Program

NCARE Annual Meeting Program
Thursday, March 30
12:00 - 5:00	1:30 – 4:30			5:00 – 7:00
ON-Site Registration Lobby Regular: $60.00 Student:: $35.00 (Registration Includes Lunch)	Pre-session Workshops (Free to anyone registered for the conference)			Wine & Cheese Social Lower Atrium
	Pre-session 1: An Introduction to Structural Equation Modeling. Hampton
	Pre-session 2: Sensuous Scholarship: Exploring the Purposes, Practices and Politics of Alternative Forms of Qualitative Research Re-presentation. Crowne
	Pre-session 3: Conducting Quality Presentations: Papers, Posters, and Roundtables. Embassy
	NOTE: Workshop attendance is restricted: pre-registration for workshops is strongly recommended. Email George H Olson, indicating the workshop you would like to attend.
Friday, March 31
9:00-10:00	10:15-11:30	11:30-1:30	1:30-2:45	3:00-4:15
Session 1 Hampton	Session 4 Hampton	Lunch/Business meeting Lower Atrium	Policy Forum Hampton&Embassy	Session 9 Hampton
Session 2 Embassy	Session 5 Embassy			Session 10 Embassy
Session 3 Crowne	Session 6 Crowne	Keynote Speaker Hampton	Session 7 Crowne	Session 11 Crowne
Symposium A Parlor	Symposium B Parlor		Session 8 Parlor	Symposium C Parlor
1:30-4:00 Poster Sessions	1. An Examination of Adjustment Issues Facing International Graduate Students 2. Secret Commodities of Sir Walter Raleigh
Book a room at the Holliday Inn		Submit your paper for an award

An Introduction to Structural Equation Modeling.
William B. Ware
University of North Carolina at Chapel Hill

After an overview of the three main types of models (path, measurement, and hybrid), basic concepts will be presented, including notation, model specification, model identification, model estimation, and model assessment. The session will conclude with a discussion of extended applications such as multiple group models and Latent Growth Curve analysis.

Sensuous Scholarship: Exploring the Purposes, Practices and Politics of Alternative Forms of Qualitative Research Re-presentation
Kelly Clark/Keefe
Appalachian State University

Explore how and why some social scientists focus on illuminating the range of sensory experiences that make up human experience by using alternative forms of crafting and presenting qualitative research. The presenter will begin the workshop by “performing” a text that intends to bring audience members into the intellectual as well as sensate (physical, emotional) dimensions of a research project, which focused on identity development among academicians who originated from working-class backgrounds. This performance text titled Degrees of Separation (in press) will serve as a springboard for a discussion about 1.) why some researchers in the social sciences take a non-conventional approach to writing and presenting their work 2.) what some of the alternative approaches to developing and sharing qualitative texts are 3.) what we can learn from contemporary ethnographers who have pushed the boundaries of traditional social science writing 4.) and what some of the debates are surrounding alternative forms both outside and inside qualitative research circles. Following our discussion, workshop participants will have a guided opportunity to experiment with writing-up research in alternative ways.

Conducting Quality Presentations: Papers, Posters, and Roundtables
Rita O’Sullivan
University of North Carolina at Chapel Hill

This workshop is geared toward graduate students and others who are interested in improving their presentation skills. Quality presentations allow your message to be clearly communicated. Understanding the dynamics that create a quality presentation promotes this communication. Appreciating the differences among the various presentation platforms further facilitates the process. This interactive session will provide all participants with an opportunity to practice their presentation skills around the tenants of quality presentations.

Sustainability of Innovations in Educational Organizations: Three Case Studies
Alice P. Naylor, and Lisa Runner
Appalachian State University
JoAnne Murray
St. Stephen's Lutheran School, Hickory

Abstract. Three case studies form the basis of an investigation of the sustainability of innovative programs in educational institutions. One is a case study of a university sponsored Fifth Dimension program dispersed in five regional elementary schools. The second is a case study of a bluegrass after-school music program in an Appalachian region elementary school, and the third is a case study of the role of student cohorts on the survival of a university doctoral program after its state mandated cancellation. The overriding question that guided each study was what factors contributed to the sustainability of each program. Three factors emerged in each study in varying degrees: the influence of a catalytic leader, a clear and sound theoretical foundation, and the self-organization and active participation of members of the organization. Sustainability, therefore, is thought to be the result of internal connections among people rather than cause and effect.

Working in Collaboration: A Case Study of Factors that Influence Post High School Plans
Rita O’Sullivan, Beth Powers Costello, Michelle Jay, Karyl Askew, Monifa Green Beverly, Tangie Gray Fleming, Janet Lopez, and Adrienne Sgammato
University of North Carolina at Chapel Hill

Abstract. The objective for this symposium is to share the methodology employed in conducting a case study that was focused on exploring the factors that influence post graduation plans for high school seniors in three school districts. The educational importance of this symposium is found in the sharing of multi-site, multi-investigator methodologies using case study methods aimed at investigating important qualitative outcomes. In particular, the methodology employed will provide an opportunity for researchers to gain insights into researching post secondary career and training choices of graduating seniors and elements of the case study methodology itself.

A Connected Coaching Approach to Improving Literacy Learning among Students
and Teachers at the Secondary Level
Megan Karvonen, David Strahan, Terre Folger, Marylou M. Matoush
Western Carolina University
Megan Keiser
Asheville City Schools

Abstract. In many districts, efforts to improve reading instruction have been more productive at the elementary level than at the secondary level. To address this challenge, Asheville City Schools formed a Connected Coaching partnership to integrate instructional improvement initiatives. Participants have conducted a comprehensive analysis of existing programs, instructional practices, and student performance. Literacy Coaches have begun to work with teachers in developing more productive strategies. Teams of content experts have connected these strategies with key concepts. To date, participants have developed "core sets" of research-based practices and have begun to relate them to the needs of individual students who were not making progress. To guide this process, they are gathering relevant data and using this data to guide decisions. This symposium will present results from the first year of implementation so that other educators may consider ways to tailor this approach to meet the needs of their students.

Superintendents Discuss Issues Surrounding Policy and Educational Research: A Panel Discussion
Robert Logan
Asheville City Schools
John Parker
Roanoke Rapids Graded School District

Abstract. Superintendents face more challenges than ever in a climate of increased accountability and responsibility to implement “research-based” programs while ensuring that each child receives a high quality education. Three superintendents – Mr. Robert Logan, Asheville City Schools; Mr. John Parker, Roanoke Rapids Graded School District; and Dr. Shirley Prince, Scotland County Schools – will discuss issues surrounding these challenges from the standpoint of district leaders. Each superintendent will introduce specific reform initiatives in place in their individual district, the impact of state accountability, and their needs for support from the research community. There will also be a question and answer segment involving participants.

Full-School Engagement as a Partial Mediator of Mathematics Testing Outcomes: A NAEP Analysis
Tom Munk
Westat, and the University of North Carolina at Chapel Hill

Abstract. A multi-level structural equation model with data from the 2003 National Assessment of Educational Progress, was used to (1) devise and confirm the fit of a second-order construct called Full-School Engagment (FSE), incorporating the engagement in the schooling process of parents, students, teachers, and administrators and (2) to test the possibility that FSE acts as a partial mediator of the well-known and strong relationships between school racial and economic composition and mathematics achievement. The existence of the unidimensional construct was supported, as was its role as a partial mediator.

North Carolina’s Growth in Reading and Mathematics
Gary L. Williamson, and Robert F. Baker
MetaMetrics, Inc.
Charles L. Thompson
East Carolina University

Abstract. Although North Carolina has held growth as the central focus of its accountability program for a decade, it has never taken full advantage of the accumulating longitudinal data to study the developmental nature of growth during the elementary and middle school years. This paper begins to address this compelling research issue. A multilevel longitudinal model for growth was used to characterize student growth in reading and mathematics from the end of third grade to the end of eighth grade in North Carolina for five successive cohorts of students. Results provide definitive mathematical characterizations of individual developmental growth for students during this segment of the life-span.

Testing the Testing: An Empirical Investigation of the Validity of the North Carolina Accountability Growth Model
Kim Brown
Western Carolina University

Abstract. The purpose of this study was to investigate possible threats to validity due to socioeconomic, financial, and demographic variables not accounted for in North Carolina’s accountability growth model for public schools. Using current data from 1186 elementary and 501 middle schools, regression models were generated to predict growth using (a) only the variables in the state’s actual growth model and (b) the state’s variables plus seven additional socioeconomic, financial, and demographic variables. Little evidence was found with regard to a serious threat to validity due to these additional variables. However, updated replicas of the state’s model were found to explain only a very low proportion of the variance in school growth statewide, with R2 values ranging from .054 to .135.

Measuring the Enacted Curriculum for Students with Significant Disabilities
Meagan Karvonen
Western Carolina University
Shawnee Wakeman, Claudia Flowers, and Diane Browder
University of North Carolina at Charlotte

Abstract. The purpose of this presentation is to describe the development, pilot testing, and refinement of an instrument that can be used to measure the enacted curriculum (what is taught) for students with significant disabilities. The Curriculum Indicators Survey (CIS) was adapted from established practice in general education settings and expanded to include evidence of other criteria required for USDOE Peer Review of states’ assessments designed for this population. This presentation will focus on initial item development procedures, item analysis, results from a pilot test, and qualitative findings from a teacher focus group. The CIS is intended for use in assessing alignment of the enacted curriculum with standards and assessments, and as a professional development tool to help teachers better align instruction.

Increasing Literacy Skill Instruction in Special Education Classrooms
Lynn Ahlgrim-Delzell, Claudia Flowers, and Diane Browder
University of North Carolina at Charlotte

Abstract. Historically, reading instruction for students with significant cognitive disabilities has been underemphasized. Qualitative research including content analyses of textbooks (Katims, 2000) and ethnographic studies of children’s school experiences (Kliewer, 1998) reveals a consistent lack of focus on reading. Instead, educators have focused on “functional” skills in activities of daily living. This session reports results for one study aimed at increasing special education teachers’ knowledge of literacy and their literacy skill instruction for students with significant cognitive disabilities. Teachers significantly increased 1) use of lesson planning for literacy lessons, 2) amount of time spent reading books to students, and 3) consideration of grade level language arts standards. Student with the most severe disabilities made significant progress in acquiring literary comprehension skills.

Parents' Perspectives on Fostering Self-Determination Skills in their Children with Disabilities
Wendy Wood, Leslie Cook, and Annette Ullrich
University of North Carolina at Charlotte

Abstract. The literature in the field of Special Education shows a growing emphasis on promoting self-determination (SD) skills in students with disabilities and family participation (Abery, 1994; Salembier & Furney, 1994). Given the importance placed on SD, the question about the role of parents in this process has been under-researched. The proposed study is based on the findings of previous research on the Self-Determination Synthesis Project (SDSP) (Karvonen, Test, Wood, Browder, & Algozzine, 2004). The results of this study showed that parents often assumed the roles of coach, role model, or advocate for their children, thus paralleling the school-based SD focus. A complete description of the program of this site is featured on the SDSP Web site (www.uncc.edu/sdsp). Eisenman and Chamberling (2001) found that peers and family members were the most important influence on the SD skills of students with disabilities. Zhang, Katsyannis, & Zhang (2002) found that SD skills are strongly influenced by the type of role models students with disabilities are provided with. Those roles include (a) the ways parents help students to develop knowledge, skills, and beliefs for self-determination; and (b) the ways in which interactions between parents and their children provide opportunities and reinforcement for acting in self-determined ways. This study presents critical features of effective interaction and shares perspectives and experiences of parents trying to promote SD skills in their children with disabilities. The purpose of this study is to examine roles parents play in helping their children acquire SD skills.

Session 3 (Innovative Format)
Michael Jazzar
University of North Carolina at Charlotte
Moderator

Taking the Risk Out Of At-Risk Students: Increasing the Achievement of African American Males
Michael Jazzar, and Theresa Isibor
University of North Carolina at Charlotte

Abstract. Educators have often failed in efforts to successfully provide adequate and successful learning for African-American male students resulting in a widening achievement gap between African-American males and other students. African-American male students have continued to fall and fail between the cracks of academic achievement. It is now time for educators to experience and align teaching pedagogy to student learning styles in implementing team investigation. Our studies, research and practical experience reveal that team investigation will increase independent thinking and achievement of African-American male students while simultaneously taking the at-risk out of at-risk students.

Session 4
Belinda Black
North Carolina Department of Public Instruction
Moderator

An International Comparative Study of Some Aspects of European Education System with Education System in the United States
Daljit Kaur
University of North Carolina at Charlotte

Abstract. The purpose of this study is to provide insight into differences and similarities contributing to international comparison between the education system in the United States and Europe. This study was conducted during a study abroad program called “Schools and Culture of Europe” in the summer of 2005, through University of North Carolina, Charlotte. Main factors focused in studying the differences between the education systems in the two countries were school organization, school types, curriculum, teaching load, teacher shortage, teacher certifications, teacher salaries, parent involvement, school administration, classroom dynamics and special needs students. Different types of schools like international schools, special education schools, vocational schools and regular schools were visited during schools in session in three countries, Belgium, Germany and the Netherlands. This is a qualitative study that used in person on-site interviews with school administrators, teachers, students and parents in different types of schools. Observations were conducted to take a close look at in class student behavior, student teacher relationship, strategies used by teachers to teach students etc. Data was analyzed by categorizing themes into common categories from interviews and observations accompanied by field notes and pictures taken during observation. Findings reveal a realistic view of some common and some different educational issues faced by teachers, students, parents and administrators in both the countries. The results of the study are discussed from perspectives of the various stakeholders depending on the type of schools. Future implications of this study are also discussed.

An Investigation of Post-Catastrophe Influence on Academic and Personal Lives of Hurricane Katrina Student Evacuees
Daljit Kaur
University of North Carolina at Charlotte

Abstract. The purpose of this study is to provide an insight of the challenges imposed by a post catastrophe on Katrina Evacuee students. This is a qualitative study being conducted, to obtain a unique, first hand and in-depth understanding of the consequences of the Katrina disaster on the lives of four college students, currently enrolled at a University in North Carolina. The goal of this study is to obtain extensive first hand view points by conducting in-person interviews with student evacuees affected by Katrina versus relying on news media reports. This will give a greater insight to understand their experiences related to immediate reactions, needs, future plans, choice of alternative universities, peer and family relationships and their attitudes towards life since Katrina. Ways in which Katrina has impacted their educational goals, the differences they have experienced between the education systems between their current and previous institutions. The study will also discuss the type of assistance these students have received from either the government, Red Cross, church or any other organizations. Influence of social, cultural and religious differences that these students have come across and how they have coped with those differences is also a part of this study. Student evacuees are being interviewed in person using an interview protocol focusing on how their academic and personal life adjustments have been impacted by social, cultural, and religious differences, if any. Interviews will be transcribed verbatim and arranged according to common themes and categories. Results and future implications of the study will be discussed based on the findings.

Community College Presidents’ Perceptions of Intercollegiate Athletics
Mitchell R. Williams, and Kevin Pennington
Western Carolina University

Abstract. This study examines community college presidents’ perceptions about whether two-year college intercollegiate athletics enhances pride in the institution among various constituencies, increases enrollment and student recruitment, has appropriate financial and administrative procedures, and supports the mission of the community college. Presidents in six states were surveyed about their perceptions of issues related to community college athletics. Findings indicate that the presidents believe athletics promote pride in the institution among students and the general community and promote community interaction with the campus. At the same time, there was general agreement among leaders of institutions with and without athletic teams that the athletics budget process and procedures for establishing new teams are not well understood by institutional leaders. Finally, there was significant disagreement among leaders as to whether intercollegiate athletics support the mission of the community college.

Perceptions of the Space Between: How Principals and Novice Teachers View Administrative Support
Presented by Mark Robertson
Charlotte-Mecklenburg
Louise Anderson Allen
Fayetteville State University
Dawson Hancock
University of North Carolina at Charlotte

Abstract. This paper session will present the findings of a comparative study in two large urban school districts in North Carolina. It identified principal and novice teacher perceptions of administrative support that contributed to the districts’ teacher retention and turnover. These two districts with widely disparate teacher turnover rates were compared for factors that have been identified by Rosenholtz & Simpson (1990) as organizational influences on novice teacher commitment and satisfaction, and thus retention in the profession. Using both quantitative and qualitative methodological methods, the data revealed no discernible differences in organizational sources of administrative support for the two districts. What was apparent from the data is that novice teachers face enormous challenges in both districts. Those factors as identified by Rosenholtz and Simpson were perceived by novice teachers in both districts as critical to their satisfaction and commitment. The review of the qualitative data did reveal two additional concerns for novice teachers: the almost bi-polarity of the novice teacher’s vision of teaching before and after arriving in the workplace and the importance of collegial support. Although administrators do not directly control collegial support, initiatives by administrators to create a climate of collegiality were noted by novice teachers. Further, administrative support factors that affect novice teacher turnover appear to be based at the school, rather than district level. In addition, novice teacher perceptions of administrative support appear to be highly individualized. Implications of the research findings for preparation programs for future leaders, current school administrators and school districts will also be discussed.

As the Field Turns: Have Themes Changed in Gender Research in Mathematics Education
Beverly Glienke, and Crystal Hill
University of North Carolina at Chapel Hill

Abstract, In this summary of research the literature related to gender differences in mathematics education from 1990 to the present is reviewed. A collection of fifteen peer-reviewed and research-based journals were chosen for our search. Out of these journals twenty-seven articles were found that related to our research. An annotated bibliography was created, and the articles were placed into the following categories: teacher beliefs, student motivation/beliefs, parental involvement, learning environment, cognition, and participation. A summary was provided for each category, and recommendations for the direction of future research and educational implications were given.

A new model of adult transformative learning: Integrating spiritual intelligence (SQ) theory
Stephen White
Appalachian State University

Abstract. Over the past twenty-years, adult educator Jack Meizrow’s theory of transformative learning has inspired a considerable amount of empirical research. More recently, some scholars are exploring ways to expand the theoretical implications of transformative learning in adult education. The objective of this study is to extend the theoretical exploration of transformative learning by presenting a new model of the learning process that integrates what is being termed by cognitive scientists, psychologists and educational theorists as spiritual intelligence (SQ) theory.

A Validation Study of the Symbolic Communication Levels of Students with Significant Cognitive Disabilities
Shawnee Wakeman, Claudia Flowers, and Diane Browder
University of North Carolina at Charlotte

Abstract. Current federal policy requires that students with disabilities participate in large scale assessments and be included in schools’ AYP scores. Students with significant cognitive disabilities are eligible to participate in alternate assessments based on alternate achievement standards. In addition, a state may set multiple alternate achievement standards. Determining appropriate ways to set these multiple achievement standards is a challenge many states are currently facing. The purpose of the current study is to validate one method to differentiate between the achievement levels for students with significant cognitive disabilities. Teachers of students who participate in the alternate assessment will be surveyed about the communication characteristics of their students and identified the symbolic category (i.e., symbolic, early symbolic, pre-symbolic, awareness, or no category) that best describes the students selected (e.g., one high functioning student and one low functioning student). Data will be examined using descriptive statistics, cluster analyses, and discriminate analyses.

The Effect of Creative Curriculum Training and Technical Assistance on Head Start Classroom Quality
Richard Lambert, Megan O’Donnell, and Jeni Kusherman
University of North Carolina at Charlotte

Abstract. Classroom quality was measured in Head Start classrooms across two separate sites in the southeastern United States. The classrooms were randomly assigned to treatment and control conditions. The treatment teachers received training and technical assistance to enhance the implementation of The Creative Curriculum ® (Dodge, Colker, & Heroman, 2002) (CC). The following measures were used to examine classroom quality: Early Childhood Environment Rating Scale-Revised; Caregiver Interaction Scale; Teacher Behavior Rating Scale; and CC Implementation Checklist (Dodge, Colker, & Heroman, 2003). The treatment condition yielded gains across all measures at the end of the second year of the study. Stronger effect sizes were found in the treatment group at the site that maintained higher quality technical assistance. These findings suggest that the high quality technical assistance is associated with higher classroom quality.

Evaluation of Ninth Grade Dropout Risk Factors
Bernice Campbell, Mary Hall, and Janet Johnson
EDSTAR, Inc

Abstract. EDSTAR, Inc. is working with Wake County Public Schools System’s (WCPSS) Counseling Services to identify characteristics and risk factors of WCPSS students who dropped out in ninth grade during the 2003-04 and 2004-05 school years. Wake County reports dropout statistics for their schools every year. An analysis of WCPSS dropout data shows that ninth graders account for almost 40% of their high school dropouts. Although a number of Wake County schools have dropout prevention programs, no analysis has been performed to determine who is dropping out and why.

EDSTAR is evaluating data for ninth grade dropouts by analyzing their school records for prior years. We are developing “profiles” describing those students who drop out and statistically analyzing prior school records to determine if any factors or combination of factors are reliable, dropout risk factors. Our evaluation data will include academic and behavioral indicators such as end-of-grade test results, classes failed, prior retentions, suspensions, and absences, in addition to other indicators such as the middle school attended. We will have the results by February, 2006.

A Study of Effective Biology Teaching: A value-added instructional improvement analysis model
Glenda Haynie, and Michael Tally
Wake County Public Schools

Abstract. This research study developed a value-added instructional improvement analysis model. North Carolina state testing results were used in regression and residual analyses of student scale scores. This analysis allowed for identification of the “most effective” and “least effective” biology teachers in a large county district. The study found the following key conclusions about effective biology teachers. They were focused on the delivery of biology instruction. They resisted distractions from their classroom efforts. They maximized student use of class time. They studied and planned with other teachers using the North Carolina Biology Standard Course Of Study. They focused all student time on the Standard Course of Study goals. They carefully planned teacher controlled student activities, and they used data to guide their instructional practice. The results of this study validated the use of district residuals in school improvement efforts and increased the collaborative improvement efforts across schools.

On-line Instruction: Another Mode of Delivery and Its Implications
Louis L. Warren
East Carolina University

Abstract. Technology has made a significant impact on how instruction is delivered in higher education. The majority of colleges and universities now offer some form of on-line instruction. Each year, the number of courses being delivered over the internet is increasing. The teaching methodology of higher education faculty has changed as the result of teaching online. The important question to address in this movement of online course delivery is students’ outcomes. Is the achievement level of students who take classes online equal to classes that are taught face-to-face? That is the question addressed in this study.

High Schools Online: An Exploratory Study of the Effectiveness of High School Web Sites
Richard Hartshorne
University of North Carolina at Charlotte

Abstract. Traditionally, the focus of high schools has been the comprehensive instruction of specific content areas as well as preparation for either higher education or entrance into the workforce. High school web sites can support these goals. In this study, we evaluate the overall quality of high school web sites from a design, structure, and content perspective, as well as examine the extent to which high school web sites support the overarching goals of high schools. This presentation will include a detailed discussion of the research methods, evaluation results, and suggestions facilitating high schools’ use of the benefits of their web presence, resulting in school web sites that go beyond merely providing general school information and, instead, become a resource for parents to find information about their child’s schooling

An Effort to Help Women and Minorities Embrace the Information Technology Field
Kelly Nicholson, and Dawson R. Hancock
University of North Carolina at Charlotte

Abstract. In the U.S. and many other industrialized nations, far fewer females and minorities enter Information Technology (IT) fields than do males and majority populations. Research has revealed that unsupportive educational environments reinforced by obstructive societal norms and expectations have often contributed to the lack of interest and involvement of these populations in IT. To address these problems, researchers and faculty at a large university in southeastern U.S. conducted a Diversity in Information Technology Institute (DITI) Workshop – a five-day workshop designed to demonstrate that blending diversity and technology training for middle school teachers and guidance counselors can increase the interest of young students, particularly women and minorities, in IT. The workshop was designed based on the belief that teachers and counselors can be proponents for equal opportunity and treatment in IT, expose students to various uses and applications of IT skills, and provide IT instruction and guidance that crosses the barriers of gender and ethnicity. Quantitative and qualitative data collected during the workshop revealed that workshop participants enhanced their understanding of the range of career opportunities in IT, became aware of obstacles hindering gender and ethnic diversity in IT, acquired skills and knowledge that increased their professional competence toward helping young people enter the IT field, felt prepared to implement action plans to enhance gender and ethnic diversity in their schools, and appreciated the many useful resources (posters, websites, and fieldtrip ideas) offered to them during the workshop. The purpose of this presentation is to evaluate and describe the components of the workshop that led to its success and to present a model for possible replication at other institutions.

Investigating the Validity and Reliability of the School Technology Needs Assessment (STNA)
Jeni O'Sullivan Corn
University of North Carolina at Greensboro

Abstract. The Technology in Learning (TiL) program at SERVE has developed an instrument to assess school-level needs related to the use of technology for teaching and learning. The proposed study will investigate the validity and reliability of the 2005 School Technology Needs Assessment (STNA), using data from 2260 respondents from 56 schools. This research study includes a thorough literature review, supporting the construct validity of STNA’s subtests; estimates of internal consistency reliability; and examinations of moderating variables that might affect response patterns of STNA, including but not limited to site-based response rate and the interaction of response rate and school size. The results of this study will be used to make specific recommendations to school staff about effective deployment strategies and interpretation of results, and will inform future revisions to the instruments.

Young Latino Students’ English Reading Growth All-English Classroom
Presented by Karren Guthrie , Steve Amendum, and Jill Fitzgerald
University of North Carolina at Chapel Hill

Abstract. Two questions were addressed: a) How does first- and second-grade Latino English-language learners’ growth in English reading compare to monolingual native-English-speaking peers’ growth across a two-year period; and b) Does first- and second-grade Latino English-language learners’ two year English reading growth vary according to their native-Spanish and/or English oral language ability? One hundred and twenty-two participants were assessed on a variety of reading and language measures at several time points. A series of repeated measures analyses of variance and covariance was conducted in stages. Main conclusions for the two research questions were: a) Latino Instructional Reading Level growth was similar to their monolingual peers’ growth, and there were some differences between the two groups in selected reading sub-processes growth patterns; and b) For Latino students, English-Instructional Reading Level growth varied according to both native-Spanish and English-oral language ability, though on the whole, English-oral language effects were primarily evident for the children with the very lowest levels of English-oral language.

Latina/Latino Students’ Knowledge and Perceptions about American Citizenship
Drinda Benge
University of North Carolina at Chapel Hill

Abstract. This research study investigated Latina/o students’ knowledge about American citizenship, specifically the processes involved in becoming an American citizen and the rights, duties, and responsibilities associated with American citizenship. Means were calculated and compared based upon demographic information including but not excluded to gender, age, grade level, GPA, place of birth, generational status, first language learned, and maternal education attainment level. Students’ perceptions about citizenship, specifically characteristics students associate with being a good citizen and the influences upon the development of their citizenship, were explored. The study also explored students’ perceptions about the civics curriculum and instruction in school including activities used the most and least often in their civics courses, activities students identified as their most and least favorite, and their preferences for specific activities that can be used in studying citizenship.

The Rapid Browning of North Carolina: An Analysis of Latino Demographics and Implications for English-Language Learners
Manuel P. Vargas
Appalachian State University

Abstract. Of all the Western democracies, the United States has always been the receiving country of large numbers of immigrants. While most immigrants from the 1900s traced their place of origin to European countries, more recent arrivals, as document by the 1990-2000 U.S. Census, trace their place of origin to Latin America and Southeast Asia. A large number of communities across the United States have experienced a surge of Hispanic population. Specifically, the South more than any other region in the country, has experienced one of the fastest growing Hispanic populations in the country. Leading the Southern states in this rapid growth is the state of North Carolina.

In the December issue of Phi Delta Kappan, 2005, Ann C. Lewis, addressing the National Assessment of Educational Progress (NAEP) data to demonstrate that progress in reading and mathematics had been better before the passage of NCLB (No Child Left Behind), also points out that many pundits do not seem to acknowledge that since the passage of this legislation four years ago, “schools all over the country are feeling the impact of more English-language learners (ELL) than ever before” (p. 260). Schools all over North Carolina have certainly seen the number of second-language learners go up.

In this presentation I will describe the demographic change in the state of North Carolina and major language barriers that LEP (Limited English Proficient) students face. Additionally, I also identify some cultural barriers to provide a wider context to this discussion.

Working Late: Exploring the Careers, Motivations, and Barriers for Working Seniors
Vivian W. Mott
East Carolina University

Abstract. Discrimination of older workers is illegal in the United States; yet, seniors nonetheless frequently find themselves the target of more subtle forms of prejudice and inequity in the workplace. Seniors are often given difficult or less advantageous work assignments or schedules, restricted from training that could lead to advancement, or suspended under the guise of economic downsizing. In other circumstances, seniors in today’s workplaces may experience resistance or out-right hostility from co-workers who feel their own advancement or security threatened by senior colleagues.

In this phenomenological multi-site case study, 12 senior women and men in a variety of paid positions in business, proprietary education and training, government, and human services responded about workplace experiences. Of particular interest were the nature of their positions, motivations for working, training or continuing education opportunities, advancement prospects, and means of coping with perceived discriminatory practices in their workplaces. The 7 men and 5 women ranged in age from 59 to 86 and worked as field technicians, held professional or supervisory capacities, or worked in retail or service-related positions. Data were collected through focus groups and in-depth conversational interviews and were analyzed with constant comparative methods consistent with phenomenological research strategies.

Findings focus on: (a) seniors’ motivations for continuing employment; (b) barriers experienced in the workplace and coping mechanisms used; (c) generational differences in communication and interpersonal dynamics among seniors and their colleagues; (d) effect of age, status, and experience on security and capital in the workplace; and, (e) role of self-directed learning by senior employees.

Career Paths of Department Chairs in Internal Medicine, Pediatrics & Family Medicine
Heidi A. Lane, Cheryl McFadden, and Maria C. Clay
East Carolina University

Abstract. The purpose of the study was to document the career paths of department chairs in academic medicine. The research explored (1) the experiences of department chairs prior to becoming chair, (2) how chairs from similar departments describe similar career paths, the amount and significance of scholarly activity, including grants, and (3) any description of residency program or career path that produces more department chairs.

This study concluded that (a) chairs were similar in achieving the rank of professor, long tenure was common, and there was no significant difference in leadership in university/medical shared governance, (b) the support of the dean was an integral part of the career path, and chairs were often asked to assume the role of interim chair, a role that frequently led to appointment to a chair position; (c) chairs expressed that current training programs and workshops that prepare a department chair for the role are only offered after an individual becomes chair; (d) there were significant differences between disciplines in the number of years in academia prior to the appointment to the department chair position, (e) the role of interim chair and professor were precursors to assuming a chair role; (f) there is significant difference in scholarly activity between the chairs in the three disciplines, specifically in amount of refereed journal activity, book chapters, abstracts, other publications and the number of grants written, and (g) the type of leadership experiences reported on the curriculum vitae and the differences that occur between disciplines.

Is collaborative grouping an effective instructional strategy? Using IMMEX to find new answers to an old question
Edward Case
Western Carolina University

Abstract. This presentation will describe the use of a software package that tracks students’ movements through a problem space as they attempt to solve scenario-based problems. Because the student can choose which information to view in attempting to solve the problem, the number of possible paths that may be used increases exponentially as the number of possible sources of information increases. Artificial neural network analysis clusters performances that utilize mostly the same sources of into a number (36) of specific strategies. Hidden Markov Modeling is then used to identify a smaller number (5) of problem-solving states. Once the problem-solving strategies of students have been assessed, the next step is to work to improve the students’ strategies. This presentation will include the results of a study in which IMMEX was used to evaluate the effects of a collaborative learning intervention on the problem solving strategies of students in a General Chemistry course.

Life Styles, Student Life Stressors and Health Status among Male and Female College Students
Terence Hicks, and Eboni Miller
Fayetteville State University

Abstract. This study was conducted on college students who were enrolled during the spring 2005 semester at a doctoral granting university in North Carolina. The present study involved a sample of (n = 514) and investigated life-styles, student life stressors and health status among African American male and female college students. The researchers consider this study to be very informative and beneficial for college and university administrators, especially college and university admissions personnel, admission counselors and faculty members. The study findings could offer insights to accommodating and retaining students who may experience non-academic issues during their college experience.

Listening to Beginning and Student Teacher Voices in a Professional Development School
Kay Campany
Appalachian State University and Avery County High School

Abstract. Teacher retention is a growing problem for America’s Schools. The problem is not dwindling numbers of teachers entering the profession; it is the failure to keep teachers in the classroom. Avery County High School is a Professional Development School with Appalachian State University; this association has provided opportunities for dialogue to enhance teacher education. A pilot study for qualitative research was conducted in an effort to understand the issues facing beginning and student teachers. Beginning teachers and student teachers were interviewed individually during the 2005 fall semester. Induction for beginning teachers is becoming more critical to smaller school systems as teacher retirement continues to grow. Mentoring should begin before the first day of school. Beginning teachers want classroom observations with suggestions to improve their practice. Student teachers want classroom observations with suggestions to improve their practice from cooperating teachers. The Professional Development School Committee provides a seminar for all student teachers and interns each semester, entitled conversations with teachers. Each school administrator provides an overview of their role in the school and participants submit questions about teaching anonymously, which are answered during the seminar. Listening to beginning and student teachers provides an opportunity for school improvement. It also provides an opportunity to better understand how outsiders view the school culture. As schools become more diverse, we must understand how we engage, encourage, discourage, and silence all voices. Teachers, administrators, student teaching supervisors, and everyone involved in teacher education have an opportunity to make schools a better place to learn.

North Carolina's School Counseling Programs
Presented by Janet Johnson, Kris Niedrich, Bernice Campbell, and Julie Johnson
EDSTAR, Inc

Abstract. EDSTAR, Inc. undertook a project to help the North Carolina Department of Public Instruction determine whether school counselors in North Carolina school systems are using data to target students and if evidence of effectiveness of services is being documented. Additionally, we identified obstacles school districts face when implementing comprehensive counseling models that include having goals, proactively using data, and keeping records. The project also documented other effects of adopting the comprehensive counseling models (e.g., the American School Counselor Association model), such as the roles of counselors, perceptions, and collaboration between service agencies. Because such comprehensive, proactive programs are relatively new, few studies have been done on their effectiveness or the problems counselors face when trying to implement them.

Some of our findings were alarming, such as the use of demographic correlations to determine which students to target for intervention. EDSTAR learned that very few schools are using a proactive, comprehensive counseling model, although many counselors are trying to implement such a program and many would like to. Among the counselors who do use such a model, we heard some encouraging examples in which large cohorts of students were helped in ways which could be easily replicated. We also discovered many of the obstacles counselors face when trying to implement such proactive programs. These included lack of access to readable data, lack of support from staff, and insufficient training in technology to interpret or document data.

The professional development needs of K-12 ESL and foreign language teachers in North Carolina: Selected findings and recommendations
Anastacia Kohl
University of North Carolina at Chapel Hill

Abstract. The purpose of this study was to explore the professional development needs, experiences, and interests of English as a Second Language (ESL) and foreign language teachers in North Carolina. Another area of investigation was the perceived level of administrative support ESL and foreign language teachers received to pursue professional development. Extensive demographic data were collected, and the existence of any relationships between perceived level of professional development need and the demographic data were investigated.

The sample of this study was 377 randomly selected ESL and foreign language teachers in North Carolina. Participation consisted of completing a survey created by the researcher specifically for this study. Out of the 377 members of the sample, 170 responded and 161 were deemed eligible to participate.

The results of this study gave insight into the professional development needs, experiences, and interests of ESL and foreign language teachers in North Carolina, as well as insight into the perceived level of administrative support for professional development experienced by these North Carolina teachers.

In addition to data analysis and discussion, recommendations for effective professional development, administrative support, and further research are given. The hope of this researcher is that the professional development experiences of North Carolina teachers will be positively impacted through the findings and recommendations of this study, and that ESL and foreign language teachers in North Carolina will be given a voice as a result of their participation in the study.

The Diverse Professional Development Needs of NC Teachers
Muhsin Michael Orsini
University of North Carolina at Greensboro

Abstract. The purpose of this research study was to identify and investigate the professional development needs of teachers. Dissemination of the findings is intended to inform school improvement efforts by helping educational leaders and policy makers provide better support to teachers, thereby improving teacher satisfaction and retention. A random sample of North Carolina elementary, middle, and high school teachers was invited to participate. Through postal mail, the teachers received a letter of introduction and survey instrument with business reply envelope. The survey instrument, constructed and employed during previous research, was designed to elicit the professional wants, needs, and characteristics of teachers. Teachers rated the importance of 29 professional development needs: (a) professional development activities, (b) in-service training opportunities, (c) leadership activities, and (d) advanced teacher training opportunities. In addition, teachers reported personal and professional characteristics. The characteristics of participants were similar to known characteristics of North Carolina teachers, suggesting that this research study has good population validity. Contingency table analysis was used to test the independence of the professional needs and characteristics of teachers. Findings suggest that the professional development needs of teachers are not independent of school population, ambitious personality, and adventurous personality. Tables and figures present the most important professional development needs of these sub-populations of teachers. First and foremost, the findings of this research study provide empirical evidence that the professional needs of teachers are related significantly to the characteristics of teachers, suggesting that educational leaders and policy makers should differentiate professional development for teachers.

Community Oriented Librarian Recruitment Scholarships (COLRS): Assessing the Needs for School Library Media Specialist in Rural School Districts
Larry Nash White, and John B. Harer
East Carolina University

Abstract. As one studies the current trends in recruiting and retaining school library media specialists within rural school systems, a considerable amount of evidence indicates rural school systems face many additional and different challenges to filling school library media specialists’ positions with qualified candidates. However, no study to date has assessed the need for school library media specialists for rural schools. This presentation describes an assessment process for determining the present and future need for rural school librarians.

Over the past three years, East Carolina University has operated a highly successful model for addressing teacher recruitment and retention through an established partnership known as the Latham Clinical Schools Network (LCSN). LCSN presently serves twenty-three rural school districts in eastern North Carolina. With this in mind, the study will explore whether it is possible to use the successful LCSN model of recruiting teachers into rural school systems in eastern North Carolina to identify, expand, and improve the recruitment and retention of school library media specialists through the Community Oriented Librarian Recruitment Scholarships (COLRS) program.

Use of Primary Source Documents for Teaching Information Literacy Skills: Case Study in a Rural Eastern North Carolina Secondary School
Carol A. Brown
East Carolina University

Abstract. A case study method was used to investigate secondary students’ use of primary source documents for assignments requiring research papers and presentations. Over a time period of one academic year, two research papers and one electronic slide presentation provided data for document analysis. In addition, focus groups with students and interviews with their teachers were conducted. Pre and post surveys were administered to students during their projects. Qualitative methods were used to code and summarize comments from the interviews. Video tapes of presentations were examined to evaluate students’ ability to orally report on bias in historical documents. Two important recommendations for teachers and media specialists can be provided from this study. First, typical search methods included browsing websites looking for facts that can be gathered and reported for the final project. Primary source documents do not include basic facts and figures; rather, these are first person accounts of an event that may differ by time, location, and personal perspective. Thus, students were motivated to search at a deeper level to “write their own history”. Secondly, students gain new information literacy skills by examining primary source documents for bias and opinion statements rather than basic facts. In addition, the researcher and teachers are able to report a variety of validated methods and resources for teaching social studies and history.

The Impact of Intramurals on Young Adolescents
Louis L. Warren
East Carolina University

Abstract. This study examines the practice of intramurals and its impact on students’ self-concepts and perceptions of their school climate. Instruments used were the Self-Description Questionnaire-II and Quality of School Life Scale. Results showed that students participating in intramurals had higher overall self-concepts than did students receiving no opportunities for intramurals as well as higher overall quality of school life. The findings suggest that intramurals plays an important role in making middle grades more responsive to the needs of young adolescents.

The Tanglewood Project: A Case Study of Arts Integration
Howard V. Coleman
University of North Carolina at Wilmington

Abstract. Given the current legislative requirements of No Child Left Behind there is a critical need for public schools to implement effective instructional programs and positive school improvement efforts. The purpose of this case study was to determine the impact of a arts integration project on student achievement, student behaviors, and the quality of student home/school relations in a low-performing school. If improvements in student academic performance and other high quality school indicators could be documented through the use of arts integration in curriculum and collaborative activities, then this would be a valuable tool to assist teachers and administrators in meeting the requirements of federal and state accountability mandates in impoverished schools. Critical instance evaluation and qualitative convenience sampling methodology were used to conduct the arts integration case study. South Carolina Palmetto Academic Challenge Test (PACT) measurements for the past four academic years provided comparison data for pre-project and post-project changes in student achievement. Student suspension and truancy rates were used to determine attainment of the project’s student behavioral outcomes. Student, teacher, and parent surveys provided information on changes in the quality of student home/school relations. Student measures indicated improvements in student achievement, student behaviors, and student home/school relations. Teacher survey results revealed positive increases in their perceptions of student home/school relations. Parent satisfaction rates with the quality of student home/school relations decreased from 2002 to 2005. Overall, the Tanglewood Project appears to have had a positive impact on student performance and other high quality school indicators.

An Examination of Adjustment Issues Facing International Graduate Students
Theresa Isibor, and Richard Hartshorne
University of North Carolina at Charlotte

Abstract. This study focused on (a) Two international students needs for a successful graduate program experience, (b) initial barriers to the graduate school experience, (c) consistent barriers to the graduate school experience, and (d) factors that facilitate a successful graduate school experience. These themes were further broken down into internal, external, and combined factors in an effort to better understand the graduate experience of international students. Results and implications are discussed.

Secret Commodities of Sir Walter Raleigh
Fred L Willard
The Lost Colony Center for Science and Research

Abstract. The study of the Roanoke voyages is shrouded in unsubstantiated claims, studies and hyperbole. Very little hard research has been accomplished from a multidiscipline approach including field work that can confirm or eliminate promising hypotheses from consideration. This research is an attempt to interpret one small area of comments about the writings of some of the primary characters involved with The Roanoke Voyages. Thomas Harriot, the scientist, mathematician, cartographer and ethnographer of these early English explorations wrote several articles that have survived these four Hundred–plus years. He is documented as insinuating that the colonists had discovered a commodity that would , “Of Certaintie”, make investors very wealthy (Hulton: 1972: 12). There is no published literature or citation that would indicate what these commodities could be.

Papers presented at the annual conference are eligible to be considered for one of two recognition awards:

If you are planning on attending the conference, and wish to reserve a room, do so soon. A limited block of rooms is currently being held at a special rate of $69.00.