Measuring Artistically Gifted Students' Attitudes toward Technology Using Modified Fennema Sherman Attitudes Scales

This study measured artistically gifted students’ attitudes toward technology and compared them to their math/science peers. Researchers administered the English version of the Modified Fennema Sherman Attitudes Scales (M-FSAS) to 149 students enrolled at a residential school (grades 7 – 12) for the artistically and math/science gifted (108 female, 41 male). Analyses revealed no multivariate difference between arts concentrations; however, there was a statistically significant multivariate difference between math/science students and arts students. Further univariate analyses indicated statistically significant differences in all areas except in the gender differences subscale. Math/science students had lower M-FSAS scores, which equate to stronger attitudes surrounding technology. Results suggest that artistically gifted students do not perceive technology as being as relevant to their lives as their math/science gifted peers. For this artistically gifted sample, these results potentially represent fewer career opportunities and creative outlets. Based on these results, educators should imbed into the curriculum opportunities for artistically gifted students to utilize technology for career-oriented purposes. Key Words

Correspondence: John C. Stennis, A. M. Dantzle, September 20-29, 1961

Senator Stennis discusses the Wilderness Bill, S. 174. with the President of the L. N. Dantzler Lumber Company.https://scholarsjunction.msstate.edu/jcs-agriculture-correspondence/1028/thumbnail.jp

Faculty trust in the principal, faculty trust in colleagues, collegial principal leadership, and collective responsibility

This is a study of the predictors of collective responsibility. Research indicates strong links between collegial behavior, faculty trust in colleagues, and effectiveness (Tarter, Sabo, & Hoy, 1995). Trust as a construct related to collective responsibility is grounded in the logic that building trust between teachers leads to the development of school cultures that promote teacher collaboration (Whalan, 2012). This study examined surveys from 60 elementary schools in Northwest Alabama investigating faculty trust in the principal, collegial trust, and collegial principal leadership, to determine predictors of collective responsibility while controlling for SES. Faculty trust in the principal and faculty trust in colleagues were measured using the Omnibus Trust Scale, collegial principal leadership was measured using the Organizational Climate Index, and Collective Responsibility was measured using the Collective Responsibility Scale. The research results indicated a significant relationship between trust in colleagues and collective responsibility. A significant relationship was not indicated between trust in the principal and collective responsibility or collegial principal leadership and collective responsibility. Also, noteworthy was the finding that SES was not a significant predictor of collective responsibility. (Published By University of Alabama Libraries

Effects of bunker gear temperature and different work rates on micro-E and heat stress

Wearing protective clothing (PC) such as firefighter bunker gear leads to increased heat strain. Bunker gear has multiple layers which creates a heat sink during the first several minutes after donning, potentially providing some amount of cooling of the micro-environment (micro-E) around the skin. Furthermore, predicting heat strain at various work rates while wearing PC is important for determining work tolerance limits. The purpose of these studies was to determine the effect of a COLD (< 0 °C) bunker gear on rectal temperature (T_re ) and micro-E at a steady-state exercise intensity and to begin creating a regression model to predict micro-E temperature and relative humidity under bunker gear based on work rate. Studies I and II utilized a repeated-measures randomized experimental design, which consists of 4 trials (LO, MOD, HI (HOT), and HI (COLD)). Human volunteers wore bunker gear for 30 min while oxygen uptake (V&#775;O_2), heart rate, perceptive measures (ratings of perceived exertion, thermal sensation, sweating sensation, and clothing comfort), T_re, skin temperature, and micro-E (temperature and relative humidity at the anterior and posterior portion of the jacket and pants) were measured. A repeated measures MANOVA with a Bonferroni post hoc analysis was used to evaluate: the physiological measures; while the Friedman's Test was performed with a Wilcoxon Signed Rank Test on all perceptual measures. The COLD bunker gear did not significantly alleviate heat strain when compared to HOT bunker gear. Additionally we low, moderate and high intensities of work in ~ 29 °C macro-E WBGT did not differentially affect micro-E WBGT under bunker gear, and these data were used to derive models of micro-E from macro-E. Further data is needed to cross-validate the derived micro-E WBGT model predicted from macro-E WBGT and work rate. (Published By University of Alabama Libraries

Compulsory attendance: an analysis of litigation

The purpose of this research was to examine court cases dealing with compulsory attendance laws, also known as compulsory education laws, for the purpose of establishing the issues, outcomes, and trends in compulsory attendance litigation. In this manner, school officials could be provided guidance on dealing with issues surrounding the attendance of students in their local schools. The research design was qualitative, document-based and historical in nature, and was drawn from the court records for one hundred court cases about compulsory attendance. The court cases were obtained from the Bounds Law Library on the campus of The University of Alabama. The research questions driving this project addressed the issues, outcomes, and trends reported by the judge in compulsory attendance litigation. From the issues, outcomes, and trends, guiding principles for school administrators with regard to compulsory attendance policy were developed. The court cases involved were the result of constitutional challenges to the applicable compulsory attendance laws, challenges of attendance policies, requests for or the denial of religious exemptions, weapon possession, challenges of minimum instructional standards, children being unruly, infringement of religious beliefs, weapon possession, removal of a student from the regular educational setting, and parental neglect. The jurisdictions represented included a wide variety of judicial settings from across the United States with the exception of the United States Supreme Court. (Published By University of Alabama Libraries

Imagine me and you: a mixed methods investigation of imagined interactions in online dating

The research at-hand examines fundamental aspects of relational communication in online computer-mediated communication (CMC) channels. Specifically, the realm of online dating is investigated through the lens of imagined interactions (IIs) to create pathways for research, and better understanding of the cognitive strategies people utilize during intimate CMC encounters. An exploratory sequential mixed methods design utilized in-depth, semi-structured qualitative interviews (n = 12) to inform the creation of a quantitative online survey (n = 220) that statistically investigated the online dating process. Five major themes (honesty, trust, stigma, overall experience, and imagined interactions) resulted from the qualitative thematic analysis; these themes served as the basis by which counterpart factors were created in the quantitative scales. The findings from the quantitative analyses indicate that frequency and retroactivity, as characteristics of online IIs, and self-understanding, relational maintenance, catharsis, and compensation as interpersonal functions of IIs, are significantly related to trust, stigma, and the overall experience users associate with online dating. (Published By University of Alabama Libraries

Analysis of unsuccessful candidate performance on the certified nurse educator examination

Although the numbers are increasing, there are few academic nurse educators who possess the Certified Nurse Educator (CNE) credential. Addressing ways to facilitate acquiring such a credential would strengthen the pool of nurse educators with demonstrated knowledge and skill related to the role of the academic nurse educator regardless of the educator's educational preparation. In this quantitative, non-experimental, descriptive correlational study, the researcher examined the first-time unsuccessful attempts for the CNE examination from September 2005 through September 2011. The purpose of this study was: (a) to describe the characteristics of the unsuccessful first-time candidates for the CNE exam; (b) to determine any statistically significant relationship between failure and select demographic data related to highest degree obtained by the candidate and candidate institutional affiliation as coded by this researcher; and (c) to determine any statistically significant relationship between failure and each content area of the CNE exam. Data analyses revealed that there is a statistically significant relationship between first-time failure on the CNE exam and a candidate's highest degree obtained as well as institutional affiliation. Results also indicated that there is no statistically significant effect on mean scores in any of the six content areas measured by the CNE exam as related to degree or institutional affiliation. It is anticipated that the results of this study will help academic nursing education leaders understand how to prepare potential candidates for success on the academic nurse educator examination and to equip administrators with necessary information to inform appropriate faculty development and continuing education opportunities. (Published By University of Alabama Libraries

Using an ecological perspective, data integration, and longitudinal modeling as a framework for quantitative analysis in evaluation of juvenile diversion programs

This research presents a framework for quantitative analysis in evaluation of juvenile justice diversion programs using an example diversion program provided by the City of Mobile Police Department in Mobile, Alabama. The framework presented herein combines data integration from multiple sources with longitudinal analysis methods to assess ecologically-based individual-, family-, and school-level outcomes in relation to program participation in the diversion program. This study, demonstrating innovative quantitative methods for enhancing evaluation strategies, offers possibly the first ever example of a repeated-measures longitudinal evaluation design for assessing ecologically-based outcomes in the context of juvenile diversion programing. Combining youth survey data from a larger longitudinal study (the Mobile Youth Survey Project) with official record data from the Mobile County Public School System and the Mobile Police Department provided a rich source of measures used to assess program impact on eight ecologically-based outcomes. Outcome measures included individual behavior and attitude factors, family functioning factors, and school-related outcomes. Using growth curve modeling to examine group differences in developmental trajectories between program-referred youths and similar peers, significant positive effects were found for attitudes about personal violence and school related outcomes. Using discontinuous (piecewise) growth curve models to examine development for program participants prior to and after program participation, significant positive effects were also found for behavioral self-worth, attitudes about personal violence, parental monitoring, and school related outcomes. Gender differences were also found for all outcomes, except school absences. A growth curve analysis comparing program participants who received only an initial contact or less with those who received more than the initial contact indicated no significant differences in outcome measures based on level of services. Results are somewhat consistent with prior research, however, gender differences are rarely reported, and no other published diversion evaluation studies have used growth curve modeling strategies to assess program effects on change over time. Further use of these methods and the application of this framework will tremendously advance the diversion evaluation field and the understanding of what works best on what factors and for whom in juvenile diversion programming. (Published By University of Alabama Libraries

Academic performance differences among male and female African American students: an urban high school study

The purpose of this study was to examine differences between male and female African American high school students in an urban setting. The participants were from a senior academy located in a Southern state. Of the 270 participants in the study, 76 were seniors, 89 were juniors, 95 were sophomores, and 10 were freshmen. The gender composition consisted of 167 females and 103 males. The system database was used to identify the cumulative grade point average for each student. Also, the students completed the School Attitude Assessment Survey-Revised (SAAS-R), which measures academic self-perception, attitudes toward teaches, attitudes toward school, goal valuation, and motivation/self-regulation. A series of independent samples t tests were performed to assess differences in male and female academic achievement levels, academic self-perception, attitudes toward teachers, attitudes, toward school, goal valuation, and motivation/self-regulation. A multiple regression analysis was performed using gender and the five variables measured by the SAAS-R as independent variables and academic achievement as the dependent variable. The major findings were as follows. Moderate positive correlations existed between (a) attitudes toward school and attitudes toward teachers, (b) academic self-perception and motivation/self-regulation, and (c) goal valuation and motivation/self-regulation. The means scores for academic self-perception and goal valuation were significantly more positive for African American females than African American males. Regression analysis revealed that academic self-perception, attitudes toward teachers, attitudes toward school, goal valuation, motivation/self-regulation were not significant predictors of academic achievement. The findings have practical implications for educators and identify areas warranting additional research. (Published By University of Alabama Libraries

An investigation into the change from block to traditional scheduling in selected Alabama high schools

The traditional seven-period day has been the dominate type of class scheduling for high schools since its conception in the early 1900s. The only current alternative is the block schedule, which was adopted by high schools to offer more progressive pedagogic practices tailored to college preparation. Block scheduling allows teachers extra time during class periods and lowers the number of courses students must prepare for each day. Many schools in northwest Alabama adopted this timetable in the early 1990s. However, many are now reverting to traditional scheduling. There is no research on the reasons for this revision and no studies on its mode of implementation. Accordingly, this study investigates why particular school systems in the region decided to return to traditional scheduling and examines the administrative process by which the change was effected. The researcher employed a multiple case study approach involving three school systems in northwest Alabama. Data were gathered through interviews of school employees who had experience on both schedules and were employed in the system when the change of schedule occurred. Administrators, teachers, and school counselors were interviewed. The primary reason all three school systems changed schedules was to save money. In contrast to the earlier move to block scheduling, the recent change was quick with little input from teachers and no professional development. (Published By University of Alabama Libraries