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Transcript of Interview with Robbie Morin, current Glass Bottom Boat Captain, March 28, 2023
No full text1 electronic record (.pdf). 11 pages. 147655 bytes.Transcript of Interview with Robbie Morin, current Glass Bottom Boat captain, March 28, 2023. Interview on 03/28/2023. Supplemental files available on request
The Impact of Science, Technology, Engineering, and Mathematics (STEM) Integration on Third, Fourth, and Fifth Graders’ Mathematics and Science Achievement
Get PDFThe purpose of this explanatory sequential mixed-methods study was to assess the impact of the STEM integration program on third through fifth grade students’ achievement scores in mathematics and science in an urban northeastern Georgia school district. In Phase 1, a quantitative research design was used to examine and compare student achievement among third, fourth, and fifth grade students. Statistical t tests were performed to determine if there were any significant differences between the students’ achievement data who were taught with the integrated STEM program (i.e., experimental group) and their counterparts who were taught with a traditional mathematics and science curriculum (i.e., comparison / control group).
Phase two encompassed the employment of qualitative research measures to provide clear and logical explanations regarding the instructional practices utilized to teach mathematics and science curriculum content to third, fourth, and fifth grade students. The qualitative research design included online questionnaires and interviews administered to four focus groups that constituted instructional liaisons and teachers from STEM and non-STEM elementary schools. Descriptive statistical data collected during the qualitative component of the research provided comprehensive and graphic rationales and justifications for the outcomes and deductions established during this investigation. There was one overarching research question and six hypotheses that were tested to determine the impact of the STEM integration program on third through fifth grade students’ achievement in mathematics and science. This study concluded with the findings, implications for practice, and recommendations for further research.Downey, Steven EPate, James L.Siegrist, Gerald RLeech, Donald WEd.D.Education in Leadershi
Just Between Us Did the Love Affair Maim You Too? A Study in Female Reclamation
Get PDFThe rise of the “Female Gaze” in cinema as a means of retelling and reframing female stories within literature has become an important response to study. The female gaze uses three primary viewpoints: the individual filming, the viewer, and the character(s) present on screen. Through a combination of feminist and film theories, I argue that the female gaze has allowed for a more complex, nuanced, and accurate understanding of past works within modern storytelling. This thesis focuses on director Rebecca Hall’s 2021 film, Passing, and Apple TV’s series, Dickinson, to tie together the idea of using the female gaze to reclaim narratives, spaces, and discussions. In Dickinson’s case, the series re-examines the life of Emily Dickinson, labeling her as a war poet for the first time in American history. In Passing’s case, the film re-examines the relationship between the two central characters (Irene and Clare), labeling Clare as a hunter instead of a victim. In general, the purpose of this thesis is to examine a rising literary movement within modern media, exploring how this movement reworks older literature and contemporizes it.James, ChristineWood, AdamHall, DeborahM.A.Englis
"The "Resurrection" of Frazer's Dying Gods in the Ancient Mediterranean Mythology. A Fresh Take on the Divine Death and Resurrection Through Comparison: The Case of Baal, Inanna/Ishtar and Dionysus." Paper presented at the Shaking the Tree, Breaking the Bough: Frazer's Golden Bough at 100, Melbourne, Australia, February 11, 2023
No full text1 video file. ms150-40-008_corrente-paola_resurrection-frazer_2023-02-11.mp4 .mp4 498.56 MB 522,777,046In this presentation, Correntel discusses the myths of Inanna/Ishtar's, Baal's and Dionysus's death and resurrection in a comparative perspective, moving from textual evidence. He also addresses the major critical points later studies detected in Frazer's views, at the same time offering an alternative interpretation of the pattern consistent with the religious vision of the ancient sources. The aim is, thus, twofold. The reappraisal of the meaning of these three myths can serve the purpose both of reconsidering the reality of Frazer's dying gods and of discussing basic issues in the history of religions (comparative methodology; definitions) in the light of contemporary hermeneutical trends.
Additional Authors: Shaking the Tree, Breaking the Bough: Frazer's Golden Bough at 100 (Conference); Tully, Caroline Jane; Budin, Stephanie Lynn; University of Melbourne
Educational Experiences and Narrative Identities of Rural High Achieving Students
No full textThis paper presents the findings of a qualitative and comparative study of the narrative identities of seven high-achieving rural secondary school students. A narrative inquiry approach focused on the participants' educational life stories and themes. The narratives were co-constructed through three in-depth interviews with participants. Timelines of each story were created and reviewed with participants, allowing them to elaborate on or correct researcher misunderstandings. The narratives display fully formed stable and choice narrative identities with high levels of meaning- making and redemptive narrative themes. A cross-case thematic analysis supports the theory that rural students with floater identities can translate their broad understanding of the world beyond their rurally isolated home into academic achievement. Participants displayed various levels of detachment from local culture, experiences with a rural gifted program, participation in creative activities, and mental health struggles. Participants developed imagined future life plans and worked to overcome financial and logistic barriers to opportunity pathways. This study offers a way to understand the educational experiences of marginalized rural adolescents.
Keywords: rural education, rural-gifted, rural-high achiever, critical rural theory, narrative identity, meaning-making, urbanormativeChapter I: Introduction 1 My Educational Narrative Identity 3 Rural Student Narratives Might Be the Answer 5 Overview of the Problem 6 Rural Mistrust of Education 7 Existing Rural Research 9 More Research Needed 14 Research Goals 16 Intellectual Goals 16 Personal Goals 18 Practical Goals 19 Research Puzzle/Questions 21 Research Question 1: Stories 22 Research Question 2: Imagined Future Identity 23 Significance 24 Chapter II: Conceptual Framework 27 Personal Experiences 28 Valuing Educational Challenge 29 Background in Developmental Psychology 30 Theory 32 Narrative Identity Theory 32 Critical Rural Theory 34 Barriers to Gifted Programs for Rural Students 36 Pilot Interview 38 Existing Study-Related Research 41 Rural High-Ability College Women 42 Identity Tension in Imagined Futures of Rural Students 43 Meaning Making 46 Chapter III: Methods 49 Research Design 49 Site Selection and Participants 52 Site 54 Participant Selection 56 Research Relationships and Ethical Issues 60 Compensation 61 Data Collection, Analysis, and Presentation 61 Data Collection 62 Data Analysis 76 Validity 94 Chapter IV: Narratives 101 Meet Ivan 104 Ivan’s Story 105 Loving Learning 107 Middle School was a Transformation 110 High School Years and COVID 112 Band was an Opportunity 113 Procrastinating is Stressful 115 I Want Free College Credits 116 Theater Helped 117 Blending In 118 Senior Year 118 I Try Not to Worry 119 Advice to Educators 122 My Reflection 123 Meet Laura 125 Laura’s Story 126 Middle school Troubles 128 Man, I'm so Smart 130 I Went Through it in Middle School 131 High School Years 132 Working with Special Education Students 136 I'm Going to Try My Darndest 137 Hill County Values Friendship 141 It's Okay to Make Mistakes 142 Local Politics and Religion 145 Advice to Educators 146 My Reflection 147 Meet Quinn 150 Quinn’s Story 150 A Death in the Family 153 A Home of Our Own 154 Gender and School 155 Relationship to Rural Southern Culture 157 Overcoming Depression and Concentration Problems 159 Family Relationships 160 I Really Value Honesty 162 Theatre 163 I Want to Join the Military 164 Advice to Educators 168 My Reflection 169 Meet Matt 171 Matt’s Story 171 Online Middle School 174 Online Life 175 Health Decline 178 A New Online School 179 Familial Problems 180 Reintegration 181 College Classes are Easy 184 A Nice Stable Foundation 187 Thoughts on Education 188 My Reflection 189 Meet Janey 191 Janey’s Story 192 I Kept Having Problems with My Teachers 193 Middle School Years and Writing 194 Between Urban and Rural Schools 195 Middle School and Mental Health 196 Me and My Brother 199 A Man Came to Live with Us 200 Return to Hill County 203 Internal Peace 205 I'm Going to Have to Focus 206 Educators Should be Willing 207 My Reflection 208 Meet Chris 210 Chris’s Story 210 Steven Universe and Mental Health 211 My Dad, the Preacher 213 Early Praise 214 The Beginning of Grade Anxiety 215 What am I Gonna Have to Sacrifice? 216 Teacher Relationships 217 Anxiety and Paranoia 217 High School Years 219 There are More Important Things than School 221 The Future is Scary 222 Teachers can Benefit from Mental Health Help 225 My Reflection 225 Meet Mia 227 Mia’s Story 227 Early Education and Gifted Identification 229 My Parents Were Adamant 230 Online all the Time 231 I Love Writing 233 Middle School, Mental Health, and Social Media 233 Asking for Help 235 Absorbed on Social Media 237 How am I Gonna Change How I Feel? 239 These Stories are the Reason 240 I Like How Rural it is 241 A Stable Living Situation 242 Not all Smart Kids are Alike 243 My Reflection 244 Narrative Conclusion 245 Chapter V: Thematic Connections 247 Research Question 1: Stories 248 Detachment from Local Culture 249 Being Gifted 252 Participation in Creative Activities257 Mental Health Issues 259 Research Question 2: Imagined Future Identity 262 Financial Concerns about College 263 Future Stability 265 Chapter VI: Discussion and Conclusion 267 Problem275 Research Questions276 Conceptual Framework276 Goals278 Methods 278 Themes 279 Narrative Identity 283 Advice to Educators 285 Conclusion and Suggestions for Future Research 288 Final Thoughts 291 References 293 Appendix A Interview Guides 306 Appendix B List of Courses Possessing State Scholarship Required Academic Rigor 316 Appendix C IRB Approval Letter 319 Appendix D Principal Letter of Cooperation 322 List of Figures Figure 1:Research Design Framework 51 Figure 2: Excerpt from Janey’s Third Interview66 Figure 3:Excerpt from Laura’s Second Interview 68 Figure 4:Annal Drawn After Interview Two and Presented at Interview 3 72 Figure 5:Analytic Memo Written During and After Transcription75 Figure 6:Narrative Analysis Memo on Life Story Elements 77 Figure 7:Organization Framework of Coding System 84 Figure 8:Compelling Passage Exported to Microsoft Word87 Figure 9:Short Reflexive Memo Written During Restorying 91 Figure 10: Data Analysis Steps 93 Figure 11: Advice to Educators 287.Schmertzing, LorraineSchmertzing, RichardJames, ChristineEd.D.Education in Curriculum and Instructio
Grady County Board of Education: School Board Minutes
No full text1 PDF, 123 scanned imagesSchool Board Minutes. Box1, Folder 2, Document 2, Grady County Historical Society, Grady County Historical Society – Schools Collection. Valdosta State University Archives and Special Collections. Includes list of Board of Education Trustees from 1907-1972 and school board minutes from schools in Cairo County
Cairo High School Football State Champs Pt. 1
No full text1 PDF, 184 scanned imagesCairo High School Football State Champs Pt. 1. Box 1, Folder 2, Document 9, Grady County Historical Society, Grady County Historical Society – Schools Collection. Valdosta State University Archives and Special Collections. Includes class prophecies, Football state champion version of the Cairo Messenger, various newspaper clippings, copy of the 2008 Road to the Dome, Football Booklets, graduated class questionnaires, and class reunion pamphlets
The Hebrew Bible Scapegoat: Complicating a Frazerian Typology
No full text1 video file. ms150-40-010_smith-caroline_bible-scapegoat_2023-02-11.mp4 .mp4 399.17 MB 418,558,021Although now methodologically outdated, The Golden Bough is credited with making decisive the scapegoat’s meaning as the innocent surrogate victim who is blamed and punished for the deeds of others. This victim’s namesake, the Hebrew Bible scapegoat that features in a collective rite of atonement (Leviticus 16), is regularly conceptualized in just these terms. Indeed, the practice of ascribing blame to an innocent party, or scapegoat, often entailing harm, mistreatment, and even death, is commonly understood to trace its origins to this Biblical rite in which the sins of the Israelites are symbolically placed upon a goat which is led to the wilderness in an act that ritually separates the people from their impurity. Yet the Biblical scapegoat was neither blamed, harmed, nor punished. Instead, it was a healing device, one whose meaning has become lost. My research aims to retrieve its original healing character, in part by proposing a critical corrective to its conceptualisation as Frazer’s surrogate victim. But this is not to argue that the Hebrew Bible lacks such a victim. Regularly overlooked in discourse about the Biblical scapegoat and its putative relationship with the practice that Frazer charts in The Golden Bough are events that follow the fall of Jericho (Joshua 7) in which people and animals appear to pay with their lives for the deeds of others. Those expecting to encounter the Frazerian scapegoat in its traditionally assigned home in the book of Leviticus may well be disappointed, but evidence for the practice whose name Frazer popularized may permeate the pages of Joshua
Odum Library Circulation Statistics for Annual Report, July 1, 2022 - June 30, 2023
No full text1 electronic document. Odum Statistics_Annual_FY2022-2023.xlsx .xlsx 28 kB, 28,481 bytes.Odum Library Circulation Statistics for Annual Report, July 1, 2022 - June 30, 2023
Improving the retention of special education inclusion teachers: Understanding their experiences in work and preparation in an urban setting
Get PDFThis research sought to understand the experiences and perceptions of special education inclusion teachers (SEITs) from an urban county in Central Georgia. The qualitative narrative analysis proposed here aims to give school districts insight into why SEITs leave the field. This study followed a basic qualitative design. Participants were pulled from an urban school district in Central Georgia by emailing or phone calling through an open records request. A total of four participants were selected for this study. Two of the chosen participants were female, and two were male. The two females were aged 26 and 26; the two males were aged 23 and 25. The two male participants were African American, while the female participants were white.
Data were collected in four interviews and coded by In Vivio, Pattern, and Codeweaving during the analysis process. Five themes were developed through the analysis process. Those themes were Job Choice, Preparation, Workload, and Job Effectiveness. Implications for practice include lessening teacher workloads, developing more robust mentorship programs, and improving how SEITs are prepared for the job. Future research suggested would be to compare SEITs that left the field to those that are still in the area. Also, reaching those with an innate desire to teach to those who choose to teach for convenience would be essential. Lastly, the participants of this study all had some disability they were diagnosed with at an early age. It could be helpful to look at the differences between SEITs with a diagnosed disability and those without a disability.
Keywords: Burnout, Secondary School, Special Education, Teacher Retention, Urban SchoolAbstract i -- Table of Contents ii -- List of Tables viii -- Acknowledgments ix -- Dedication x -- Chapter I: Introduction 1 -- Background 1 -- Theoretical Framework 7 -- The Human Capital Theory of Occupational Choice 7 -- Labor Economic Theory of Supply and Demand 8 -- The Multidimensional Theory of Burnout 8 -- Statement of the Problem 11 -- Purpose of the Study 12 -- Research Questions 14 -- Significance of the Study 15 -- Definition of Terms 17 -- Summary of Methodology 17 -- Limitations 20 -- Organization of Study 20 -- Summary 21 -- Chapter II: Literature Review 22 -- Introduction 22 -- History of Special Education 22 -- Preparation of Special Education Inclusion Teachers 25 -- History of Special Education Teacher Preparation 25 -- The Effectiveness of Today’s Teacher Preparation for SEITs 27 -- Perception of Teacher Preparation Programs 28 -- Theoretical Frameworks 31 -- Occupational Burnout 31 -- The impact of burnout on the field of teaching 32 -- Burnout and personality traits 39 -- Burnout and demographic variables 39 -- Coping strategies to combat burnout 42 -- Human Capital Theory of Occupational Choice 46 -- Improving intrinsic and extrinsic values 46 -- Labor Economic Theory of Supply and Demand 50 -- The reasoning behind teacher supply shortages 51 -- Conclusion 53 -- Chapter III: Methodology 55 -- Introduction 55 -- Research Design 55 -- Population & Sample 56 -- Data Collection Methods 59 -- Data Analysis Procedures 62 -- Threats to Validity 64 -- Summary 67 -- Chapter IV: Description of Site and Participants 69 -- Introduction 69 -- Site Description 70 -- Description of Participants 71 -- Participant Profiles 72 -- Disclaimer on Participant Identities 72 -- Darcy Profile 72 -- John Profile 74 -- Lucy Profile 76 -- Connor Profile 79 -- Description of Each Participant’s Former School 81 -- Darcy School Profile 82 -- John School Profile 82 -- Lucy School Profile 83 -- Connor School Profile 83 -- Chapter V: Results 85 -- Introduction 85 -- Participant Results 86 -- Darcy Results 86 -- Results related to experiences of special education inclusion -- teachers who have left the profession 86 -- Results related to how special education inclusion teachers -- perceived their support before they left the profession 92 -- Results on the impact of classroom experiences on the -- decision to leave the field 93 -- John Results 97 -- Results related to experiences of special education inclusion -- teachers who have left the profession 97 -- Results related to how special education inclusion teachers -- perceived their support before they left the profession 100 -- Results on the impact of classroom experiences on the -- decision to leave the field 101 -- Lucy Results 105 -- Results related to experiences of special education inclusion -- teachers who have left the profession 105 -- Results related to how special education inclusion teachers -- perceived their support before they left the profession 108 -- Results on the impact of classroom experiences on the -- decision to leave the field 109 -- Connor Results 112 -- Results related to experiences of special education inclusion -- teachers who have left the profession 112 -- Results related to how special education inclusion teachers -- perceived their support before they left the profession 115 -- Results on the impact of classroom experiences on the -- decision to leave the field 117 -- Chapter VI: Analysis 121 -- Introduction 121 -- Themes 121 -- Discussion of Themes 127 -- Reasons for choosing to teach 127 -- Preparation for the job 129 -- Job workload 130 -- Effectiveness 132 -- Perceived support 134 -- Chapter VII: Discussion of Results 137 -- Introduction 137 -- Methods and Procedures 139 -- Research Questions 139 -- Interpretations of Findings 140 -- Job choice 140 -- Preparation 142 -- Workload 144 -- Job support 145 -- Job effectiveness 147 -- Limitations 148 -- Implications for Practice 149 -- Recommendations for Future Research 153 -- Conclusion 153 -- References 157Bochenko, MichaelHerbert, FiesterKathy, NoblesElaine, ReichertEd.D.Educational Leadershi