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2022-23 Georgia Southern University Basketball Roster
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EmpathVR: Teaching Empathy for ADHD Through Virtual Reality
No full textThis presentation will share the in-progress designs and research surrounding an interdisciplinary project to create a virtual reality-based “empathy game” designed to teach future counselors and others about the experience of living with Attention Deficit Hyperactivity Disorder (ADHD). In addition, we will share literature that is being used to support the development of this project and current trends and issues regarding virtual reality research and implementation, especially with regard to “empathy” and “serious” games
Messages from the Provost
No full textMessage from the Provost
Designing Confidence: GS Students Reimagine the Career Closet — and Discover Their Own Potential
Top 2% Scientists: Leading Minds in Scienc
Modified School Calendars in Charter Schools: Impacting Teacher Retention?
No full textAttracting and retaining teachers in the workforce is becoming increasingly complex. While there have been studies and reports related to why the decline in the number of educational professionals is occurring (Gangone, 2024), it has become a priority for those of us interested in the field of education to begin taking a serious look at how we can make the profession more appealing and sustainable. One newly emerging aspect of teachers’ work that is being examined is teachers’ workload and how the design of the school calendar contributes to teachers’ professional well-being. Specifically, some school districts are looking at reorganizing their school calendar and moving away from the traditional 180-day “summers off” calendar design. Examples of modified or “balanced” calendars being adopted by school districts across the country include iterations of the “year-round” school calendar, multi-track schedules, single-track schedules that provide more frequent breaks for teachers and students throughout the school year, and four-day school week designs (Thompson, et al, 2021).
Recognizing that teachers’ overall job satisfaction and reasons for their longevity in the field is multifaceted, it is critical to explore various approaches and seek creative ideas that enhance teacher satisfaction and in turn, impact teacher retention. This presentation will share findings from a study in which we examined how the school calendar and/or work schedule for teachers impacts their sense of professional well-being and retention in the field. Utilizing a list of all principals in Georgia provided by the National Alliance of Georgia Charter Schools, we surveyed the principals to gain insight in their perceptions of how school calendar design could potentially impact teachers’ job satisfaction, as well as recruitment and retention. Survey results will be available and shared by the time of the presentation
A Preliminary Exploration of Parental Involvement of Black Students\u27 Journey from P12 -Higher Education Retention & Degree Completion
No full textIn a time noted by increasingly diverse college populations, understanding the experiences and perspectives of first-generation college students (FGCS) has become dominant. Amongst the countless factors influencing their success, the role of parental involvement stands critical yet underexplored. (Sanders-Smith et. al., 2020) Black FGCS often navigate unfamiliar academic territory without the benefit of familial guidance deep-rooted in higher education experience. Therefore, an examination of their perceptions of parental involvement and its impact on retention and academic achievement through mixed-method research offers crucial insights (Jeynes, 2024). This approach aims not only to identify factors and variables that may illuminate the various dynamics shaping these students\u27 journeys, but also to inform targeted interventions designed to foster their persistence and success within the higher education sector
Teacher Implementation of Behavior-Specific Praise to Encourage Positive Student Behaviors
No full textBehavior-Specific Praise (BSP) refers to verbal or nonverbal feedback that explicitly acknowledges a student’s positive behavior or effort. Unlike generic praise (e.g., “Good job”), BSP identifies the specific behavior teachers want to reinforce, such as “Thank you for walking in a straight line” or “Great job staying on task!” BSP is delivered immediately after the desired behavior occurs to strengthen its future occurrence. This classroom management strategy promotes positive reinforcement, reduces negative interactions, and supports a constructive learning environment. When teachers consistently use BSP, students gain a clearer understanding of expectations and are more likely to repeat appropriate behaviors, which contributes to an orderly and encouraging classroom climate.
In this study, I will observe my mentor teacher, a general education educator, to examine how BSP functions in practice. Two separate 10-minute observations will be conducted during my placement. Using the data collection form provided by Dr. Criss, I will record each instance of behavior-specific praise, including both individual and whole-class examples that clearly describe observable behaviors
Examining Middle School Science Teachers’ Content Knowledge and Pedagogical Content Knowledge for the Nature of Science
No full textThis study explores middle school science teachers’ understanding of the Nature of Science (NOS) by examining both their content knowledge (NOS-CK) and pedagogical content knowledge (NOS-PCK). Using a sequential explanatory mixed-methods design, the research draws on data from 61 teachers who completed the VNOS-D+ survey, an adapted CoRe instrument, and a demographic survey. A qualitative subsample of 12 teachers participated in interviews and classroom observations to provide deeper insights into instructional practice. Quantitative analyses revealed limited predictive relationships between demographic variables and teacher knowledge, while qualitative findings highlighted a continuum of naïve, transitional, and informed views across consensus NOS aspects. Four participant profiles emerged, illustrating varying alignments between teachers’ knowledge and classroom enactment. The findings contribute to a more nuanced understanding of how NOS-CK and NOS-PCK interact, challenging assumptions that the two domains necessarily align. Implications are offered for teacher preparation, instructional support, and the development of strategies to better integrate NOS instruction into middle school classrooms
Leaving the Lectern: Building Collaborative, Inclusive, and Reflective Undergraduate Learners with the Five Cs Model
No full textThis session presents the authors’ model – the Five Cs – for building collaboration, inclusion, and reflection with undergraduate learners. The Five Cs model of Climate, Course Design, Co-Facilitation, Collaborative Assessment, and Critical Self-Reflection repositions the instructor from behind the lectern to within a circle of learning with others as a facilitator.
Drawing on principles of adult learning, learners are repositioned from passive receivers of information (Peters & Armstrong, 1998) to active co-constructors with the facilitator in shaping the learning environment course’s climate, as well as the course’s design, facilitation, assessment, and reflection.
In this presentation, the authors share the model and then explicate the strategies for enacting this model in creating learning environments that center students as co-creators of knowledge.
Through interactive discussion, participants will leave with adaptable strategies for building collaborative, inclusive, and reflective learning communities that strengthen learner agency, deepen engagement, and sustain educator growth
