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Permanent URI for this communityhttps://hdl.handle.net/20.500.11875/4530

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Academic Achievement for Fifth-Grade Students in Elementary and Intermediate School Settings: Grade Span Configurations
(Current Issues in Education, 2011) Combs, Julie P.; Clark, David M; Moore, George W.; Onwuegbuzie, Anthony K.; Edmonson, Stacy L.; Slate, John R.
Few researchers have addressed student achievement outcomes as a function of grade span configurations for older elementary-aged students. Thus, this study was designed to determine differences between students’ Grade 5 reading and mathematics achievement in elementary schools (K–5) as compared to intermediate schools (Grade 5, 5–6) for 5 academic years. Using archival statewide data, researchers used a rigorous five-step distance-based formula to match elementary schools to intermediate schools on four demographic/school characteristic variables. Students in K-5 settings attained statistically significantly higher levels of reading and mathematics achievement than did their counterparts, with moderate mean effect sizes of 0.37 and 0.47, respectively.
The #acadv Community: Networked Practices, Professional Development, and Ongoing Knowledge Sharing in Advising
(NACADA Journal, 2019) Pasquini, Laura A.; Eaton, Paul William
The #acadv Twitter chat is an organic, online community of higher education academic advising professionals. Using a longitudinal study, we explored the way a self-directed learning network sustains ongoing professional development and knowledge sharing by examining the archives of 203 structured online discussions. In mapping the chat topics to published core competencies, we discovered that this advising community scaffolds on-demand learning for discussion of advising approaches and strategies, distribution of resources for supporting student success, collective sharing of personal advising philosophies, and encouragement to engage in reflective assessment about advising practice. Community members are motivated to contribute to networked practice to enhance professional development activities, share open educational practices, and support advising competency development in an occupational community of practice.
Collaboration patterns as a function of article genre among mixed researchers: a mixed methods bibliometric study.
(Macrothink (Journal of Educational Issues), 2017) Jordan, John; Wachsmann, Melanie; Hoisington, Susan; Gonzalez, Vanessa; Valle, Rachel; Lambert, Jarod; Aleisa, Majed; Wilcox, Rachael; Benge, Cindy L.; Onwuegbuzie, Anthony J.
Surprisingly, scant information exists regarding the collaboration patterns of mixed methods researchers. Thus, the purpose of this mixed methods bibliometric study was to examine (a) the distribution of the number of co-authors in articles published in the flagship mixed methods research journal (i.e., "Journal of Mixed Methods Research" ["JMMR"]) as a function of article genre (Quantitative Phase); (b) the relationship between the genre of articles published in "JMMR" and degree of collaboration in these articles (Quantitative Phase); (c) the difference between the number of authors in empirical research articles and non-empirical research articles published in "JMMR" (Quantitative Phase); and (d) select leading mixed methods researchers' collaboration experiences as a function of genre of article (Qualitative Phase). An analysis of all articles published in "JMMR" from 2007 (its inception) to 2015 (the latest complete year at the time that the study was conducted) revealed (a) a statistically significantly higher proportion of empirical research articles (63.2%) than non-empirical research articles (36.8%), (b) that empirical research articles were 1.4 times (95% confidence interval = 1.10, 1.78) more likely to involve multiple authors than were non-empirical research articles; and (c) that empirical research articles contained statistically significantly more authors than did non-empirical research articles. With respect to the qualitative phase, four themes (i.e., mental perception, mixed methods research, publication and research aids, and independent/group work) emerged regarding collaboration for empirical articles versus for non-empirical research articles. Implications of these findings are discussed.
The Competency-Based Movement in Student Affairs: Implications for Curriculum and Professional Development
(Journal of College Student Development, 2016) Eaton, Paul William
This paper examines the limitations and possibilities of the emerging competency-based movement in Student Affairs. Utilizing complexity theory and postmodern educational theory as guiding frameworks, examination of the competency-based movement will raise questions about over-application of competencies in graduate preparation programs and continuing professional development, particularly in relation to complexity reduction. Following this discussion, possibilities of utilizing the Student Affairs Competencies to increase complexity and create postmodern curricula will be examined.
Dark Side of the Trickster: Collaboration or Collusion?
(Trinity University (Trickster's Way), 2002-04) Stockall, Nancy
Data Analysis in Mixed Research: A Primer
(International Journal of Education, 2011-04) Onwuegbuzie, Anthony J.; Combs, Julie P.
The purpose of this methodological article is to provide a primer for conducting a mixed analysis—the term used for analyzing data in mixed research. Broadly speaking, a mixed analysis involves using quantitative and quantitative data analysis techniques within the same study. In particular, a heuristic example using real data from a published study entitled “Perceptions of Barriers to Reading Empirical Literature: A Mixed Analysis” (Benge, Onwuegbuzie, Burgess, & Mallette, 2010) is used with the aid of screenshots to illustrate how a researcher can conduct a quantitative dominant mixed analysis, wherein the quantitative analysis component is given higher priority and qualitative data and analysis is incorporated to increase understanding of the underlying phenomenon.
Describing and Illustrating Data Analysis in Mixed Research
(International Journal of Education, 2010) Combs, Julie P.; Onwuegbuzie, Anthony J.
In this methodological paper, the authors propose a tool that brings together various quantitative and qualitative data analysis (i.e., mixed analysis) techniques into one meta-framework to assist mixed researchers (who use qualitative and quantitative approaches within the same study) in the data analysis phase of mixed research studies. A meta-framework for mixed analysis techniques is described, which incorporates 13 criteria that methodologists have used to create their mixed analysis typologies. In particular, a heuristic example is used with the aid of screenshots to illustrate how one can utilize several of these data analysis techniques to conduct mixed analyses.
An Exemplar for Teaching and Learning Qualitative Research
(The Qualitative Report, 2012) Onwuegbuzie, Anthony J.; Leech, Nancy L.; Slate, John R.; Stark, Marcella; Sharma, Bipin; Frels, Rebecca; Harris, Kristin; Combs, Julie P.
In this article, we outline a course wherein the instructors teach students how to conduct rigorous qualitative research. We discuss the four major distinct, but overlapping, phases of the course: conceptual/theoretical, technical, applied, and emergent scholar. Students write several qualitative reports, called qualitative notebooks, which involve data that they collect (via three different types of interviews), analyze (using nine qualitative analysis techniques via qualitative software), and interpret. Each notebook is edited by the instructors to help them improve the quality of subsequent notebook reports. Finally, we advocate asking students who have previously taken this course to team-teach future courses. We hope that our exemplar for teaching and learning qualitative research will be useful for teachers and students alike.
Giving Voices to Youth in Community Disaster Mitigation: Texas Case Study
(2020-12-11) Nunez, Carolina
There is a paucity of research on the inclusion of children and youth in disaster risk reduction nor participating in using mitigation strategies to lessen the impact of disasters prone to occur in their communities. However, in recent years, there has been a gradual increase of research documenting that children and youth play a role in emergency management in taking leadership to educate and influence their community on disaster risk reduction (DRR) and mitigation. This thesis will bring focus on a group of individuals that have been ignored in voicing their thoughts on creating a safer community against natural disasters, such as flooding. The study will focus on the impact of Tropical Storm Imelda in the Kingwood, Texas area, and how children and youth can engage in DRR and mitigation in their community. Thesis reviews existing literature on the children and youth population, and their inclusion in DRR and mitigation. Thesis results is an educational module formed to help engage and educate children and youth in the Kingwood community on their role in DRR and assist in forming mitigation strategies to prevent future impacts caused by natural disasters.
Higher education as a human right: Comparing early college approaches to university access for racial minority students in Costa Rica and the United States
(Current Issues in Education, 2015) McAlister-Shields, L.; Bustamante, Rebecca M.
Despite the United Nations emphasis on Education as a human right for all world citizens, access to higher education by students representing traditionally marginalized racial minority groups, particularly those of African descent, continue to be a challenge in many nations. In Costa Rica and the United States, early college high schools represent one approach to facilitating college going and retention rates of racial minority students by enhancing college readiness skills and dispositions. Demographic profiles of African Americans and Afro-Costaricans, as well as an overview of the educational systems in both countries, provide an important backdrop to the comparative description of early college high schools. Strengths and challenges of each approach are presented. Emerging concerns also are outlined for further research on the demographic reporting of Afro-Costaricans as well as the need for further studies on the role of early college high schools in enhancing university access and college success in various nations.
Math and Reading Differences Between 6-8 and K-8 Grade Span Configurations: A Multiyear, Statewide Analysis
(Current Issues in Education, 2013-08-15) Clark, David M; Slate, John R.; Combs, Julie P.; Moore, George W.
We analyzed the effect of grade span configurations (i.e., 6-8 versus K-8) on reading and math performance in Texas public schools for the last 5 school years. Participants in this study were 628 Texas schools (i.e., 314 middle schools and 314 K-8 schools) distributed across the 5 school years examined. Schools configured as K-8 schools were matched to middle schools using a rigorous distance-based formula. All 15 reading comparisons (i.e., grade level by school year) yielded statistically significant results, with effect sizes ranging from small to large. Eleven of the 15 math comparisons yielded statistically significant results, with all of the effect sizes being small. Regardless of student grade level or school year examined, students who were enrolled in K-8 schools had higher average passing rates on the TAKS Reading and Math assessments than did students enrolled in middle schools. Implications of our findings are discussed.
Nomadic Subjectivity: Movement in contemporary student development theory
(Thresholds in Education, 2017) Smithers, Laura Elizabeth; Eaton, Paul William
This essay opens space for movement in higher education~student affairs by using post-structural philosophy as a counterweight to balance the corpus of student development theories that create and inscribe in/dividualized subjectivity onto students. Taking up Jones and Stewart’s (2016) structuring of waves in student development theorizing, we unpack régimes of truth that undergird the profession of college student educators: discipline/control (a doubled biopower that centers the whole student), and dividuation (a fracturing of the whole student into component parts). We extend dividuation to include an adherence to representationalism through method in perpetuating and inscribing the student as in/dividual (neoliberal subjectivity). We take up Rosi Braidotti’s concept of nomadic sub-jectivity—a relational subjectivity—as a counterbalance to the in/dividualizing subjectivities of current student development theorizing. In doing so, we advance queered third wave theorizing, provoking movement and necessary ethical questions for college student educators: what does it mean to give up commonplace notions such as student, development, identity, and method? What possibilities for practice(s) and futurities in higher education~student affairs open by embracing movement?
The quality inclusion process: Assuring the quality of inclusive practices for students with disabilities
(National School Development Council (Catalyst for Change), 1997) Stockall, Nancy
Recapping the History of the Antipodes: Reappraising Absolute and Relative Connotations
(Research in Geographic Education, 2014-11) Albert, Donald Patrick; Stockwell, Nancy; Tiller, Jim
During the first half of the 20th century teaching and learning about the antipodes were considered a fundamental element within the undergraduate geography curricula. However, in the 1970s the antipodes were absent from Bacon’s surveys of domain, core, and sphere concepts in human and physical geography. In fast forwarding to the 21st century, the term has virtually disappeared from introductory-level geography curricula. This exploration confirms that rather than being an obscure concept, the antipodes percolate across a diverse range of illustrations in mathematics, cartography, geology, astronomy, to cultural geography, literature and social theory. Our discourse supports reclaiming the antipodes for their geodetic value within the undergraduate introductory geography curriculum, but stresses sensitivities when using relative connotations in social, cultural, and political arenas.
Relationships among Attitudes, Coping Strategies, and Achievement in Doctoral-Level Statistics Courses: A Mixed Research Study
(International Journal of Doctoral Studies, 2012) Combs, Julie P.; Onwuegbuzie, Anthony J.
Because of the important role that attitudes toward statistics and motivation have played in statistics courses, Ramirez, Emmioglu, and Schau (2010) recently conceptualized that Eccles and Wigfield’s (2002) Expectancy-Value Model (EVM) is applicable for students enrolled in statistics courses. However, to date, the applicability of the EVM for understanding students’ attitudes toward statistics has not been tested empirically. Thus, the purpose of this mixed research study was twofold: (a) to build on Ramirez et al.’s (2010) conceptualization by testing the EVM as a viable framework for understanding the statistics learning context; and (b) to examine the role that coping strategies play within the EVM framework by exploring interrelationships among attitudes, coping strategies, and statistics achievement. A qualitative-dominant mixed research design was used. Specifically, 18 doctoral students who had recently taken a statistics class participated in three in-depth focus groups. The ensuing qualitative data were supplemented by quantitative data via scores from a measure of coping strategies used in statistics courses that was administered to all participants. The qualitative and quantitative data provided strong support for the EVM. Moreover, the emergence of five coping strategies themes suggested the appropriateness of expanding the EVM to a more solution-focused model, namely, the Expectancy-Value Coping Strategies (EVCS) model, wherein coping strategies mediate the relationship between statistics attitudes and statistics achievement.
School Size and Incidents of Violence among Texas Middle Schools
(Journal of Educational Issues, 2015) Kohler, Elizabeth A.; Onwuegbuzie, Anthony J.; Combs, Julie P.; Bustamante, Rebecca M.; Edmonson, Stacy L.
Although many studies have been conducted regarding (a) school violence in middle schools and (b) the size of schools, to date, no researcher appears to have examined the role that the size of the middle school plays in determining incidents of violence specifically fighting, assaults, and aggravated assaults. Thus, the purpose of this study was to examine the relationship between the incidents of school violence, specifically fighting, assaults, and aggravated assaults, and the size of middle schools in the state of Texas for 3 school years. All 842 middle schools in Texas were included in this study. Compared to small schools, medium schools, and large schools, very small schools had a statistically significantly lower proportion of students involved in assaults, proportion of students involved in aggravated assaults, proportion of incidents of assaults, and proportion of incidents of aggravated assaults. Further, very small schools had a statistically significantly lower proportion of students involved in fights and proportion of incidents of fights than did large schools. A trend emerged across the 4 school sizes for all 6 indicators of school violence, which, in every case, reflected a sharp increase from very small schools to small schools—peaking at small schools. Thus, very small schools appear to be at a greater advantage than are other types of schools with respect to incidents of school violence. Implications of the findings are discussed.
Social Media as Everyday Practice: Reflections on Multiplicitous ~ Becoming ~ Activist
(Journal of Critical Thought and Praxis, 2017) Eaton, Paul William
Highlighting my own daily social media practices as an example, I will unpack the various tensions and possibilities associated with being a scholar and social media activist as everyday practice. In what I refer to as multiplicitous~ becoming~activist, I harness ideas from Luis Urrieta, Jr. to challenge notions of social justice and activism identities as static, but rather as active processes that can and should be enacted within distributed social media spaces.
Tag-Untag :Two Critical Readings of Race, Ethnicity, and Class in Digital Social Media
(Journal of Critical Scholarship on Higher Education and Student Affirs, 2016) Eaton, Paul William
This article utilizes post-qualitative inquiry, providing two critical readings – one from a critical-cultural poststructural perspective (rooted in intersectionality theory) and one from a critical posthumanist perspective – of one student’s relationship to race, class, and ethnicity across distributed social media spaces. The act of tagging-untagging as described by Miranda is central to unpacking the two critical readings offered in this article. How students understand, articulate, and potentially unpack race, ethnicity, and class in the digital age requires college student educators to move beyond traditional developmental theories, exploring and engaging the ambiguity of these socially constructed concepts in a technologically mediated world. This article advocates that discussions of race, ethnicity, and class in the 21st century must account for digital social media spaces as well as new forms of inquiry - reading and plugging data into multiple theoretical perspectives
Team Performance Pay and Motivation Theory: A Mixed Methods Study
(The Journal of Research in Education, 2013) Wells, Pamela; Combs, Julie P.; Bustamante, Rebecca M.
This study was conducted to explore teachers’ perceptions of a team performance pay program in a large suburban school district through the lens of motivation theories. Mixed data analysis was used to analyze teacher responses from two archival questionnaires (Year 1, n = 368; Year 2, n = 649). Responses from teachers who participated in the team pay performance system reflected high levels of expectancy. Results were mixed for teachers’ perceptions of equity. Some teachers expressed concerns related to distributive justice and procedural justice of the performance pay process. Implications for researchers and practicing educators are discussed.
THE EFFECTS OF ABSTINENCE-ONLY SEXUAL EDUCATION ON YOUNG ADOLESCENTS
(Sam Houston State University Honors College, 2020-12) Berenzweig, Sydney Jean; Edgington, William
Abstinence-only sexual education has been taught throughout schools privately throughout the years but then gained traction and support in the 1960s [7]. It wasn’t until the 1980’s though that Americans started to oppose it and start actively fighting against the practice [7]. Many studies have been done through both sides of the debate to try and prove their point with only one side wielding unbiased and correct data to prove their point. This essay is in effect of the Pro-Comprehensive side of the debate and will explain many definitions, studies, and data from both sides of the debate but with a primary focus on the Pro-Comprehensive side of the debate. The methodology to find the information supporting the topic supported was found through a survey done using Google Form (turned out not to work with my thesis), searching for peer-reviewed articles on Google Scholar, and a Google search looking for reliable websites with pertinent information.

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