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Enhancing Biological Control by Native Stink Bug Parasitoids in Pecan Orchards through Cover Crop Implementation
No full textParasitoids are a diverse group of insects that contribute to several dimensions of biodiversity, including biological control of arthropod pests. Understanding parasitoid ecology, behavior, reproduction, habitat selection, and preferred pest host is crucial to increasing their populations for natural pest control. The invasive brown marmorated stink bug, Halyomorpha halys (Stål) (Hemiptera: Pentatomidae) is a significant insect pest in agricultural systems, including pecan orchards. Natural enemies, such as stink bug egg parasitoids, may help control H. halys outbreaks in pecan. The addition of floral resources, such as crimson clover, which attract parasitoids, may also increase rates of parasitism as well as parasitoid abundance. For my thesis, I tested whether parasitoid rate of attack, abundance, and diversity differed with and without crimson clover in pecan tree canopies or on the ground next to trees. I monitored rate of attack with sentinel egg masses and abundance with yellow sticky cards. From H. halys sentinel egg masses, five native stink bug egg parasitoid species were detected, including one new species for the state of Georgia, Anastatus pearsalli (Ashmead), as well as Trissolcus brochymenae (Ashmead), Trissolcus euschisti (Ashmead), Telenomus podisi (Ashmead) (Hymenoptera: Scelionidae), and Anastatus reduvii (Howard) (Hymenoptera: Eupelmidae). From sticky cards, I also detected five native stink bug egg parasitoid species, including A. reduvii, T. brochymenae, T. euschisti, T. podisi, and Ooencyrtus species (Hymenoptera: Encyrtidae). Overall, rate of attack in sentinel egg masses was higher in orchards with crimson clover compared to the control and was higher in the canopy compared to the ground. Parasitoid abundance was similar whether crimson clover was present or not. Despite similar abundance, increased rates of attack suggest that crimson clover improves biological control of H. halys in pecan orchards. Importantly, planting crimson clover in pecan orchards is a simple, sustainable approach for growers to control H. halys.Chambers, EricTillman, GlynnGrabarczyk, ErinM.S.Biolog
Telling Their Stories: White Women Educators Teaching Multicultural Literature
No full textThis paper presents the experiences of six White women who teach English in Southern states with active book bans. I conducted a series of three interviews with each participant in which I followed an interview guide focused on the principles of narrative inquiry, constructed a timeline of each participant’s life to ensure accuracy, and created life story narratives by applying narrative smoothing to interview transcripts. I coded the data using the in vivo, emotion, values, process, and concept coding methods, which led to categorizing and connecting the data to form three major themes: 1) Unique experiences and phases in life opened participants’ eyes to race and/or culture as influential, important constructs in the world and made them aware that biases, both their own and others’, are detrimental to BIPOC and LGBTQIA+ lives; 2) By understanding the need for minority students to feel represented in the classroom, these English teachers intentionally chose multicultural texts that embraced the cultures of all students; and 3) When teachers used their privilege to advocate for minority students to feel represented and appreciated through multicultural literature, they not only confronted their own fears but those of others as well. The findings of this study suggest the impact of past experiences on teachers’ curricular decisions, the significance of representation through classroom literature, and the courage necessary to teach multicultural literature in a climate of censorship.Droulliard, ColetteSchmertzing, RichardSchmertzing, LorraineEd.D.Curriculum, Leadership & Technolog
Odum Library Annual Report Fiscal Year 2024
No full text1 Electronic document (.pdf). 35 pages. 3.94 MB (4126238 bytes).Valdosta State University. "Odum Library Annual Report, 2023-2024," Valdosta State University Archives and Special Collections. Valdosta, Georgia. United States
Reflecting Back: A Narrative Inquiry of the Experiences of Creating College Application Essays and Videos
No full textHigh school students often find the college application process daunting and stressful. One area of concern is the application essay. This study examines the feelings of students who recently completed writing college application essays and videos. This study explores the experiences of students at a diverse high school near Atlanta, Georgia, during and after the process of creating college application essays and videos. The experiences of students during the application process were important to study because (1) there was a gap in the knowledge base related to the evolving role of essays and videos in the college application process, and (2) acquiring a better understanding of student experiences will augur ways to both diminish the stress of the process and encourage teachers to better assist students during the process in the future. The work of nine participants was analyzed, and then participants provided feedback about their experiences during the process of creating the work. The study found that the iterative process of working on meaningful essays and videos often has a powerful effect on students, helping them to better understand the meaning of their life experiences.Hill, D. LaverneWorkman, JamieArrastia-Chisholm, MeaganEd.D.Curriculum, Leadership & Technolog
Relationships Between Accelerated Coursework and Gifted Students’ Post-Secondary Matriculation
No full textThis study explored the relationship between accelerated coursework and the post secondary enrollment patterns of secondary gifted students in Georgia. Using chi-square tests of independence, the research examined differences in matriculation rates among students participating in Advanced Placement (AP), Dual Enrollment (DE), or a combination of both. Binary logistic regression analyzed the predictive influence of accelerated coursework on enrollment outcomes. The findings showed no significant difference in matriculation rates for gifted students exclusively in AP (65.7%) versus DE (50.0%). However, gifted students who pursued both AP and DE courses exhibited higher rates of enrollment (77.4%), suggesting a combined benefit from diverse accelerated coursework. Furthermore, logistic regression indicated that for every course enrollment increase in AP course enrollment, the odds of post-secondary matriculation increased by 21% for gifted students, holding all other variables constant. These findings align with prior studies underscoring the role of rigorous academic preparation in enhancing college readiness. By highlighting the impact of advanced coursework, this study provides valuable insights for gifted students, their families, educators, counselors, and policymakers seeking to assist students toward successful post-secondary matriculation.Arrastia-Chisholm, MeaganWorkman, JamieDesmet, OphelieEd.D.Curriculum, Leadership & Technolog
Assessment of the Town and Gown Relationship Amongst the University of West Georgia and Carrollton, Georgia
No full textThis study investigates the research question of which typology of the town-gown relationship articulated by Gavazzi et al. (2014) best describes the University of West Georgia (UWG) and the City of Carrollton, Georgia. This research was shaped by two theoretical models, stakeholder theory and social capital theory. This research used a two-stage research design, with interviews of the university president and city manager in stage one followed by surveys of faculty/staff, students, university administrators, city administrators, and nonprofit leaders in stage two. Key findings are that top level administrators view the relationship more favorable than faculty, staff, and students. The university president and the city manager agree on almost all aspects of the relationship. Significant differences occurred between local government leaders, students, and faulty/staff regarding the overall relationship. Collaboration showed significant difference between local government administrators, students, and university administrators. When evaluating the relationship over time, significant differences were evident between local government administrators, students, faculty/staff, and university administrators. Students and university administrators had significant differences regarding the value of UWG’s contribution. All role groups had significant differences regarding engagement activities. In addition, all role groups had statistical differences regarding acknowledgement and support, except local nonprofit leaders. An analysis of a scaled measure of the overall relationship revealed differences for local government administrators and faculty/staff. Regression analysis highlighted the importance of UWG’s acknowledgment of community contributions along with years in role. The relationship between UWG and Carrollton is best described as a traditional typology. This study recommends that regional comprehensive universities should formalize points of connection with the community and recognize community contributions more formally as well.LaPlant, JamesArthur, ArthurPeterson, BonnieD.P.A.Political Scienc
Instructional Practices in Dual Language Immersion Classrooms: A Case Study from a Culturally Sustaining Pedagogy Perspective
No full textThe number of Dual Language Immersion (DLI) programs in the United States have grown significantly in recent years, but research often overlooked the instructional tools and practices teachers use in DLI classrooms. This is especially true for those aligne d with Culturally Sustaining Pedagogy (CSP). This study explored instructional practices that elementary immersion teachers at a Georgia school used to support students in developing proficiency in both English and the target language while ensuring academ ic achievement and intercultural competence. The study focused on practices that support linguistic and academic development while sustaining the cultural heritage of diverse student populations, which aligns with CSP principles. Data collected through interviews, classroom observations, and document analysis revealed that teachers used strategies such as visual aids, sentence stems, and structured routines to support language development and create inclusive classrooms. Collaborat ive learning activities promoted language acquisition, social -emotional skills, and academic success while incorporating community languages and challenging deficit mindsets. Teachers integrated cultural relevance into instruction to foster engagement and sustain students’ cultural identities. These findings provide valuable insights into effective instructional practices in DLI classrooms, offering implications for theory, practice, and future research.Davidson, KellyAcosta, KarenHartsell, TaralynnEd.D.Curriculum, Leadership & Technolog
A Case Study: The Underrepresentation of African American Female Principals and Superintendents in a Small Rural School District in the South
No full textK-12 public school systems in the U.S. show a notable underrepresentation of female educators in top leadership roles, such as principals and superintendents (National Center for Education Statistics [NCES], 2023; NCES - National Teacher and Principal Survey [NTPS], 2017; Public School Principal Data Files (Taie et al., 2022); School Superintendents Association [AASA], Tienken, 2020). The purpose of this case study was to explore the Four Frames of an Organization (OD) and the stages of Feminist Theory/Black Feminist Thought (BFT) as it related to the placement of African American administrators in formal leadership positions in a small rural school district in the South (Arinder, 2020; Bolman & Deal, 2021).
I engaged in purposeful criterion sampling wherein the participants had completed the foundational credentialing programs and leadership development programs, participated in district-level mentor/mentee programs, and attended local and statewide professional development trainings/conferences. Interviews were collected and analyzed using a three-iteration coding system. I integrated the AI-assisted and In Vivo data sets in the discovery of key findings, themes, and patterns. The key findings are organized by RQs, theories, themes, and patterns. Overall, the participants identified the need for mentorship, formal, and informal support in their career advancement navigation journeys (RQ1). Additionally, perceived race and gender barriers highlighted the issues of disproportionality and underrepresentation of female leaders within the school district (RQ2). Key findings included the identification of ageism and politics as barriers and the participants’ utilization of voice as a strategy or empowerment tool to develop resilience within the school district.da Cruz, BeckyLairsey, JohnWorkman, JamieNobles, KathyPate, JamesEd.D.Educational leadershi
AASL/ALA National Recognition Report for Valdosta State University School Library Media Program
No full text1 electronic record (docx, pdf).This document includes the final decision report issued by the American Association of School Librarians (AASL), a division of the American Library Association (ALA), granting national recognition to Valdosta State University's School Library Media Program. It outlines the evaluative feedback and formal recognition in response to a comprehensive report submitted by the authors, which demonstrated the program's alignment with AASL standards. The comprehensive report included detailed descriptions of five program concentration courses and seven key assessments, along with evidence of candidate proficiency via rubric-based evaluations. Significance: Valdosta State University is the only institution in the state of Georgia to have received this distinction, making the report a key milestone in the history of its Instructional Technology: P–12 School Library Media graduate program
A Mixed Methods Study of the Math Workshop Model of Instruction in Middle School
No full textProficiency in math continues to be a success indicator for students who graduate from high school. Research has shown that many students drop out of school, due to a lack of understanding in math foundations. State and national data show a deficiency in math understanding among elementary, middle, and high school students. Over the years, states have modified their math standards to be more aligned with the necessary content knowledge and skills that are needed to be mastered by students for each grade level.The purpose of this study is to determine if the type of instructional approach used in math affects the success outcomes in math. The two instructional approaches examined in this study are the lecture model of instruction and the math workshop model of instruction. The math workshop model of instruction utilizes student motivation, differentiation, and engagement to meet students where they are and to help create a learning path that is conducive to understanding the foundations and applications of mathematical principles and skills. The data for this study was collected through pre- and post-assessment scores, survey data, and focus group data. The data combined will offer insight as to whether one type of instruction is more effective than the other regarding students' achievement in math.
The data suggests that the math workshop model of instruction is effective in teaching mathematics to middle school students. The overall performance of workshop students was significantly higher than lecture students across multiple assessments. Although the perceptions of students in both the workshop and lecture model students were similar among most of the survey domains investigated, workshop students did perceive their classrooms as being more controlled, or better managed, than the lecture students.Downey, SteveJung, JiyoonSmith, MatthewEd.D.Curriculum, Leadership & Technolog