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Item Childersburg and its school during the first two and one-half years of World War II(University of Alabama Libraries, 1944) Bumpers, Eula Barnes; University of Alabama TuscaloosaThe problem of this thesis is to collect, to synthesize, and to interpret interrelated facts pertinent to the expansion of Childersburg, Alabama and its school during the first two and one-half rears of world War II.Item The Eldridge (Alabama) Baptist Academy(University of Alabama Libraries, 1947) Robinson, William Elijah; University of Alabama TuscaloosaEldridge Baptist Academy was one of the chain of mountain schools operated by the Home Mission Board of the Southern Baptist Convention. These schools were part of the Academy movement in education and exerted a worthy influence on the educational welfare of this section of the country, serving a definite need in their time and serving it well. This aspect of education has been scantily treated from a historical viewpoint. It is believed that a true picture of education requires a treatment of these parochial schools.Item The effects of world war II on the schools for white children of Baldwin County, Alabama(University of Alabama Libraries, 1948) Moseley, Stephen Henry; University of Alabama TuscaloosaBaldwin County, situated in the southernmost part of Alabama between Mobile and Perdido Bays, has a million acres of land and a long shoreline with both gulf coast and bay shore. Since it is semi-maritime in economy and culture, fishing and allied industries vie with naval stores and truck farming as major industries. Its long growing season and diverse population have made intensive mechanized truck farming highly profitable. Produce, moved by rail and truck, is carried almost exclusively above the Mason and Dixon line to assured markets. Within the past fifteen years poultry, dairy and beef cattle, and the resort business have become significant, and the naval stores and pulp industries are good "money" items. Baldwin is one of Alabama's high income counties; tenant farming, except among some of the Negro districts, is practically non-existent.Item The Development of an Evaluative Scorecard for Elementary School Physical Education Programs(University of Alabama Libraries, 1975) Wilder, Milton Russell; Baughmna, Willis J.; Hamner, Tommie; Watkins, Angeline; Clipson, William F.; University of Alabama TuscaloosaItem An Analysis of Certain Fine Arts High Schools in the United States Including the Alabama School of Fine Arts(University of Alabama Libraries, 1976) Wood, Roy Lavon; University of Alabama TuscaloosaOne of the important educational areas that has been seriously neglected in the secondary schools of Alabama is the area of the Fine Arts. This includes music, drama, dance, and visual arts, as well as peripheral subjects such as the technical aspects of dramatic productions, and audiovisual technology. Most of the students desiring these disciplines, particularly dance and visual art, have had to find instruction outside of the public schools. The curricula of a few of the larger high schools include limited training in a number of these subjects, but such opportunities constitute exceptions to the majority of secondary situations across the state.Item Alabama public school expenditures as correlates of student academic achievement(University of Alabama Libraries, 1996) Roper, David Middleton; University of Alabama TuscaloosaItem Preservice teachers' attitudes toward their preparedness to teach culturally diverse student populations(University of Alabama Libraries, 2009) Brown, Lashonda DeJuan; Wilson, Elizabeth K.; Stallworth, Brenda J.; University of Alabama TuscaloosaThe United States is a nation of many diverse cultures. Recent demographics suggest that public school enrollment has increased 73% over the past two decades for both secondary and elementary schools. By the year 2020, minority students will comprise 44% of the public school enrollment (National Center for Educational Statistics, 2008). The public school is faced with an increased enrollment of students from diverse social, cultural, political, and economic groups. This change in demographics within the nation suggests that many preservice teachers in the K-12 setting will be teaching students from cultural backgrounds that differ from their own. The decrease in academic achievement among minority students and the overall poor academic performance of secondary students have forced the country to address the challenges of education and how to educate our nation's children (Berresford, 2008). A critical issue challenging the field of education is the preparation of preservice teachers for multicultural, multiethnic settings. Research studies have shown that many preservice teachers enter the field of teaching lacking the knowledge, skills, and dispositions to effectively instruct culturally diverse students (Gay, 2000). This study examines the attitudes of student teachers completing their student teaching experience and how they perceive their ability to teach culturally diverse student populations. Two four-year institutions located within the northern region of Alabama were selected for the study. The methodology for the study included both quantitative and qualitative data. A survey was collected to evaluate the attitudes of student teachers on their ability to teach culturally diverse student populations. Analysis of the quantitative data did not show any statistical gains in student attitudes toward their preparedness to teach culturally diverse student populations. An interview was conducted with the participants and transcribed for emerging themes to support the questions guiding the research study. All of the participants indicated the need for teacher education programs to initiate changes that would provide opportunities for preservice teachers to enhance their multicultural skills and knowledge.Item Ninth and tenth grade students' mathematics self-efficacy beliefs: the sources and relationships to teacher classroom interpersonal behaviors(University of Alabama Libraries, 2009) White, Amanda Garrett; Shwery, Craig S.; University of Alabama TuscaloosaThe purpose of the mix-methods action research study was to seek how the changes in students' perceptions about teacher classroom interpersonal behaviors, the four efficacy sources and mathematics self-efficacy beliefs were related. The methods used to accomplish this were: descriptive statistics, t-test, Pearson correlation coefficient statistical analyses, focus group interviews and a practical argument analysis. The investigation was three-fold: 1) determine students' perceptions of teacher classroom interpersonal behaviors and the sources of their mathematics self-efficacy changes during the academic semester; 2) investigate how those changed perceptions affected any existing relationships among and between students' perceptions of mathematics self-efficacy beliefs, Bandura's four sources of those beliefs, and teacher classroom interpersonal behaviors; and 3) reflective focus on researchers' teaching beliefs and strategies of self-efficacy within the mathematics classroom. Post mean scores indicated that perceived Verbal Persuasion as the most influential source of their mathematics self-efficacy and a significant positive relationship between Verbal Persuasion and efficacy beliefs toward future success in mathematics courses. Pearson correlation coefficient analysis revealed perceptions of teacher classroom interpersonal behaviors were shown to have significant relationships to the four sources of mathematics self-efficacy beliefs. Practical argument analysis provided evidence that the researcher's teaching beliefs were aligned with the four sources of self-efficacy. The significant relationships between Bandura's (1997) four sources of self-efficacy and teacher classroom interpersonal behaviors requires further investigation to illuminate how these relationships may affect mathematics self-efficacy.Item Case study of a creative writing program and the interaction of white instructors' and African American students' social and cultural backgrounds(University of Alabama Libraries, 2009) Cook, Tammy Crawford; Stallworth, Brenda J.; Scherff, Lisa; University of Alabama TuscaloosaThis case study investigated the implementation of a non-scripted, creative writing program designed by two English Education instructors from a large university in the southeastern region of the United States with collaboration from the Screen Actors Guild from Los Angeles, California, and the National Council of Teachers (NCTE) of English Research Foundation. The main focus was to observe the implementation of the creative writing program, referred to as "We the Children: A Symphony of Lives," and the interaction of participants' social and cultural differences. Participants included ninth-grade African American students in an English Language Arts classroom directed by two white instructors and one white English teacher as they engaged in discussions, writing, and sharing of autobiographical writing. Data collection occurred during the spring semester of the 2007-2008 academic school year in a high school similar to many high schools across the United States struggling for higher achievement outcomes and dealing with a student population defined by factors such as segregation, high poverty, a high dropout rate, a low graduation rate, and low student achievement. The study analyzes the manner in which the creative writing program worked to achieve its goals and the resources used which included visiting experts, the instructors' expectations for students, and the incorporation of what was termed "culturally-central pedagogy" by the instructors. The reality of more and more white English educators teaching students from social and cultural backgrounds much different from their own is a challenge for the English classroom of the 21st century. In order to fulfill a need for examples of best practices for English teachers entering the classrooms, the study explored not only the specifics of the writing program but also the interplay of instructors' and students' social and cultural differences. Case study methodology guided the research, and a total of 14 weeks was spent in the field collecting data which included fieldnotes from observations, personal reflections, student artifacts, and interviews with students and the instructors. I used the constant-comparative method to generate frequent patterns and themes across the students, their teacher, and the instructors' interactions. I identified literacy events in which socio-cultural differences among the instructors and students occurred. However, the differences in the participants' backgrounds did not pose visible difficulties that could be linked to racial differences so much as the appearance of typical differences encountered by teachers and students from the same sociocultural backgrounds with regard to teacher expectations and student outcomes. With regard to the concept of culturally-relevant pedagogy, many instances were recorded when the instructional practices and instructional talk reflected tailored curricular selections for the dominant African American class population, but more research needs to be conducted on the successes of using these type of literary interventions compared to the standard curriculum of most ninth-grade English classrooms.Item Content analysis of four core basal reading programs: focusing on comprehension strategies (story structure, summarizing, and the use of graphic organizers)(University of Alabama Libraries, 2009) Majors, Sherry Lee; Sunal, Cynthia S.; Sekeres, Diane C.; University of Alabama TuscaloosaCore reading programs are typically referred to as basals because they serve as the "base" for reading instruction. A core reading program is the primary instructional tool that teachers use to teach children to learn to read. The purpose of this study was to conduct a content analysis of three comprehension instructional strategies in four first-grade core basal reading teachers' manuals that were the top four highly recommended core basal reading programs of those to be considered for adoption by the Alabama State Department of Education during the 2007-2008 academic year. The content analysis was conducted to answer the overarching question in this study: How are the National Reading Panel recommendations for teaching comprehension instructional strategies in the areas of story structure, summarizing, and the use of graphic organizers represented in four first-grade core basal reading programs? Two sub-questions of the research question were considered: (a) How are the four first grade core basal reading programs teachers' manuals organized and how are the units and lessons within them constructed? (b) What do these strategies look like in the four first-grade core reading programs and how often do the comprehension strategies appear and in what sequence? The results revealed that several themes emerged from the content analysis. These themes revolved around the following core basal reading program components: unit themes, literacy centers, morning message, building background, read-alouds, word work, and guiding comprehension. All four core basal reading programs presented the use of story structure, summarizing, and graphic organizers comprehension instructional strategies.Item Primary grades teachers' teacher identities and teaching practices in the United States and Japanese mathematics classrooms(University of Alabama Libraries, 2009) Johns, Kyoko; Sunal, Cynthia S.; University of Alabama TuscaloosaThe research supports the contentions that teachers' beliefs influence classroom practice and student achievement. Although research has been done to examine teachers' beliefs and classroom practice, limited research has investigated how one's culture and community affect teacher identity and mathematics classroom practice. The development over time of teachers' perceptions about mathematics and teacher identities has been overlooked in research that compares education in the United States and Japan. This study investigates how teachers' views on what effective teaching looks like and how their views, beliefs, and preferences (dispositions) influence the ways in which they teach mathematics, their pedagogical content knowledge in the four primary classrooms in United States and Japan. Because the process of understanding an individual's identity is complex, the language and actions the participants use within a certain context are examined to explore the socioculturally-situated identity being expressed in each case. The findings of this study may contribute to efforts that seek to understand how mathematics identity relates to how mathematics is taught.Item The privilege of pedagogical capital: a framework for understanding scholastic success in mathematics(University of Alabama Libraries, 2009) Livingston, Carol Vagner; McKnight, Douglas E.; University of Alabama TuscaloosaThe theme that runs through this work is three-fold. First, there is a quality that some students possess that enables them to arrive at the academic table better positioned to take advantage of our educational offerings. This work seeks to forward for general vocabulary usage a name for that quality so that we as educational researchers can acquire it as a tool not only in the field of mathematics research, but analogously in all subject areas. The term being introduced is pedagogical capital. Secondly, as educational standards in mathematics become the rubric upon which the success or failure of teachers and schools are measured, it is important to consider whether these curriculum standards contain the seeds of social justice or hegemony. If mathematical standards convey an unconscious privilege to one group at the expense of another, then equity is at issue. And finally, as a new and emerging theoretical framework, the concept of education in this work uses Pierre Bourdieu's sociological idea of a firmly grounded, true mixed-methods approach of using both qualitative and quantitative data to highlight one detail in the overall picture of what is currently the portrait of mathematics education.Item Sociodramatic play and the potentials of early language development of preschool children(University of Alabama Libraries, 2009) Bluiett, Tarsha Benaye; Sunal, Cynthia S.; Shwery, Craig S.; University of Alabama TuscaloosaThe purpose of this study was to explore the interactions of preschool children with literacy-related materials, peers, and adults as they engaged in sociodramatic play. A second purpose of the study was to identify subsequent effects, if any, of that sociodramatic play on oral language acquisition and literacy behaviors. Play allows children opportunities to try out different ways in which they can combine the elements of language without having to worry about the consequences of making errors. Thus, the sociodramatic play context is conducive to language acquisition. Researchers have indicated that oral language development is influenced by social interaction and the kinds of materials children use. The problem is whether or not teachers use social interaction and materials enough to sufficiently facilitate development and properly select literacy-related materials to promote the development of language acquisition. Therefore, three questions guided the study: (1) How does sociodramatic play with literacy-related materials create opportunities for language acquisition at the preschool level? (2) How does social interaction through sociodramatic play experience among preschool children foster language acquisition as they are interacting with their peers? (3) How do adults influence the language expression of preschool children during sociodramatic play? The qualitative research design for this study utilized a case study approach to explore sociodramatic play in a preschool setting. Observations included interactions of children and the multiple functions of language they used while interacting with literacy-related materials, peers, and adults. Halliday's (1975) seven functions of language were used as coding categories. The findings of this study revealed that the children's interactions in sociodramatic play, with literacy-related materials, peers, and adults provided an opportunity for children to use language for multiple functions within the context of their sociodramatic play while writing and speaking. Providing children with the needed support and exposure to materials encouraged literacy and language growth. In this play setting, adults assumed roles as scaffold, facilitator and mediator while children were actively involved with a variety of strategies such as modeling, designating, and coaching each other as they engaged in language activities.Item The effects of heterogeneous small learning academies on secondary student achievement(University of Alabama Libraries, 2009) Beavers, Stoney Mark; Stallworth, Brenda J.; University of Alabama TuscaloosaThis study focused on the differences in outcomes for three academic years of 10th grade students grouped into standard and advanced classes compared to three academic years of students grouped into heterogeneous academies. A chi-square analysis indicated that the mixed-ability group outperformed the standard/advanced grouped students on reading, language, and social studies exit exam subtests in the majority of disaggregated subgroups. Results revealed that the mixed-ability grouping intervention was especially effective for females and students from lower socioeconomic levels. Additional descriptive and qualitative data supported the quantitative findings through patterns and themes consistent with instructional and cultural school improvement. The findings are congruent with the research on the benefits of academies and small learning communities on student motivation and achievement. Interviews of academy teachers further supported these findings and the relevant research by revealing that restructuring the school day alone will not necessarily increase student motivation and achievement. The restructuring must be accompanied by motivational strategies, professional development, improved teacher practices, and administrative support.Item The effect of hearing conservation counseling using individualized OSHA and ACGIH noise exposure data on music majors' perception of sound exposure(University of Alabama Libraries, 2010) Vincent, Brendan Robert; Hancock, Carl B.; University of Alabama TuscaloosaThe purpose of this study was to examine the effect of hearing conservation counseling using individualized OSHA and ACGIH noise exposure data on music majors' perception of sound exposure in rehearsal environments. A secondary purpose was to assess music majors' awareness of hearing health issues. Seventy-one undergraduate music majors were asked to rate their exposure to various intensities of sounds experienced during university band rehearsals and surveyed as to their knowledge about common hearing ailments and conservation practices. During 2 regularly scheduled 90-minute concert band rehearsals, half of the participants wore dosimeters designed to collect sound intensity data, once per second, while the other subjects participated without dosimeters. Data from the dosimeter-wearing experimental group was summarized and presented at a counseling session. Additionally, a brief video designed to simulate hearing loss was shown. 1-week later, all participants again rated their perceived exposure during rehearsals. Results indicated that the music majors generally understood the conditions that cause hearing damage. However, participants were less likely to accurately identify everyday audio hazards found in concert ensembles and individual environments. Additionally, participants rarely took steps to prevent hearing loss, even though many experience symptoms related to the condition. Counseling sessions resulted in negligible changes in participants' responses.Item AMSTI mathematics in grades 4 and 5: student achievement and teacher perceptions(University of Alabama Libraries, 2010) Bright, Judy Bennefield; Daane, C. J.; University of Alabama TuscaloosaAbstract Concerns with the deficiencies of student achievement in mathematics have prompted reform efforts. This study investigated one reform effort called the Alabama Math, Science, and Technology Initiative (AMSTI). Quantitative data were collected from the results of Stanford Achievement Test Tenth Edition (SAT 10) and the Alabama Reading and Mathematics Test (ARMT). Qualitative data were collected from the participating teachers. Fourth- and fifth-grade students from four, rural, elementary schools were involved in this study. Two schools were classified as AMSTI schools where the teachers had participated in at least one two-week session of professional development. Two schools were identified as non-AMSTI schools. The participating teachers from the non-AMSTI schools had not received training. Quantitative data were collected from the SAT 10 and ARMT for school years 2008-2009 and 2009-2010. The students' scores were analyzed using an independent samples t test. Results of the study demonstrated that there was no statistically significant difference in the SAT 10 and ARMT mean scores of the students in AMSTI schools and the mean score of the students in the non-AMSTI schools. Qualitative data involved individual teacher interviews of AMSTI teachers and non-AMSTI teachers based on their perceptions of AMSTI. The interviews were transcribed and studied to determine emerging themes. The dominate themes were AMSTI's impact on teachers, its impact on students, and time required to implement it. The AMSTI teachers had varied opinions of the impact AMSTI had on them and their students; however, all the teachers agreed that AMSTI was challenging to implement. They liked many of the AMSTI strategies, but found it difficult and time consuming to implement AMSTI and meet the mandated requirements that were already in place in the classroom. Additionally, the teachers commented that AMSTI had positively impacted their students with the activities and games. Students were also impacted by the hands-on work with manipulatives and the group work associated with most AMSTI strategies. The non-AMSTI teachers had perceptions primarily based on what they had heard and interpreted from conversations with other teachers. Like the AMSTI teachers, these teachers also saw pending problems with incorporating AMSTI into the required curriculum.Item The development of the mathematics teaching self efficacy scales for Korean elementary and secondary preservice teachers(University of Alabama Libraries, 2010) Ryang, Dohyoung; Shwery, Craig S.; University of Alabama TuscaloosaThe Mathematics Teaching Efficacy Beliefs Instrument (MTEBI), developed in the United States, is one of the most popular scales used in the study of mathematics teaching efficacy. However, the MTEBI might not be trustworthy in other cultures. This study described the development of a new instrument measuring mathematics teaching efficacy beliefs for Korean preservice teachers using Bandura's efficacy theory. In Article One, Korean mathematics teacher education professors' perspectives to the MTEBI were analyzed. This resulted in a revision of the MTEBI in the context of Korean mathematics education, and the recommendation that an instrument should be separated for elementary and for secondary preservice teachers. Article Two described the development of a new instrument, the Mathematics Teaching Self Efficacy Scale (MTSES) for elementary preservice teachers (Form-E). The instrument consists of one single scale with nine items. Marginal reliability was ρ = .8281. Article Three presented the development of the MTSES for secondary preservice teachers (Form-S). This instrument also consists of one single scale with 10 items. Marginal reliability was ρ = .8591. Use of modern item response theory, rather than classical test theory, in the development of an instrument would decrease bias from a local culture. The MTSES Form-E and Form-S was verified by a item response theory model, and thus the MTSES would be a more valid and reliable instrument than the MTEBI. Use of MTSES in an international and cross-cultural study will produce trustworthy and useful information.Item A survey of game management and marketing practices influencing collegiate pep bands in the United States(University of Alabama Libraries, 2010) Denson, William Parker; Hancock, Carl B.; University of Alabama TuscaloosaThe purpose of this study was to conduct a descriptive analysis of college and university level pep bands from across the United States, examine the impact of game management systems and athletic marketing on pep band practices, and measure the attitudes of pep band directors about their jobs and responsibilities. Collegiate athletic pep band directors (N = 113) completed a 61-question survey. Results indicated that intercollegiate men's basketball, women's basketball, women's volleyball, and football activities were supported by most athletic pep band programs in the U.S., while no more than 9% of pep band programs actively supported any other sport. Pep band was offered as a class at over 60% of U.S. colleges and universities, and nearly 64% of programs offered scholarships/stipends to students for their participation. Results pertaining to game management practices revealed that game management systems were used by 79% of athletic departments across the U.S. At games, the national anthem was most often played by the pep band or a vocalist. During games, half of the respondents indicated that their pep bands accompanied performances of auxiliary groups using mostly music available in the pep band library. Respondents also indicated that when the pep band was not playing, most marketing departments used recorded music of songs that was not part of the pep band's standard repertoire. Marketing presentations are frequently cited by athletic band directors for limiting the number of performance opportunities pep bands have during basketball games. Results from the survey indicated that most pep bands performed at games that included less than three presentations before the game, three or more presentations during timeouts, only one to two presentations during half-time, and no presentations after the game was over. Interestingly, half of the pep band programs reported performing during marketing presentations. Discussions among athletic band directors often center around the use of scripts and the practice of using headsets to artificially coordinate the "gameday" atmosphere. Of the survey respondents, 79% reported that they followed a scripted protocol designed by marketing personnel and 87% relied on an athletic department official for cues and instructions. When survey respondents were asked to consider the importance of the pep band to other groups results indicated that they considered the pep band to be very important to other athletic support groups (92%), the university bands (90%), and the music department (66%). Generally, most respondents were somewhat satisfied with the time the pep band had to play and almost a third indicated that they were completely satisfied with the playing time available during timeouts. Comparisons between collegiate divisions revealed that funding sources and the presence of game management systems differed by division.Item Eighth grade social studies teachers' perceptions of the impact of technology on students' learning in world history(University of Alabama Libraries, 2010) Griggs, Bridget Renee'; Wilson, Elizabeth K.; University of Alabama TuscaloosaThere are many perceptions of what should be taught in the social studies classroom. With the expansive amount of information that must be transferred to students, the job of the social studies teacher is becoming more challenging. To assist with this issue, there are numerous instructional strategies that can be employed such as anticipation guides and concept maps. These items can help keep both students and teachers on task with the required material. There are also technological instructional strategies that can be used such as WebQuests and virtual tours. These activities may increase students' ability to become more active in the learning process and teach them how to construct their own knowledge. In the middle school, there are cited issues that cause teaching and learning not to occur as intended by the teacher (Vogler & Virtue, 2007). High stakes testing is one of those areas. In the elementary and middle grades, the only subjects that received attention were ones being tested, which led to a reduction and dismissal of social studies. Also in the middle grades, teachers became overwhelmed with the amount of information they were equired to transmit to their students, especially when social studies was tested. This caused social studies teachers to remain at the "just the facts" level of transmitting information in order to have ample enough time to cover all of the content. A more specific challenge is faced by eighth grade world history teachers. Eighth grade has been cited as a pivotal period in the life of the student, for it has the potential to determine how well they will do in high school, college, and their career (ACT, n. d.). Eighth grade world history teachers have much to cover with little time to spend on each topic. This causes both teachers and students to become overwhelmed and discouraged. This research study was designed to examine the perceptions of eighth grade social studies teachers on how they felt technology impacted their students' learning in world history. It was conducted in West Alabama with five eighth grade world history teachers: Darlene, Daniel, Elijah, Trevor, and Caleb (pseudonyms). The teachers participated in three online focus group sessions and one face-to-face follow-up interview. After analyzing the results, four major themes emerged: Role of the eighth grade social studies teacher, meaningful learning, hands-on learning, and barriers to technology integration.Item Alabama band directors use of warm-up time preceding state concert band assessments(University of Alabama Libraries, 2010) Ward, Justin; Hancock, Carl B.; University of Alabama TuscaloosaThe purpose of this study was to examine the activities and behaviors of middle and high school band directors when warming-up their concert bands prior to an adjudicated performance. Twenty-nine videos of band directors at two concert band festival sites were analyzed for frequency and duration of 60 behaviors using the Simple Computer Recording Interface for Behavioral Evaluation (SCRIBE). Duration results revealed that directors spent a majority of their warm-up time on teaching behaviors (32%) , music rehearsal (19%), tuning (18%), and scales (7%). Results for the frequency of warm-up activities indicated that a third of all directors lead their bands in breathing exercises, articulation exercises, or chorales, while two-thirds performed long tones or interval exercises. Over 80% of the directors lead their bands in scales and rehearsed the music to be performed at the assessment. Detailed results for percentage of time spent tuning indicted that 82% of tuning time employed the use of electronic tuner. Differences between middle and high school directors indicted that more high school directors lead their bands in singing activities compared to middle school directors. All middle school directors tuned their bands during warm-up, compared to half of the high school directors. None of the band directors had their bands perform a mental warm-up.