The Relationship Between Elementary School Administrators\u27 and Teachers\u27 Perceptions of the Influence of Male Teachers and Schools\u27 Male Student Achievement Growth in English Language Arts

There is a national achievement gap between male and female students in the United States. A common recommendation to reduce this achievement gap has been to hire more male teachers. The purpose of this study was to examine the perceptions that elementary administrators and teachers have of male teachers’ influence on male student growth in English Language Arts. In order to measure perceptions, a five-point Likert scale survey was adapted from an existing qualitative questionnaire. A pilot study was conducted, an Exploratory and Confirmatory Factor Analyses were performed, and the survey was found valid and reliable to measure four constructs of teacher influence: Relationships, Role Models, Classroom Management and Achievement/Learning. Using a quantitative correlational research design, the survey was administered online to 153 teachers and administrators. Correlation analysis was conducted, and non-linear regressions were used to examine four individual research questions. There were no statistically significant results revealed in any of the regression equations. Major conclusions drawn were that elementary administrators and teachers perceive that more male teachers are needed, elementary administrators and teachers rate female teachers higher on the four constructs, male teachers are perceived to be better role models for male students, and the perception of male teachers’ influence did not impact the male Student Growth Percentile on the Georgia Milestones End of Grade Assessment

The Effects of Chewing Gum on the Driving Performance of Emergency Medicine Residents After Overnight Shift Work

This is a comparison study evaluating the influence of chewing gum on driving performance by computer simulation in emergency medicine residents doing overnight shift work. A total of eleven subjects were tested. Four simulations were randomized to each test subject at different points in the study. Data was analyzed comparing pre- and post-shift tests for each study group, as well as chewing gum versus non-chewing gum use during testing. Results showed no significant difference in lateral deviation, described as the root mean squared of lane departure measured in feet, or braking reaction time, defined as the time to break measured in seconds when triggered by a predetermined cue, in those using gum versus no gum. Between- and within-group differences were assessed by split-plot analysis measures analysis of variance (ANOVA). Our study showed statistical significance in that divided attention response time, designated as the time in seconds to perform a secondary task while driving, was longer in those driving with chewing gum versus without chewing gum (p < 0.05). This pilot study serves as a potential foundation for further investigation into augmenting the driving performance of emergency medicine residents performing overnight shift work with chewing gum use