedia can allow greater individualization, which in turn fosters improved learning, greater learner satisfaction, and higher retention rates.

Citation:
Yu, C., Williams, A., Lin, C., & Yu, W. C. (2010). Revisit planning effective multimedia instructions. In H. Song & T. T. Kidd (Eds.), Handbook of Research on Human Performance and Instructional Technology, 131-146.

Linked Author(s):
 [ Chien Yu ]  [ Anthony Olinzock ] 

Abstract:
The purpose of this chapter is to provide the classroom teachers with the basic tools and fundamentals necessary to create instructional games targeted to specific courses and/or instructional objectives. By discussing the trends and issues related to today’s teaching and learning environment, the authors review the benefits of using educational games in classrooms, and provide some strategies and guidelines for creating computer games for classroom instruction. Along with discussing the fundamental issues and considerations, the authors discuss some of the challenges and impact of computer games in classrooms. Additional examples drawn from literature are also included to illustrate the use of games in education and the strategies of effective instruction.

Citation:
Yu, C., & Olinzock, A. A. (2011). Creating computer games for class instruction. In M. M. Cruz-Cunha, V. H. C. Carvalho, & P. C. A. Tavares (Eds.), Computer Games as Educational and Management Tools: Uses and Approaches, 151-166.

Abstract:
The abundance of multimedia data and information is challenging educators to effectively search, browse, access, use, and store the data for their classroom teaching. However, many educators could still be accustomed to teaching or searching for information using conventional methods, but often the conventional methods may not function well with multimedia data. Educators need to efficiently interact and manage a variety of digital media files too. The purpose of this chapter is to review current multimedia database applications in teaching and learning, and further discuss some of the issues or concerns that educators may have while incorporating multimedia data into their classrooms. Some strategies and recommendations are also provided in order for educators to be able to use multimedia data more effectively in their teaching environments.

Citation:
Yu, C., & Brandenburg, T. (2011). Multimedia database applications: Issues and concerns for classroom teaching. The International Journal of Multimedia & Its Applications, 3(1).

Linked Author(s):
 [ Jianxia Du ]  [ Chien Yu ]  [ Anthony Olinzock ] 

Abstract:
The purpose of study was to investigate the impact of question prompts designed to guide students’ focus on context-related issues as they solve problems in a web-based environment. Background: Online discussions integrated with collaborative learning were used to examine student interactions and behaviors in an online discussion. Method: Twenty graduate students were randomly assigned to either the treatment (ten participants) or the control group (ten participants); one group received question prompts while working in the web-based learning environment while the other did not. At the end, they were asked to fill out an online questionnaire rating their confidence and competence levels in the problem solving process. Analyses were conducted to determine the impact of question prompts. Results: Statistical results showed that students who received question prompts from the instructor received significantly higher evaluations than students who did not receive question prompts when analyzed overall and when each rubric was analyzed individually. In addition, the study also suggested that online discussion had significant positive impact in developing students’ deeper learning. Conclusion: Question prompts designed by the i

Citation:
Du, J., Yu, C., & Olinzock, A. A. (2011). Enhancing collaborative learning: Impact of question prompts design for online discussion. The Delta Pi Epsilon Journal, 33(1), 28-41.

Linked Author(s):
 [ Chien Yu ]  [ Jeng-Yang Wu ]  [ Aliesha D. Johnson ] 

Abstract:
While the study of serious games is gradually increasing, the potential of serious games to help increase the effectiveness of training and learning has also been a subject of debate in much of the literature published in the field of teaching and training. The purpose of this book chapter is to review what has been studied in the literature regarding serious games for teaching and training. By discussing the foundation of game-based learning, the study not only discusses some of challenges and impacts of serious games for teaching and training, but it also outlines some of the fundamental issues and considerations for the effective use of serious games and strategy of game-based learning.

Citation:
Yu, C., Wu, J.Y., & Johnson, A.D. (in press). Serious games: Issues and challenges for teaching and training. In M.M. Cruz-Cunha (Ed.), Handbook of Research on Serious Games as Educational, Business and Research Tools: Development and Design.

Abstract:
Educators from Europe, Latin America, and the United States convened to explore issues inherent in democratic citizenship. Media literacy, a central component of democratic citizenship, was studied in depth. Data from the camp were examined for evidence of the participants' understandings of media literacy and how it might be taught. Results revealed that the camp participants developed a deeper understanding of media literacy, the importance of its teaching, and ways to teach it.

Citation:
Burroughs, S., Brocato, K., Hopper, P., & Sanders, A. (2009). Media literacy: A central component of democratic citizenship. The Educational Forum, 73(2), 154-167. Retrieved from http://www.informaworld.com/smpp/content~content=a910146424~db=all~order=page

Abstract:
Please see https://www.acsa-arch.org/conferences/annual2009_Posters.aspx

Citation:
Monson, C. & Brocato, K. (2009). Studio-based learning in K-12 Education: Mapping and developing effective teacher practices. Association of Collegiate Schools of Architecture Annual Meeting Proceedings, Portland, Oregon at https://www.acsa-arch.org/conferences/annual2009_Posters.aspx

Abstract:
Problem based learning (PBL), which originated in medical schools in the 1960s, and studio based learning (SBL), which can be traced to apprenticeship designs of the Middle Ages, are pedagogies that are now being utilized across various disciplines of study. PBL is premised on the idea that when students independently research issues related to a problem and then reconvene in a large group to analyze what has been discovered about the issues, the students collectively learn more and learn more deeply about the problem under scrutiny. SBL is similar to PBL with a primary exception being that the learning occurs within the shared learning environment of a studio. This paper reports the findings of a study of the integration of PBL and SBL into a teacher education program. Three cases are presented that support the premise that PBL and SBL can serve as catalysts to reform thinking by teacher candidates.

Citation:
Burroughs, S., Brocato, K., Franz, D. (2009) Problem Based and Studio Based Learning: Approaches to Promoting Reform Thinking among Teacher Candidates, National Forum of Teacher Education Journal 19: http://www.nationalforum.com/Electronic%20Journal%20Volumes/Burroughs,%20Susie%20Problem%20Based%20and%20Studio%20Based%20Learning-NFTEJ-19-3-09.pdf

Abstract:
This article relates how the proposing, critiquing,iterating process of studio-based learning (SBL)provides for person-centered classroom management. SBL is defined in connection to how the pedagogy works within a school of architecture. Then, a description of how the approach is applied to one course in a teacher education program is offered. The model is important to person-centered classroom management because it positions teacher candidates as the person being centered on in the course and as a professional who will be called on to manage a classroom in more person-centered ways. Survey data and discourse analyses provide evidence of how SBL practices can bring about more person-centered thinking about classroom management. Evidence reveals that the propose–critique–iterate process of SBL allows teacher candidates to better understand the connection between person-centeredness and SBL and, ultimately, classroom management.

Citation:
Brocato, K. (2009). Studio based learning: Proposing, critiquing, iterating our way to person centeredness for better classroom management. Theory Into Practice, 48(2), 138-146. Retrieved from http://www.informaworld.com/smpp/content~content=a910270646~db=all~order=page

Abstract:
The purpose of this study was to explore the postsecondary education transition experiences of graduates of Choctaw Central High School (CCHS) who received support from the tribal scholarship program (TSP), to better understand the barriers to successful postsecondary completion and means of overcoming barriers. A total of 87 TSP-supported students participated as survey respondents. Purposeful sampling in the form of maximum variation was used to select six respondents for interviews. Findings documented three barriers to successful postsecondary completion: (1) racial conflict with peers or faculty, (2) being overwhelmed academically, and (3) having to care for a legal dependent. The barriers are discussed in the context of three primary factors related to postsecondary completion for American Indian students: sociocultural, academic, and personal factors.

Citation:
Carlyle, G., Thompson, N., Hare, D., Miller, N, & Purvis, L. (2011). Postsecondary transitions of Mississippi band of Choctaw Indians tribal scholarship program students. Journal of American Indian Education, 50(3).

Abstract:

Citation:
Cannady, R. E., King, S. B., & Blendinger, J. G. (2012). Proactive outreach to adult students: A department and library collaborative effort. The Reference Librarian. 53(2), 156-169.

Abstract:
All-USA Community College Academic Team national winners attending senior colleges were compared with both a general population of community college transfer students as well as senior college native students based on their responses to the National Survey on Student Engagement (NSSE). Results indicated that the national winners' levels of engagement in each of the five NSSE benchmark categories were higher and significantly different when compared to the other two groups. Further, the findings revealed that the level of engagement in the academic challenge benchmark of female respondents who were national winners was higher and significantly different compared to male respondents who were national winners.

Citation:
Risley, R., & King, S. B. (2012). A study of the engagement of the national winners of the 2006 All-USA Community College Academic Team while attending senior colleges. Community College Journal of Research and Practice, 36(4), 317-319.

Linked Author(s):
 [ Stephanie King ]  [ James E. Davis ] 

Abstract:
An interdisciplinary team of university personnel worked in partnership with rural Mississippi communities, including local public school personnel, to perform asset mapping, facilitate asset-based planning, and implement related activities. First, during the asset mapping activities, the team sought to understand each community as a whole with its positive features as well as its needs. Next, strategic plans were reviewed, and adapted as necessary, to help each community identify specific activities and the resources needed for those activities based on the community’s assets. Finally, an interdisciplinary team assisted each community in achieving the goals that they had set. Activities implemented varied widely, and a number of those activities focused on the public school systems. These examples illustrate that rural schools can bring about positive changes for their faculty, staff, students, and community through collaborative efforts within their communities.

Citation:
King, S. B., & Davis, J. E. (2010). Changes in rural schools and communities through collaborative efforts among public schools, higher education institutions, and communities. National Rural School Leadership Journal, 1(1). Retrieved from http://ruraleducation.webs.com/changesinruralschools.htm

Linked Author(s):
 [ Stephanie King ] 

Abstract:
Research focusing on community college leadership programs and the needs of workforce development personnel shows that the primary knowledge and skills needed by professionals in the field include collaboration, teaching, community college context, effects of globalization, data usage, and skills related to leadership and team work. Program faculty and staff in a master of science degree in a Workforce Education Leadership program researched the needs of workforce development personnel. They also met with community college workforce development and industry personnel from five community college districts to review the program curriculum. Key conclusions included the value of offering all courses online and on a regular basis, offering appropriate coursework, and including courses that would allow for the discussion of changing trends, problem-based projects, and industry experiences..

Citation:
King, S. B. (2011). Insight gained from a review of the Master of Science Degree in Workforce Education Leadership curriculum. Community College Journal of Research and Practice, 35(1), 43-49.

Linked Author(s):
 [ Stephanie King ] 

Abstract:
Students who graduated from a teacher education program at a large public university were contacted to determine if they were teaching. Those who were teaching were also asked if they were teaching in the communities where they lived prior to attending college. A comparison of the graduates who were community college transfer students and graduates who were university native students was conducted. The results indicated that community college transfer students were less likely to be teaching following graduation, but that those transfer students who were teaching were as likely as native students to be teaching in their communities.

Citation:
King, S. B., & Minchew, S. S. (2010). Community college transfer and university native students' participation in teaching. Community College Journal of Research and Practice, 34(3), 267-276.

Linked Author(s):
 [ Stephanie King ] 

Abstract:
Career and technical education programs are facing escalating pressure to make changes to meet the demands of a number of initiatives as well as the requirements of the Perkins Career and Technical Education Improvement Act of 2006. In addition to an increased focus on challenging academic and technical standards, stronger links between secondary and postsecondary programs, and accountability, programs are required to prepare students for high skill, wage, or demand occupations and for both further education and employment. In an effort to meet these requirements, a two-year career and technical program aligned with the States’ Career Clusters Health Science Cluster was developed. Data used to develop the program were collected from a variety of sources including interviews with healthcare professionals; occupational employment projections; national standards; requirements of institutions of higher learning as well as community and junior colleges; and state and national certification requirements.

Citation:
King, S. B. (2008). Redesign of a statewide health sciences career and technical education program. Journal of Career and Technical Education, 24(1), 14-17.

Linked Author(s):
 [ Stephanie King ] 

Abstract:
Recent legislation requires increased linkages between all levels of educational institutions. Articulation agreements are critical to ensure a smooth transition for students, and statewide agreements afford students more options for continuing their education. High school and community college instructors were brought together in a statewide meeting to review curricula and determine community college courses for which high-school-program-completers meeting certain criteria, including a specified score on the statewide occupation-specific assessment, could receive credit. Thirty-three high school programs were selected for statewide articulation agreements, with at least one community college program allowing articulation with approximately 50 community college courses.

Citation:
King, S. (2009). Statewide articulation agreements between high schools and community college career and technical programs. Community College Journal of Research and Practice, 33(6), 527-532.

Linked Author(s):
 [ Debra L. Prince ] 

Abstract:
Hurricane Katrina exposed to the world the side of America that is often ignored or forgotten. The side of America where people live in poverty and struggle to meet their most basic needs. This article examines the well-being of young children in the states hit hardest by Katrina, Mississippi and Louisiana, and later measures of academic achievement.

Citation:
Prince, D. L., Pepper, K., & Brocato, D. K. (2006). The importance of making the well-being of children in poverty a priority. Early Childhood Education Journal. 34 (1).

Linked Author(s):
 [ Debra L. Prince ]  [ Kimberly Triplett ]  [ Gail Lindsey ] 

Abstract:
Hurricane Katrina uncovered a side of America that is often forgotten. This destructive force of nature highlighted the side of America where people live in poverty. Without the needed resources and support, thousands of the storms victims were left behind. This incident unfortunately parallels another crisis in our nation. Many of America’s children are being left behind educationally because sufficient planning to ensure their well-being and development during early childhood has not taken place. The purpose of this article is to highlight the relationships among poverty, children’s well-being, and academic achievement by examining indicators of those variables for the states of Mississippi and Louisiana.

Citation:
Prince, D. L., Triplett, K., & Lindsey, G. (2006). Katrina and NCLB: Mandates but no provisions. Exchange Quarterly. 10(3).

Linked Author(s):
 [ Frankie Williams ] 

Abstract:
The purpose of this study was to examine community college student affairs administrators' perceptions of intercollegiate athletics in the community college setting. Participants were student affairs administrators selected from community colleges within the southeastern region of the United States. Using a quantitative cross-sectional survey research design, data regarding community college student affairs administrators' perceptions of intercollegiate athletics were investigated using a web-based survey. Results from the descirptive analysis showed that the majority of community college student affairs administrators' had positive perceptions related to the attractiveness of intercollegiate athletics at community colleges.

Citation:
Holland, D. L., & Williams, F. (2010). Intercollegiate athletics and attractiveness of institution. Journal for the study of Sports and Athletes in Education, 4(1), 59-68.

Linked Author(s):
 [ Frankie Williams ] 

Abstract:
The Chapter details the recognition of the importance of successful K-12 transitions to college and subsequent college completion, persisiting social and economic inequalities, and strategies for promoting higher education access. Discussions are presented on challenges for K-12 and higher eduction transition, college readiness, transitions to college, improving access to higher educiton, college ocmpletion, and linking K-12 and higher eduction. The chapter concludes with future directions for K-16 partnerships.

Citation:
Williams, F. (2009). K-16 transitions and higher education access. In D. Plank, B. Schneider, & G. Sykes (Eds.) AERA Handbook of Education Policy Research. Thousand Oaks, CA: Sage, 920-927.

Linked Author(s):
 [ Frankie Williams ] 

Abstract:
The chapter presents an historical account of charter education in the United States.A timeline of key reforms, legislation, and publications are presented along with reform found in theories, concepts, practices, and research.

Citation:
Williams, F. K. (2010). Charter education. In T. C. Hunt., J. C. Carper, T. J. Lesley, II, & C. D. Ralsch (Eds.) Encyclopedia of Educational Reform and Dissent. Thousand Oaks, CA: Sage Publications, 148-151.

Abstract:
Abstract: The present study examined empirical models of variables posited to predict students' homework environment management at the secondary school level. The participants were 866 8th graders from 61 classes and 745 11th graders from 46 classes. Most of the variance in homework environment management occurred at the student level, with classmates' shared homework interest as the only significant predictor at the class level. At the student level, homework environment management was positively associated with learning-oriented reasons (i.e. doing homework for reinforcing school learning and developing a sense of responsibility), homework interest, family homework help, academic achievement and teacher feedback. On the other hand, homework environment management was negatively associated with the amount of time spent on television and peer-oriented reasons (i.e. doing homework for working with and seeking approval from peers).

Citation:
Xu, J. (2012). Predicting students’ homework environment management at the secondary school level. Educational Psychology, 32, 183-200.

Linked Author(s):
 [ Linda Coats ] 

Abstract:
The authors of this article argue both the urgency and the promise of establishing a constructive conversation among different bodies of research, including science interest, sociocultural studies in science education, and culturally relevant teaching. With the instructional practices of eight exemplary African American elementary teachers serving their investigative site, they begin to develop a theory for promoting student interest in science. They argue that this emerging theory is distinguishable by three broad propositions: having a genuine interest, scaffolding student interest, and offering multiple standpoints. They further show that their theory based on these three related propositions has provided an important framework to better understand a number of important issues in science education (e.g., early interest in science and hands-on science activities).

Citation:
Xu, J., Coats, L., & Davidson, M. (2012). Promoting student interest in science: The perspectives of exemplary African American teachers. American Educational Research Journal, 49, 124-154.

Linked Author(s):
 [ Jianzhong Xu ] 

Abstract:
The purpose of this study is to test the validity of scores on the Homework Purpose Scale (HPS) for middle school students using 482 rural and 699 urban students. First, confirmatory factor analysis was conducted on the rural sample. Results revealed that the HPS comprises 3 separate yet related factors, including learning-oriented reasons, adult-oriented reasons, and peer-oriented reasons. This factor structure was then tested with the data from the urban sample. Given an adequate level of factor loading, common error covariance, and intercept invariance, the difference between the group means was further tested. Results revealed no statistically significant mean differences between the rural and urban groups on any of the 3 latent factors (i.e., learning-, adult-, and peer-oriented reasons). With respect to validity evidence for the HPS scores, as hypothesized, the three subscales were positively related to homework management strategies (arranging the environment, managing time, handling distraction, monitoring motivation, and controlling emotion) and the amount of homework completion, and were negatively related to the frequency of coming to class without homework.

Citation:
Xu, J. (2011). Homework purpose scale for middle school students: A validation study. Middle Grades Research Journal, 6(1), 1-14.

Linked Author(s):
 [ Jianzhong Xu ] 

Abstract:
The author aimed to test empirical models of variables posited to predict homework completion at the secondary school level. Student- and class-level predictors of homework completion were analyzed in a survey of 1,046 8th-grade students from 63 classes and of 849 11th-grade students from 48 classes. Most of the variance in homework completion occurred at the student level, with parent education and teacher feedback being two significant predictors at the class level. At the student level, the variation in homework completion was positively associated with teacher feedback, self-reported grade, learning-oriented reasons for doing homework, homework interest, and homework management. Girls reported statistically significant higher scores in homework completion than did boys.

Citation:
Xu, J. (2011). Homework completion at the secondary school level: A multilevel analysis. Journal of Educational Research, 104, 171-182.

Linked Author(s):
 [ Jianzhong Xu ] 

Abstract:
The aim of the present study is to test empirical models of variables posited to predict homework emotion management at the secondary school level. Student- and class-level predictors of homework emotion management were analyzed in a survey of 1,046 8th graders from 63 classes and of 849 11th graders from 48 classes. Most of the variance in homework emotion management occurred at the student level, with grade level appearing as the only significant predictor at the class level. At the student level, the variation in homework emotion management was positively associated with teacher feedback, peer-oriented reasons for doing homework, arranging the environment, managing time, and monitoring motivation. Girls reported statistically significant higher scores in managing homework emotion than did boys. Follow-up analyses further revealed that homework emotion management was positively associated with homework completion.

Citation:
Xu, J. (2011). Homework emotion management at the secondary school level: Antecedents and homework completion. Teachers College Record, 113, 529-560.

Linked Author(s):
 [ Jianzhong Xu ] 

Abstract:
The aim of the present study is to examine homework models that are tailored to homework distraction, ranging from conventional (e.g., daydreaming and watching TV) to high-tech distraction (e.g., playing online games and accessing instant messages). Homework distraction was analyzed in relating to student- and class-level variables in a survey of 969 eighth graders from 52 classes and 831 eleventh graders from 45 classes in the Southeast. Results from the multilevel analyses revealed that most of the variance in homework distraction occurred at the student level, with grade level as the only significant predictor at the class level. Findings further revealed that, at the student level, the variation in homework distraction was influenced by gender, self-reported grades, the context of doing homework at home, and student attitudes toward homework. This article points to the critical importance of examining a broad spectrum of factors that may contribute to homework distraction, particularly as electronic media offer new, ever-increasing diversions to doing homework.

Citation:
Xu, J. (2010, in press). Predicting homework distraction at the secondary school level: A multilevel analysis. Teachers College Record, 112(7).

Linked Author(s):
 [ Jianzhong Xu ] 

Abstract:
The purpose of this study is to test the validity of scores on the Homework Purpose Scale using 681 rural and 306 urban high school students. First, confirmatory factor analysis was conducted on the rural sample. The results reveal that the Homework Purpose Scale comprises three separate yet related factors, including Learning- Oriented Reasons, Adult-Oriented Reasons, and Peer-Oriented Reasons. This factor structure is tested with the data from the urban sample. Given an adequate level of configural, factor loading, common error covariance, and intercept invariance, the difference between the group means is further tested. The results reveal that urban high school students, as compared with their rural counterparts, are more likely to do homework for adult-oriented reasons.

Citation:
Xu, J. (2010, in press). Homework purpose scale for high school students: A validation study. Educational and Psychological Measurement, 70.

Linked Author(s):
 [ Jianzhong Xu ] 

Abstract:
The purpose of this study is to test empirical models of variables posited to predict homework time management at the secondary school level. Student- and class-level predictors of homework time management were analyzed in a survey of 1895 students from 111 classes. Most of the variance in homework time management occurred at the student level, with parent education appearing as the only significant predictor at the class level. At the student level, the variation in homework time management was positively associated with self-reported grade, adult-oriented reasons for doing homework, learning-oriented reasons for doing homework, and student initiative in arranging the homework environment.

Citation:
Xu, J. (2010). Predicting homework time management at the secondary school level: A multilevel analysis. Learning and Individual Differences, 20, 34-39.

Linked Author(s):
 [ Jianzhong Xu ] 

Abstract:
The aim of this study was to test empirical models of variables posited to predict homework interest at the secondary school level. Student- and class-level predictors of homework interest were analyzed in a survey of 1,046 8th graders from 63 classes and of 849 11th graders from 48 classes. Most of the variance in homework interest occurred at the student level, with grade level appearing as the only significant predictor at the class level. At the student level, the variation in homework interest was positively associated with affective attitude toward homework, motivational orientation toward homework, student initiative in monitoring homework motivation, teacher feedback, and self-reported grade. Girls reported statistically significant higher scores in homework interest than did boys.

Citation:
Xu, J. (2008). Models of secondary students’ interest in homework: A multilevel analysis. American Educational Research Journal, 45, 1180-1205.

Abstract:
The purpose of this article is to assist social studies teachers with integrating the Jigsaw technique to the Civil Rights movement. Designed in 1971, the Jigsaw Technique was created to combat racism and assist with encouraging cooperative learning. It is the sincere hope of this author that this sample lesson will ultimately assist educators in the creation of stronger units dealing with civil rights. An overview of the Jigsaw Technique, review of the Mississippi Burning Murders and teaching strategies are provided.

Citation:
Ratliff, L. (Fall, 2011). Using the Jigsaw to teach the Mississippi Burning murders. The Councilor, 72 (2), 1-39.

Abstract:

Citation:
Ratliff, L. (Fall, 2011) Remembering the Neshoba Murders: A Social Studies Teacher’s Guide. Southern Social Studies Journal, 37 (1), 27-32.

Abstract:

Citation:
Ratliff, L. (2012). The Mississippi burning murders: teaching what should be remembered. Journal for the Liberal Arts and Sciences, 16(2), 112-125.

Linked Author(s):
 [ Kimberly Triplett ] 

Abstract:
The purpose of this study was to examine if early childhood teachers can enhance literacy and language development in preschool children and strengthen the literacy with the support of an on-site technical assistant (TA). The present investigation sought to explore two questions: Is there a statistically significant difference between classroom environments for which teaching early literacy skills are taught in the on-site technical assistance model when compared to classroom environments in programs where early childhood teachers did not participate? and Is there a statistically significant difference in language scores of children in classrooms whose early childhood teachers participated in the technical assistance model. ANCOVA was used to assess differences in mean post-test scores (ELLCO and PLS-4) between treatment and comparison groups. Both the treatment and comparison groups’ pre-test scores were used as covariates. There was a statistically significant difference between the classroom environments.

Citation:
Triplett, K. (2011,July). Understanding the impact of technical assistance on early care and education sites. National Rural School Leadership Journal, 1(2).

Linked Author(s):
 [ Kimberly Triplett ] 

Abstract:
Graduate students who are pursuing doctorate degrees with the goal of becoming a tenure-track faculty member in higher education institutions face a number of challenges in pursuing their dream. One of the biggest challenges is making the transition from graduate school to the professional work force. A new faculty member who has been on the job less than six months discusses her own experiences with the graduate school to work transition process and how she has solved or is addressing transition issues.

Citation:
Triplett, K. (2011, Spring.) Journeying from the past to the future. Career Developments, 27(2), 18-19.

Linked Author(s):
 [ Kimberly Triplett ]  [ Sallie Harper ] 

Abstract:
The ways in which future teachers can encourage the development of emergent literacy skills in young children remains to be fully explored. One avenue that actively supports a child’s emergent writing and letter knowledge is environmental print. Environmental print provides rich meaningful examples to support the notion print conveys meaning and is constructed with letters that have names and make sounds. The more elementary education undergraduate students understand the value of environmental print, the greater the chance they will include it in their future classrooms in anticipating of helping young children increase their awareness of letters, words, and sounds, such as those in familiar logos and signs. In addition, this article reviews some of the most pertinent research about environmental print and describes ways to put research into practice. Keywords: environmental print, elementary education undergraduate students, literacy, emergent literacy skills, print concepts, logos/signs

Citation:
Triplett, K. , & Harper, S. (2011, Spring). The teaching power in environmental print. The Field Experience Journal, 7, 59-74.

Abstract:
The purpose of this exploratory study was to develop an instrument, the Managing Client Resistance Self Efficacy Scale (MCRSE), to measure perceived self-efficacy in dealing with challenging counseling situations. According to Bandura’s theory, self-efficacy is a mediating factor of performance. An initial item pool was created and piloted on a group of 203 counseling trainees. Based on their responses, a principle components factor analysis was conducted to empirically identify a factor structure for the MCRSE. A three-factor solution emerged and the reliability and validity of these factors were examined. Recommendations for future research and applications to counselor training are discussed.

Citation:
Watson, J. C., & Spurgeon, S. L. (2009). Development of the managing client resistance self efficacy (MCRSE) scale. Journal of Counseling Research and Practice, 1, 64-73.

Linked Author(s):
 [ Sallie Harper ] 

Abstract:
This study was conducted with 53 beginning teachers, each with less than three years of classroom experience, to determine the amount of variance in their job satisfaction that could be accounted for by holistic wellness and perceived stress. The results of a regression analysis revealed that both holistic wellness and perceived stress were significant contributors to the variance in job satisfaction; however, perceived stress was the stronger predictor. In addition, a series of multivariate analyses of variance revealed no within group differences. Implications for both future research and training practice are discussed.

Citation:
Watson, J. C., Harper, S., Ratliff, L., & Singleton, S. (2010). Perceived stress and wellness: Predicting job satisfaction among beginning teachers. Research in the Schools, 17(1), 30-38.

Linked Author(s):
 [ Jan Lemon ] 

Abstract:
This study examined wellness profiles for 114 adolescents receiving counseling services at a local community mental health center. Participants were administered the 5F-Wel (teen version) and their responses were compared to an available norm group (n = 1,142). Study participants scored significantly lower on 13 of the 23 variables assessed, indicating that those seeking counseling services perceived themselves to be less well. Implications for counseling practice are discussed.

Citation:
Watson, J. C., & Lemon, J. E. (2011). A profile of adolescent wellness: Implications for working with a help-seeking population. Journal of Humanistic Counseling, Education, and Development, 50(1), 70-83.

Abstract:
In this study, a series of simultaneous multiple regression analyses were conducted to examine the relationship between racial identity development status levels and college adjustment for a sample of 76 Choctaw community college students in the South. Results indicated that 3 of the 4 racial identity statuses (dissonance, immersion-emersion, and internalization) were significantly related to college adjustment, whereas the fourth status, conformity, was not. Implications for research and practice are provided.

Citation:
Watson, J. C. (2009). Native American racial identity development and college adjustment at two-year institutions. Journal of College Counseling, 12, 125-136.

Linked Author(s):
 [ Elizabeth F. Shores ] 

Abstract:
School desegregation stemmed from a simple premise, that African-American children suffered an unfair disadvantage by attending all-black schools. Creation of universal kindergarten assumed that a single year of schooling before first grade would enable children from disadvantaged homes to catch up on crucial learning skills. During the slow racial desegregation of schools in Little Rock and the launch of public kindergarten in Arkansas, an elementary school in Little Rock became an experimental setting for a third approach to improving opportunities for disadvantaged children. The Kramer Project reflected an entirely different view: that intervention in the lives of disadvantaged children should occur much earlier than at age five years. The experimental preschool blended a rich curriculum with child care for working parents amidst debate over the effects of formal child care on young children. The Kramer Project produced no empirical evidence of the benefits of early care and education, but as study subjects the parents and children of the project made significant, permanent contributions to the science of early intervention, helping refine the understanding of what constitutes disadvantage in young learners.

Citation:
Shores, E. F. (in press). The Little Rock School District’s Kramer Project: An important study site in the history of early intervention science. Arkansas Historical Quarterly.

Linked Author(s):
 [ Elizabeth F. Shores ] 

Abstract:
A major initiative to rebuild child care facilities damaged by Hurricane Katrina of 2005 uncovered significant gaps in disaster preparedness of the early childhood sector. A series of four studies of the disaster risks of the sector found wide variety in specific threats to the sector at the county level and in elements of preparedness in state policies. The studies yielded a set of ten indicators of risk and a model of interagency early childhood disaster preparedness, with periodic indicators research a key feature of the model.

Citation:
Shores, E. F., Grace, C., Barbaro, E., Flenner, M., & Barbaro, M. (2009). Reducing risks for young children: Indicators research can guide disaster preparedness for the early childhood sector [Electronic version]. Child Indicators Research, 2(3).

Linked Author(s):
 [ Michele Capella McDonnall ] 

Abstract:
Elementary and middle school students who are blind or visually impaired (VI) lag up to three years behind non-disabled peers in mathematics achievement. We investigated the impact of academic supports in the school on mathematics achievement, controlling grade, gender, cognitive disability, and family SES. Data were from SEELS (Special Education Elementary Longitudinal Study) that followed a national sample of students over six years. Analyses employed multilevel modeling. We found the extent of academic supports in the school was positively related to mathematics achievement for visually impaired (VI ) students without cognitive disability but not for those with cognitive disability. Gender and socio-economic status (SES) had no effects. Achievement growth was not hampered by cognitive disability. Schools with more academic supports may enhance mathematics learning for VI students without a cognitive disability, and VI students with a cognitive disability may need both a high level of supports and specialized supports to facilitate mathematics achievement.

Citation:
Giesen, J. M., Cavenaugh, B. S., & McDonnall, M. C. (2012). Academic supports, cognitive disability, and mathematics achievement for visually impaired youth: A multilevel modeling approach. International Journal of Special Education, 27(1), 17-26.

Abstract:
The study reported here identified factors that predict employment for transition-age youths with visual impairments. Logistic regression was used to predict employment at two levels. Significant variables were early and recent work experiences, completion of a postsecondary program, difficulty with transportation, independent travel skills, and social skills.

Citation:
McDonnall, M. C. (2011). Predictors of employment for youth with visual impairments: Findings from the second National Longitudinal Transition Study. Journal of Visual Impairment & Blindness, 105(8), 453-466.

Abstract:
The purpose of this study was to evaluate the ability of three productive activities (paid employment, volunteer work, and informal helping) to mitigate the negative effects of dual sensory loss (DSL) on depressive symptoms among older adults. Multilevel modeling was used to analyze longitudinal data from the nationally representative Health and Retirement Study. The sample consisted of 2,688 persons: 1,380 who developed DSL during the study and 1,308 who did not. Although participation in each of the productive activities was associated with fewer depressive symptoms for older adults with DSL, volunteering was also the only variable that moderated the relationship between DSL and depressive symptoms. Persons with a DSL who volunteered exhibited a larger decrease in depressive symptoms compared to persons without sensory loss who volunteered. A volunteer intervention for older adults with DSL may be a viable option to help reduce depression in this population.

Citation:
McDonnall, M. C. (2011). The effect of productive activities on depressive symptoms among older adults with dual sensory loss. Research on Aging, 33(3), 234-255.

Linked Author(s):
 [ Jamie O'Mally ] 

Abstract:
Early work experiences are a key predictor of future employment for transition-age youths with visual impairments. We investigated how specific characteristics of early work experiences influence future employment and whether the receipt of Supplemental Security Income (SSI) benefits is associated with early work experiences among this population. Method: Secondary data analyses were conducted using four waves of data from the second National Longitudinal Transition Study, which included a nationally representative sample of high school students with visual impairments who were receiving special education services. Results: Future employment outcomes were positively associated with the characteristics of early work experiences, including finding a job independently, holding multiple jobs, and holding jobs for longer periods of time. Participating in school-sponsored work was not associated with future employment. Youths who received SSI benefits were significantly less likely to engage in productive activities, including employment, in Wave 3 than were those who did not receive benefits; however, this was not the case for youths who received SSI benefits in Wave 2.

Citation:
McDonnall, M. C., & O'Mally, J. (2012). Characteristics of early work experiences and their association with future employment. Journal of Visual Impairment & Blindness, 106(3), 133-144.

Linked Author(s):
 [ Marty Giesen ]  [ Brenda Cavenaugh ]  [ Michele Capella McDonnall ] 

Abstract:
Elementary and middle school students who are blind or visually impaired (VI) lag up to threeyears behind nondisabled peers in mathematics achievement. We investigated the impact of academic supports in the school on mathematics achievement, controlling grade, gender, cognitive disability, and family SES. Data were from SEELS (Special Education Elementary Longitudinal Study) that followed a national sample of students over six years. Analyses employed multilevel modeling. We found the extent of academic supports in the school was positively related to mathematics achievement for VI students without cognitive disability but not for those with cognitive disability. Gender and SES had no effects. Achievement growth was not hampered by cognitive disability. Schools with more academic supports may enhance mathematics learning for VI students without a cognitive disability, and VI students with a cognitive disability may need both a high level of supports and specialized supports to facilitate mathematics achievement.

Citation:
Giesen, J. M., Cavenaugh, B. S., & McDonnall, M. C. (in press). Academic supports, cognitive disability, and mathematics achievement for visually impaired youth: A multilevel modeling approach. International Journal of Special Education.

Linked Author(s):
 [ Michele Capella McDonnall ]  [ Brenda Cavenaugh ]  [ Marty Giesen ] 

Abstract:
The effect of parental involvement on achievement has received a significant amount of research attention in the general student population but surprisingly very little research has been conducted in this area for students with disabilities. This study investigated the association between parental involvement (both at home and at school) and mathematics achievement for students with visual impairments. The samples used for the study (N=341 and N=324) were taken from the nationally representative Special Education Elementary Longitudinal Study. Multilevel modeling for longitudinal data was used to investigate the research questions. Parental involvement at school was positively associated with mathematics achievement for students who began the study in elementary school and parental involvement at home was negatively associated with mathematics achievement for students without a cognitive disability. However, there was a strong positive association between mathematics achievement and parental involvement at home for students who also had a cognitive disability.

Citation:
McDonnall, M. C., Cavenaugh, B. S., & Giesen, J. M. (2010 [online]; in press [print]). The relationship between parental involvement and achievement for students with visual impairments. Journal of Special Education.

Linked Author(s):
 [ Michele Capella McDonnall ] 

Abstract:
The purpose of this study was to evaluate the ability of three productive activities (paid employment, volunteer work, and informal helping) to mitigate the negative effects of dual sensory loss (DSL) on depressive symptoms among older adults. Multilevel modeling was used to analyze longitudinal data from the nationally representative Health and Retirement Study. The sample consisted of 2688 persons: 1380 who developed DSL during the study and 1308 who did not. Although participation in each of the productive activities was associated with fewer depressive symptoms for older adults with DSL, volunteering was also the only variable that moderated the relationship between DSL and depressive symptoms. Persons with a DSL who volunteered exhibited a larger decrease in depressive symptoms compared to persons without sensory loss who volunteered. A volunteer intervention for older adults with DSL may be a viable option to help reduce depression in this population.

Citation:
McDonnall, M. C. (2011). The effect of productive activities on depressive symptoms among older adults with dual sensory loss. Research on Aging, 33(3), 234-255.

Abstract:
This study evaluated the ability of three measures of physical status (physical activity, physical condition, and body mass index [BMI]) to moderate the relationship between dual sensory loss (DSL) and depressive symptoms in older adults. Nationally representative longitudinal data were used to develop multilevel models predicting depressive symptoms among two groups of older adults, 1380 who developed DSL during the study and 1308 without sensory loss. All three measures were associated with depressive symptoms for persons who had or would develop a DSL: participation in physical activity and being in better physical condition were associated with lower levels of depressive symptoms, while lower BMI levels were associated with higher levels of depressive symptoms. All moderator variables had a larger effect for persons with DSL as compared to persons without sensory loss. The implication of these findings is that participation in a regular program of physical activity may provide multiple benefits to older persons with DSL. Support can be offered for being physically active by ensuring the person has the best possible correction for the sensory losses, providing encouragement, and/or providing physical assistance with exercise.

Citation:
McDonnall, M. C. (2011). Physical status as a moderator of depressive symptoms among older adults with dual sensory loss. Rehabilitation Psychology, 56(1), 67-76.

Linked Author(s):
 [ Michele Capella McDonnall ] 

Abstract:
The purpose of this study was to identify factors that predict employment for transition-age youth with visual impairments. Logistic regression was utilized to predict employment at two levels. Significant variables were early and recent work experiences, completion of a postsecondary program, transportation difficulty, independent travel skills, and social skills.

Citation:
McDonnall, M. C. (2011). Predictors of employment for youth with visual impairments: Findings from the second National Longitudinal Transition Study. Journal of Visual Impairment and Blindness, 105(8), 453-466.

Linked Author(s):
 [ Michele Capella McDonnall ] 

Abstract:
Low levels of employment among transition-age youth with visual impairments (VI) have long been a concern. The purpose of this study was to identify factors that predict future employment for this population, and to compare these factors to the factors that predict employment for the general population. Participants in the study were young adults between the ages of 18 and 23 in 2002 whose data was obtained from the National Longitudinal Survey of Youth 1997. Multilevel modeling for longitudinal data was the technique used to analyze five years of employment data for the participants. Two models were developed and tested: one for persons with VI and one for the general population. Independent variables found to significantly predict employment for young adults with VI were number of jobs held as a teenager, math and verbal aptitude, parental support, and self-reported health. Participation in school-to-work programs and educational level did not significantly predict employment for this population. Results are compared and contrasted with results for the general population. The importance of having a number of early work experiences while also focusing on academic skills for youth with VI is discussed.

Citation:
McDonnall, M. C. (2010). Factors predicting post-high school employment for young adults with visual impairments. Rehabilitation Counseling Bulletin, 54(1), 36-45.

Linked Author(s):
 [ Michele Capella McDonnall ] 

Abstract:
Youth with visual impairments (VI) have educational attainments that are similar to youth without disabilities, yet their employment rates are consistently lower. The purpose of this study was to develop, implement, and evaluate an online employment preparation program designed specifically for college students/recent graduates with VI, to address this problem. Eight participants from across the country completed the eight-week program. Participation in the program resulted in increases in job search knowledge, career decision self-efficacy, and job search locus of control.

Citation:
McDonnall, M. C., & Giesen, J. M. (in press). Project H.I.R.E.: An online employment preparation program for college students who are blind or visually impaired. Insight: Research and Practice in Visual Impairment and Blindness.

Abstract:
There is no abstract.

Citation:
McDonnall, M. C. (2010). The employment and postsecondary educational status of transition- age youths with visual impairments. Journal of Visual Impairment and Blindness, 104(5), 298-303.

Linked Author(s):
 [ J. Elton Moore ] 

Abstract:
It is widely agreed that unemployment and underemployment are major problems for adults who are visually impaired. Many individuals who are visually impaired have experienced successful and lucrative careers in the music industry as performing artists. However, little can be found in the literature on training programs that prepare individuals who are visually impaired for careers in the music production industry. This article summarizes a contemporary music production training program at the Miami Lighthouse for the Blind and Visually Impaired.

Citation:
Jacko, V.A., Cobo, H., Cobo, A., Fleming, R. and Moore, J.E. (2010). Mainstream employment in music production for individuals who are visually impaired: Development of a model training program. Journal of Visual Impairment and Blindness, 104, 519-522.

Linked Author(s):
 [ J. Elton Moore ] 

Abstract:
This chapter presents a broad overview of employment considerations for adults with low vision. These include a review of eligibility criteria for vocational rehabilitation services including mobility, cognitive, sensory and physical considerations, strategies for identifying jobs and finding employement, and job adaptations for workers with low vision. The chapter highlights key pieces of federal legislation related to persons with low vision and provides a sample Individualized Plan for Employment (IPE).

Citation:
Moore, J.E., Wolffe, K.E., & McDonnall, M.C. (2010). Employment considerations for adults with low vision. In A.L. Corn & J.N. Erin (Eds.), Foundations of low vision: Clinical and functional perspectives (2nd Ed.) (pp. 799-832). New York: AFB Press.

Linked Author(s):
 [ J. Elton Moore ] 

Abstract:
This study summarizes a survey of the 50 state rehabilitation agencies (including the District of Columbia) which administer the Independent Living Program for Older Individuals who are Blind under Title VII - Chapter 2 of the Rehabilitation Act of 1973, as amended. The results show that collaboration between designated state agencies and the aging network which serve older adults who are blind is widespread.

Citation:
Steinman, B.A. & Moore, J.E. (2007). Collaborative activities by state older blind independent living programs. Journal of Visual Impairment and Blindness, 101, 715 - 720.

Linked Author(s):
 [ J. Elton Moore ] 

Abstract:
This study of a national sample of elders served by the Title VII-Chapter 2 Independent Living Program for Older Individuals who are Blind found that, overall, they were highly satisfied with the quality and timeliness of services and help in achieving independent living goals. A slight improvement was found in their perceptions of functional outcomes from 1999 to 2004.

Citation:
Moore, J.E., Steinman, B.A., Giesen, J.M., & Frank, J.J. (2006). Functional outcomes and consumer satisfaction in the independent living program for older individuals who are blind. Journal of Visual Impairment and Blindness, 100, 285 - 294.

Abstract:
Psychological researchers create a large number of files as part of their work, including study stimuli, assessment forms, data sets, analytic output, and manuscripts. We argue that it is fundamentally important that psychologists develop systematic ways of archiving these files. A well-designed file archive can greatly improve the efficiency of locating information, the security of stored files, the ability to recover from human and mechanical errors, the generation of future studies, and the sharing of knowledge with other psychologists. A survey of clinical psychologists demonstrated a need for greater knowledge and training in archiving. To address this issue, we describe the abstract demands that a file archive must meet and then provide concrete suggestions on how to meet these demands.

Citation:
DeCoster, J., O'Mally, J., & Iselin, A. M. (2011). Archiving for psychologists: Suggestions for organizing, documenting, preserving, and protecting computer files. Clinical Psychology: Science and Practice 18(3) 246-265.

Abstract:
The Serial Reaction Time (SRT) task was used in 2 experiments to determine if the specific sequence used by the task influences implicit learning. In Experiment 1, participants performed the SRT task with the locations of the stimuli determined by a commonly used fixed sequence (taken from P. J. Reber & L. R. Squire, 1998), by a fixed sequence that was uniquely generated for each participant, or at random. Experiment 2 used the same basic design, but the random condition was changed so that each possible transition between responses was seen the same number of times, making it more comparable to the fixed-sequence conditions. Results from both experiments indicate that the specific sequence used in the SRT task influences the strength of implicit learning effects. Follow-up analyses show that the strength of implicit learning can be linked to the presence of particular types of triads within the sequence. The authors suggest that future researchers should not rely on a single fixed sequence across all participants when using the SRT task but should instead generate different fixed sequences for each participant to enhance the generalizability of their results.

Citation:
DeCoster, J. & O'Mally, J. (2011). Specific sequence effects in the Serial Reaction Time task. Journal of Motor Behavior, 43(3), 263-273.

Linked Author(s):
 [ Anna Dill ]  [ Jerry Gilbert ] 

Abstract:
Traditionally at Mississippi State University (MSU), students who are placed on academic suspension are required to stay out of school one regular semester. As an alternative, the university designed a program for early readmission for suspended students who agree to follow the requirements outlined in the Learning Skills Support Program (LSSP). This program requires students to enroll in a specified learning skills course, to meet frequently with the program coordinator and their advisor, and to maintain a 2.0 GPA for the semester of participation. The purpose of the study was to determine the success of the LSSP participants in completing the LSSP requirements and to compare the retention of the LSSP participants with the nonparticipant suspended students. The LSSP has successfully enhanced the academic performance of its participants and aided in the retention of at-risk students. Since its inception, 75% of the LSSP students have successfully completed the program, maintaining a minimum 2.0 GPA. In addition, 65% of the LSSP participants returned to school the semester following participation compared to 22% of the nonparticipant suspended students.

Citation:
Dill, A, Gilbert, J., Hill, J., Minchew, S., & Sempier, T. (2010-2011) A Successful Retention Program for Suspended Students. <U>Journal of College Student Retention: Research, Theory & Practice</U>, 12(3), 277-291.