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The Impact of Teacher Emotional Intelligence and Teacher-Student Relationship Quality on Student Achievement in Rural South Georgia
Full text linkThe purpose of this study was to determine the degree of the relationship between teachers’ Trait Emotional Intelligence (EI), Teacher-Student Relationship Quality, and student achievement. Participants in this study completed two instruments, the Trait Emotional Intelligence Questionnaire (TEIQue) (Petrides, 2009) and the revised Student Teacher Relationship Scale (STRS) (Pianta, 1999). The TEIQue was used to assess participants’ Emotional Intelligence and the STRS was used to assess self-perceived relationship quality with students. Questionnaires were distributed to grade 3-12 teachers in the rural South Georgia RESA district. The response rate for this study was 15%. Georgia Milestone Assessment System (GMAS) scores were also analyzed for each participant to determine the degree of influence EI and teacher-student relationship had student achievement. Pearson’s Correlation coefficient was used to determine the degree of the relationship between EI, Relationship Quality, and GMAS scores. Multiple Regression was used to determine if EI factors (Emotionality, Self-control, Sociability, and Well-being) influenced Relationship Quality. Multiple Regression was also used to determine if teacher socio-demographics influenced EI, EI factors (Emotionality, Self-control, Sociability, and Well-being), Relationship Quality, and Relationship Quality components (Conflict, Closeness, and Dependency). The findings from this study sample revealed that no relationship exists between teacher EI, Teacher-Student Relationship Quality, and GMAS scores. Findings also concluded that teacher socio-demographics did not predict EI, EI factors, Relationship Quality, or Relationship Quality components for the sample of this study.Nobles, KathyLairsey, JohnPate, JamesEd.D.Education in Curriculum and Instructio
Examining the Post COVID-19 Learning Recovery of Students in Poverty in Middle Grades Math: A Mixed Methods Study
No full textThe purpose of the study was to examine the differences in the amount of learning loss between poverty and non-poverty students associated with the COVID-19 pandemic, the differences in the recovery of learning loss between poverty and non-poverty students after the COVID-19 pandemic, factors that influenced any differences and instructional strategies used to aid in the learning recovery. An explanatory sequential mixed methods approach was used to collect student achievement data and conduct teacher interviews.Hsiao, E-LingChoi, YunseonKelley, HeatherRen, XiaoaiEd.D.Education in Curriculum and Instructio
Thomasville History Center - Merrill Papers, Documents 1978.32.0331-1978.32.0337
No full text1 electronic record (PDF), 32 scans (JP2), 33 pages. 5,172,672 bytes.Merrill Papers, Documents 1978.32.0331-1978.32-0337. Community Archives: Thomasville History Center – Merrill Papers. Series 2, Box 1978-32. Folder 33. Items 331-337. Valdosta State University Archives and Special Collections
The Isaacs, Concert Poster, October 27, 2024
Full text linkThis item contains: 1 PDF file and 1 JPG fileThis poster advertises a concert featuring The Isaacs, a Grammy-nominated gospel group renowned for their blend of gospel, country, and bluegrass music. The Isaacs are celebrated for their multi-Dove Award-winning performances and their tribute to the Grand Ole Opry. The event is scheduled for October 20 at the Brooks County High School Performing Arts Center, located at 1801 Moultrie Highway, Quitman, Georgia. The poster outlines various sponsorship packages, ranging from 2000, which include tickets, program mentions, VIP seating, and meet-and-greet opportunities. Individual tickets are priced at $30. The event is sponsored by the Quitman-Brooks County Museum and Cultural Center, with a contact number provided for tickets and information
Thomasville History Center - Merrill Papers, Documents 1978.32.0021-1978.32-0030
No full text1 electronic record (PDF) 41 files (JPG, JP2), 117346608 bytes.1. ca003_001_f002_1978.32.0021_land-notes_c1800-1900 - Brief Description: A series of pages with handwriting that lists and describes transactions of lots between several people, one of the lists being written on the back of a law office's paper. Some of the pages have a watermark reading "Cotton States Bond" or "Long Fibre Bond". - Names: F. Williams; Juo Dobson; W. M. F. Vaughn; Patrick Vaughn; James Vaughn; Jac Harrison; D. F. Harrison; Jas. Vaughn; David Vaughn; Mary Vaugh; Alex Vaughn; Henry Bower; Cliffprd E. Hay; Eldon L. Joiner; William T. Crawford; J. H. Flowers; A. D. Little; W. M. Parker; W. M. Bryan; America Y. MacIntyre; W. J. MacIntyre; C. A. MacIntyre; C. S. Parker; A. T. MacIntyre; R. B. MacIntyre; T. A. White; W. J. Hammond Jr.; L. A. Harriet - Dates: 1/13/1855; 10/3/1855; 1/28/1830; 1/21/1821; 1/26/1856; 1/29/1830; 3/9/14; 2/18/14; 2/1/04; 1/29/1904; 3/27/06; 3/8/1890; 1/18/1915; 12/22/1914 2. ca003_001_f002_1978.32.0022_land-notes_c1900 - Brief Description: On the back of a piece of paper from the Office of Provost Marshal-General War Department, are notes about two transactions of land between three parties. Dates and costs are listed, along with potential witnesses to the transactions. - Names: W. J. MacIntyre; Flowers Parker; Mrs. E. H. Beaver; Rodcor Fuke; J. H. Flowers; W. C. Suodgrass - Dates: 1/2/1911; 12/30/1910; 10/1/11; 9/29/11; 3. ca003_001_f002_1978.32.0023_property-sheet_c1900 - Brief Description: A list of potential lots with prices and numbers. 4. ca003_001_f002_1978.32.0024_land-notes_c1910 - Brief Description: Two pages of notes describing some transactions of lots within the city of Boston, Georgia. - Names: J. B. Rountree; John Goseer; E. C. Killigau Jr.; B. J. Stanalaud; J. P. Jufroh; S. L. Rogers; Beu Ess; A. W. Tyler - Dates: 9/4/1913; 1/6/1914; 3/6/1917; 4/4/1917 5. ca003_001_f002_1978.32.0025_lot-letter_1925 - Brief Description: A letter from Louis S. Moore describing lot information for an upcoming transaction and advising about potential legal issues. - Names: Louis S. Moore; John D. Parker; Martha R. Stanbery; Clarence A. Wood - Dates: 1925-12-29 6. ca003_001_f002_1978.32.0026_mortgage-notes_c1999 - Brief Description: A series of short notes/letters to different clients regarding their mortgage situations. - Names: Sarah McLellan; Paul D. Renford; Harriet B. Lowe; Sandra C. Greico; Leonard P. Fast; Mariah Wheeler - Dates: 1999-11-03 7. ca003_001_f002_1978.32.0027_case-notes_c1900 - Brief Description: This page goes into detail of a case's contents with specifics about transactions, dates, and people involved. - Names: J. P. Almand; George W. M. Boutwell; Harold P. Nichols - Dates: c.1900 8. ca003_001_f002_1978.32.0028_transaction-notes_c1860-1869 - Brief Description: Page describes transactions with various people, with a description given before and after the details of each transaction. - Names: George L. Jackson; James Miller; Hugh Courh; Stanley Mansfreed; J. R. Hitarden; J. L. Lenard - Dates: 1863; 1862; 1869; 1860 9. ca003_001_f002_1978.32.0029_assets-record_c1876 - Brief Description: Multiple pages of a handwritten what can be guessed as an accounting sheet. The pages are tracking money transactions over the years, mentioning many names that are related to these transactions. This document was ordered by the Superior Court of Thomas County. - Names: M. C. Smith; Leroy Fleetwood; W. S. Marshall; L. Y. Jones; Sarah Johnson Martha; Geo L. Jaescoun; Abel M. Johnson; H. B. Huntheir; John Hunst; James Miller; W. Jordan; H. N. Lharhe Quansfern; A. Smith; R. Smith; D. G. Shiffield; John G. Pittman; J. R. Reid; Schiff H. Inslinign; L. Goldberg; H. Williams; Dixon Carroll; P. S. Bower; B. Goldberg; J. C. Pelin; S. J. Casnell; L. Kubitohill & Boo; E. Remington & Saw; J. C. Mitchell; Elein of N. N. Hin; R. S. Burch; B. F. Eogny; D. S. Brandon; B. F. Hart; Bryan H. Laslain; Hausell & Hansell; John Triflelt; Mitchell & Mitchell; Fey Balchan; Amanili S. Fuine; H. C. M. Leadore; John Martin; L. R. Roberson Adams; Mary Donaldson; Joseph Fasx; E. J. Young; A. Johnson; William D. Mitchell; J. N. Sandy; E. T. Dani; Brenan Young; W. L. Hudson; P. H. Dicken; W. N. Carter; Leath Singletang; Joe Singletang; Thomas Safion; John Fiew - Dates: c.1872-1875; 7/1/75; 1860-1863; 1870; 1869;1876 10. ca003_001_f002_1978.32.0030_lawyer-letter_1894 - Brief Description: O. A. Coleman writes a short letter discussing information for an upcoming/on going case. - Names: O. A. Coleman; Lewis P. Seylfay; Worsmith Herman; Q. C. Theboak - Dates: 189
Survival assessment and movement analysis of gopher tortoises (Gopherus polyphemus) in south Georgia, USA
Full text linkThe keystone and threatened status of the gopher tortoise (Gopherus polyphemus) makes them a species of interest for wildlife management. Two studies were conducted on gopher tortoises in south Georgia, USA. The first study assessed the survivability of 174 passive integrative transponder (PIT) tagged gopher tortoise hatchlings released in 2008 and 2009 at Reed Bingham State Park (RBSP), Cook County, Georgia. It was hypothesized that 10% (17/174) would be recaptured. From March 2020 to July 2021, release sites Gopher Tortoise Management Area and Pioneer Site were surveyed. Zero (N = 0) of the 174 PIT-tagged hatchling tortoises were recaptured. Suggestions for recapture failure were predation, human presence, detection difficulty, dispersal away from release sites, and Upper Respiratory Tract Disease. The second study analyzed movement activity of an adult male gopher tortoise utilizing Global Positioning System (GPS) technology at Moody Air Force Base, a military installation in Lowndes and Lanier Counties, Georgia. Movement was GPS-tracked from September 2020 to January 2021. GPS data contained location, temperature, and satellite-specific acquisition information. A total of 263 (N = 263) Fixed Locations (FL) were acquired. FL were analyzed for home range, core area, distance >300 m, and nocturnal movement (20:00 – 05:00). Home range increased 10-fold with increasing horizontal dilution of precision (HDOP) (range: 3.55 – 15.86 ha, HDOP ≤ 1.5 – 9.9), core area was 0.13 ha, greatest straight-line distance was 345 m, and 41 nocturnal events occurred. GPS unit troubleshooting and gopher tortoises’ fossorial nature attributed to early battery life depletion and FL accuracy and precision analysis. Most FL occurred in the core area; long distance movement outside the core area was exhibited five times, one included nocturnal movement. Suggestions for long distance movement were habitat quality, overwinter burrowing, reproduction, social interaction, and energy expenditure recovery.BACKGROUND 1 I.I. Species Status 1 -- I.II. Habitat and Diet 2 -- SURVIVAL ASSESSMENT OF 2008-2009 GOPHER TORTOISE HATCHLINGS AT REED BINGHAM STATE PARK, COOK COUNTY, GEORGIA, USA 4 -- II.I. Introduction 4 -- II.I. I. Reproduction and Growth 4 -- II.I. II. Marking Techniques 5 -- II.II. Hypothesis 6 -- II.III. Materials and Methods 6 -- II.III. I. Study Site 6 -- II.III. II. Survey Method and Data Collection 8 -- II.IV. Results 9 -- II.V. Discussion 10 -- ANALYSIS OF GOPHER TORTOISE ACTIVITY ON MOODY AIR FORCE BASE, LOWNDES COUNTY, GEORGIA, USA 14 -- III.I. Introduction 14 -- III.I. I. Home Range, Movement, and Activity Patterns 14 -- III.I. II. GPS Technology and Applications in Wildlife Monitoring 16 -- III.II. Hypothesis 17 -- III.III. Materials and Methods 18 -- III.III. I. Study Site 18 -- III.III. II. GPS Backpack Installation and Tortoise Release 18 -- III.III. III. GPS Backpack Retrieval, Removal, Data Extraction and Analysis 20 -- III.IV. Results 22 -- III.V. Discussion 24 -- CONCLUSIONS AND RECOMMENDATIONS 33 -- LITERATURE CITED 35 -- LIST OF FIGURES 43 -- LIST OF TABLES 77Lockhart, JackGrabarczyk, ErinSafer, AdamM.S.Biolog
A Basic Interpretative Study of the Lived Experiences of Secondary School Leaders in Georgia Who Have Used Online Credit Recovery to Assist At-Risk Students Graduate
Full text linkIncreasing and sustaining student achievement is the hallmark of the U.S. educational system. The school principal must keep the mission and vision of student achievement at the forefront and devise methods to increase high school graduation rates. Online credit recovery is an efficient means to assist secondary students, including at-risk populations, who lack credits due to course failure. This basic interpretive study examined the lived experiences of five secondary leaders in Georgia whose graduation rates increased annually. The purpose of the project was to comprehend the meaning these five leaders made from their experiences utilizing online credit recovery software. Understanding the participants’ lived experiences may provide strategies for stakeholders working with secondary at-risk students. The data were collected through observations, semi-structured interviews, and historical data reviews. Strategies to support students enrolled in online credit recovery programs included providing multiple opportunities for online classes and staffing online credit recovery courses with certified teachers. Teachers' perceptions of non-traditional means of recovering credits after course failure were a barrier. Although the principal is the instructional leader responsible for increasing and sustaining student achievement, helping students, particularly at-risk students, graduate with their cohort requires many staff members. The findings indicate students who are credit deficient require the assistance of compassionate and dedicated staff well-informed of the needs of the at-risk learner. Creating authentic relationships with a caring adult may increase student engagement and familiarity with their school. Forming solid and meaningful connections to school through clubs, homerooms, and viable post-secondary career opportunities may help increase student achievement.Chapter I. INTRODUCTION 1 Overview 1 Problem Statement 4 Purpose Statement 5 Research Questions 6 Significance of the Study 7 Conceptual Framework 7 Summary of the Methodology 9 Research Design 10 ResearchAssumptions 11 Limitations 11 Delimitations 12 Definitions of Key Terms 13 Summary 14 Chapter II. LITERATURE REVIEW 17 Student Achievement 17 School Reform’s Impact on Student Achievement 19 School Accountability and Student Achievement 23 Statistics on Student Achievement 25 Instructional Leadership as a Critical Factor to Graduation Rates 26 Role of the Instructional Leader 28 The Decline in Student Achievement 29 Impact of Failing Courses 30 Achievement Gaps 31 School. 35 Family. 37 Individual. 39 At-Risk Students 41 Potential Outcomes in School 44 Graduation Rate Calculation 49 Online Credit Recovery 60 Conceptual Framework 72 Finn Participation and Identification Model 72 Implications for School Leaders 76 Role of the School Principal 76 Summary 83 Chapter III. METHODOLOGY .86 Research Questions 86 Research Design 87 Research and Design Rationale 88 Setting 90 Role of the Researcher 92 Methodology 93 Instrumentation 94 Participants 97 Data Collection 98 Data Analysis 103 Miles and Huberman Analytical Method 105 Validity 108 Issues of Trustworthiness 109 Ethical Procedures 110 Summary 112 Chapter IV. FINDINGS .115 Location of Research/Setting 116 Data Collection 119 Participants 120 Summary 163 Chapter V. OVERVIEW OF DATA COLLECTION AND ANALYSIS 165 Themes 166 Relationship Building 167 Student Engagement (Finn Participation Model) 180 Access to Nontraditional Educational Formats. 185 Online Credit Recovery 192 Experience Working with At-Risk Students 204 Instructional Leadership 213 Data 217 Graduation Coach or Similar Personnel 219 Adults as Barriers to Success 223 Finn’s Identification and Participation Model 227 Participation 230 Summary 231 Chapter VI. DISCUSSION AND CONCLUSION 234 Methods and Procedures 238 Interpretation of Findings 239 Research Question 1 241 Research Question 2 242 Multiple Opportunities to Recover Lost Credits 245 Research Question 3 250 Implications of the Study 252 Homeroom 252 Relationship Building 253 Graduation Coach 255 Online Credit Recovery Courses 255 Limitations of the Study 257 Recommendations for Future Research 258 Conclusion 259 REFERENCES 265Truby, WilliamBochenko, MichaelGunn, NicoleEd.D.Educational leadershi
Understanding the Pre-Internship Clinical Experiences of Undergraduate Music Therapy Students
No full textThe purpose of this qualitative study was to explore how undergraduate music therapy students perceive, describe, and make meaning from their pre-internship clinical experiences. Using a basic qualitative research approach and marrying arts-based methods with reflexive thematic analysis methods, the following research questions guided my research— How do pre-internship undergraduate music therapy students make meaning from their pre-internship clinical experiences? How do pre-internship undergraduate music therapy students perceive and describe themselves and their pre-professional identity? How do pre-internship undergraduate music therapy students perceive and experience working with clients in a real-world setting? How do pre-internship undergraduate music therapy students perceive and understand the practice and profession of music therapy from their pre-internship clinical experiences?Ruttencutter, GwenWorkman, WorkmanParker, ParkerEd.D.Curriculum, Leadership & Technolog
2015-2022 University System of Georgia Comprehensive University HOPE Scholarship Graduates, Their Majors, and Alignment with Georgia's Essential Workforce Needs
No full textThe Helping Outstanding Pupils Educationally (HOPE) scholarship marked a significant advancement in education by offering expanded opportunities for Georgia students earning a high school GPA of 3.00 or higher to attend a University System of Georgia (USG) institution. This quantitative study examined individuals who earned a bachelor's degree from a USG comprehensive institution between 2015 and 2022 (N = 1500). The analysis concentrated on major selections of graduates who maintained the HOPE scholarship, those who lost the scholarship before completing their degree, and those who never received the HOPE scholarship. The findings suggest that a higher percentage of individuals who maintained the HOPE scholarship earned bachelor’s degrees. Individuals earning bachelor’s degrees in STEM and physical education/human services lost the HOPE scholarship in greater numbers than in all other majors. In addition, females earned degrees in nursing and education in higher numbers than men, while men earned degrees in business and STEM in greater numbers than women. The group with the lowest percentage of individuals earning a bachelor’s degree while maintaining the HOPE scholarship were Black or African/American men. Increased attention on supporting students to maintain the HOPE scholarship and specific interventions connected to assisting students to fully understand potential career trajectories are recommended. Finally, recommendations for expanded research opportunities are outlined.Smith, DeborahCakmakci, HuzeyfeZiegler, ChristineD.P.A.Political Scienc
Arts-Integrated Learning in Science: Experiences of Fine Arts High School Graduates
No full textThis qualitative study employed a narrative approach to collect stories and explore the meaning created by six fine arts school graduates who engaged in arts-integrated learning (AIL) in their science classes. The goal of this study was to interview former AIL students and analyze their experiences as they described them. The arts school graduates in this study described overall improvements in their engagement, learning, and creativity in their AIL science classes. Science classes using the arts for engagement made learning enjoyable for five of the six participants and increased their interest in science. Most AIL participants reported learning and retaining the science information longer than they did in their traditional science classes. Interestingly, four participants reported that AIL lessons made them nervous when performing in front of their classmates, and that their groups got distracted and learned less effectively when not properly monitored by the teacher. While three participants learned adequately in traditional instruction, five of the participants believed learning through AIL in high school was essential to learning the science material deeply enough to be successful in traditional college science classes. Four of these fine arts school graduates also reported caring more for their learning than in traditional classes because their AIL science teachers cared enough to build engaging AIL lessons for them. Keywords: Arts Integration, Arts Enhancement, Arts Infused, Art, Science, Learning, Creativity, Engagement, Knowledge Retention, Stress, Science Interest, Teamwork, Critical Thinking, Traditional InstructionChapter I : INTRODUCTION 1 -- Background of Study 5 -- Arts-integrated learning vs Traditional Instruction 6 -- Problem Statement 11 -- Significance 14 -- Research Questions 17 -- Research Goals 19 -- Summary 21 -- Chapter II: CONCEPTUAL FRAMEWORK 22 -- Theoretical Framework 23 -- Experien tial Knowledge 26 -- Literature Review 30 -- Arts-integrated learning: A Brief History 31 -- Arts-integrated Learning Benefits 33 -- Issues with Arts- integrated Learning 43 -- Pilot and Exploratory Research 44 -- Summary 47 -- Chapter III: METHODS 49 -- Research Design 52 -- Setting 52 -- Participant Recruitment 54 -- Data Collection Procedures 60 -- Interview 64 -- Memoing 69 -- Data Analysis Procedures 72 -- Coding Strategies : In Vivo and Values Coding 73 -- Connecting Strategies: Vignette Creation 82 -- Validity 86 -- Summary 92 -- Chapter IV: VIGNETTES 94 -- Bob 99 -- Meet Bob 99 -- Bob’s Story 100 -- Reflection on Bob 112 -- Bubblegum 114 -- Meet Bubblegum 114 -- Bubblegum’s Story 115 -- Reflection on Bubblegum 127 -- Quentin 130 -- Meet Quentin 130 -- Quentin’s Story 131 -- Reflection on Quentin 141 -- Rhea 144 -- Meet Rhea 144 -- Rhea's Story 145 iv -- Reflection on Rhea 155 -- Starfox 156 -- Meet Starfox 156 -- Starfox’s Story 157 -- Reflection on Starfox 170 -- Sunshine 173 -- Meet Sunshine 174 -- Sunshine’s Story 174 -- Reflection on Sunshine 189 -- Summary 192 -- Chapter V: THEMATIC ANALYSIS 195 -- Theme One : Enhanced Engagement and Long- lasting Learning 199 -- Theme Two : Performance Anxiety and Group Management 205 -- Theme Three : “Fun” and Learning Beat out Learning Traditionally 210 -- Theme Four : AIL Increased Interest in Science 214 -- Summary of Themes 218 -- Chapter VI: DISCUSSION 222 -- Research Questions Revisited 222 -- Research Question One: Impressions of AIL 223 -- Research Question Two : Deep Learning 229 -- Research Question Three : Views on Science 231 -- Summary and Implications 233 -- Limitations 236 -- Applications in Education 238 -- Teachers 239 -- Administrators and Professional Learning Communities 243 -- Colleges of Education 244 -- Summary 246 -- Suggestions for Future Research 247 -- Conclusion of the Study 248 -- References 250 -- Appendix A : AIL Glossary 259 -- Appendix B : IRB Approval Form 262 -- Appendix C : Interview Guide 264Gerber, BrainSchmertzing, RichardSchmertzing, LorraineEvans, JennyEd.D.Education in Curriculum and Instructio