The University of Oklahoma

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Open Access
A Case Study of Resilient African American Adults
(2011) Johnson, Ebony Joy; Adams, Curt
Through a qualitative, case-study, the extensive literature regarding resilience and the historical information regarding the city in which the participants resided rendered the following five factors that constitute the protective factors for the study: societal and socioeconomic factors such as supportive adults at home, at school, and in the community; rigorous and challenging educational experiences that meet the academic, social and cultural needs of the child; opportunities for continuous engagement and focus through extracurricular after-school, Saturday, and summer enrichment programs; a network of achieving peers; and a strong belief in and sense of oneself. The ways in which these protective factors relate to sources of efficacy information were identified and analyzed.
Open Access
A PROGRAM EVALUATION OF DEVELOPMENTAL FIRST GRADE AND READING RECOVERY
(2011) Dewoody, Marilyn Lou; Adams, Curt
This program evaluation investigated differences in reading achievement for students receiving Reading Recovery or Developmental First Grade. The researcher examined DRA reading scores during the first and second grade and STAR reading scores from second grade through middle school for students in a rural public school district in Northeastern Oklahoma. The purpose was to measure the differential achievement effect attributed to Reading Recovery or Developmental First Grade. Results showed that there were no significant differences between the two groups of students in reading growth during first and second grade. Results for the long-term reading achievement reveal that Reading Recovery students began second grade with a higher STAR reading score while Developmental First Grade students had a greater reading growth over time. Post-hoc data to compare the reading achievement of students who were reading on grade level at the end of Kindergarten and those who required a reading intervention of Reading Recovery or Developmental First suggest significant differences in reading achievement. Students without a reading intervention began second grade at a higher reading level and continued to grow at a greater rate over time.
Open Access
A PROGRAM EVALUATION OF DEVELOPMENTAL FIRST GRADE AND READING RECOVERY
(2011) Dewoody, Marilyn Lou; Adams, Curt
This program evaluation investigated differences in reading achievement for students receiving Reading Recovery or Developmental First Grade. The researcher examined DRA reading scores during the first and second grade and STAR reading scores from second grade through middle school for students in a rural public school district in Northeastern Oklahoma. The purpose was to measure the differential achievement effect attributed to Reading Recovery or Developmental First Grade. Results showed that there were no significant differences between the two groups of students in reading growth during first and second grade. Results for the long-term reading achievement reveal that Reading Recovery students began second grade with a higher STAR reading score while Developmental First Grade students had a greater reading growth over time. Post-hoc data to compare the reading achievement of students who were reading on grade level at the end of Kindergarten and those who required a reading intervention of Reading Recovery or Developmental First suggest significant differences in reading achievement. Students without a reading intervention began second grade at a higher reading level and continued to grow at a greater rate over time.
Open Access
A Summative Evaluation of the Effectiveness of Classroom-Embedded, Individualistic, Computer-Based Learning for Middle School Students Placed at Academic Risk in Schools with a High Proportion of Title I Eligible Students
(2011) DeLoach, Regina Michelle; Maiden, Jeffrey
The purpose of this post hoc, summative evaluation was to evaluate the effectiveness of classroom-embedded, individualistic, computer-based learning for middle school students placed at academic risk in schools with a high proportion of Title
Open Access
Academic Optimism and Collective Student Trust of Teachers: A Test of the Relationship in Urban Schools
(2014-12) Ensley, Jay; Adams, Curt; Forsyth, Patrick; Lake, Vickie; Edwards, Beverly; Ford, Timothy; Adams, Curt
The purpose of this study was to test the relationship between academic optimism and collective student trust in urban schools after controlling for contextual conditions that can enhance or impede cooperative student-teacher interactions. This study was built upon a conceptual framework using the collective trust theory to better understand how norms such as academic optimism impact collective student trust. Quantitative survey data were collected from teachers and students in 79 elementary and secondary schools in a large urban district. Findings indicate that academic optimism is related to student trust in teachers, even after controlling for differences in school composition. Evidence from a post hoc analysis of the data suggests that student trust decreases as school level increases, yet the academic optimism-trust relationship still exists in secondary schools.
Open Access
Advancement Via Individual Determination in the Suburban High School: An Evaluation of the Jenks High School AVID Program
(2014-05) Muller, Lisa; Forsyth, Patrick; Adams, Curt; Edwards, Beverly; Garn, Gregg; Steinheider, Brigitte
This program evaluation examines the Advancement Via Individual Determination (AVID) program at Jenks High School in Jenks, Oklahoma. AVID is a college readiness program designed to prepare underachieving high school students for college. Jenks High School began the planning phase for its AVID program in 2005-2006, with implementation beginning with a freshman cohort during the 2006-2007 school year. The program evaluation was designed to determine whether, through the program’s “eleven essential elements,” AVID creates an environment promoting the development of self-regulated learning behaviors among program participants. In addition, the evaluation considers the inputs provided by the school district, the fidelity with which the eleven essential elements have been implemented, the degree of self-regulated learning behaviors program participants exhibit, and the extent to which the desired outcomes of increased levels of participation in advanced coursework, higher rates of high school graduation, and increased enrollment in postsecondary education have been achieved.
Open Access
Age of Alcohol Use Initiation and Lifetime Alcohol and Illiict Drug Use among American Indian Adolescents and their Peers
(2010) Willmon-Haque, Sadie Marie; Robbins, Rockey
From a neocolonial perspective, this study (N = 2248) examined the age of alcohol use initiation and alcohol and illicit drug use among urban students (e.g., ages 14-18) in Oklahoma County, focusing on American Indian students. The relationship between the age of alcohol use initiation and lifetime alcohol and illicit drug use was examined through simple linear regressions. Racial/ethnic differences in the age of alcohol use initiation and lifetime alcohol and illicit drug use were examined using two-way ANOVAs. For secondary analyses, gender differences in the age of alcohol use initiation and lifetime alcohol and illicit drug use were examined among American Indians using independent samples t-tests. Results indicated that while a significant relationship between the age of alcohol use initiation and lifetime alcohol and illicit drug use was found, the age of alcohol use initiation is only one of several factors that contribute to lifetime alcohol and illicit drug use. American Indian students did not significantly differ from their peers in the age of alcohol use initiation and lifetime alcohol and illicit drug use. Across racial/ethnic groups, the highest lifetime alcohol and total illicit drug use was reported when alcohol use was initiated in childhood (e.g., age 11 or younger). Results from this study showed that the age of alcohol use initiation for American Indian males was significantly earlier than American Indian females and no significant differences in lifetime alcohol use and illicit drug use were found. The findings of the current research suggest that prevention programs for very young children are needed.
Open Access
The American Recovery and Reinvestment Act of 2009 and Student Achievement
(2014-05) Williams, Patricia; Forsyth, Patrick; Adams, Curt; Edwards, Beverly; Ray, William; Maiden, Jeff
The relationship between school spending and student achievement has been studied for years, beginning in earnest with the Coleman Report (Coleman, Campbell, Hobson, McPartland, Mood, Weinfield, York, 1966). The authors concluded that increased levels of spending in public schools were not sufficient to overcome the educational disadvantages faced by students living in poverty. Coincidentally, during this same time Congress launched the largest federal program aimed at providing educational assistance to poor children – Title I of the Elementary and Secondary Education Act (1965). In the years that followed, program evaluations suggested some evidence of improved student performance related to Title I programs. During this same period school finance researchers sought to better understand the relationship between school spending and student achievement. However, early research was limited by unsophisticated data systems and methodologies, combined with ambiguous guidelines (Borman, 2000, Borman & D’Agostino, 1996). Recent improvements to data systems, combined with increasing expectations of taxpayers for accountability, have led to the fields of production function research and cost effectiveness, which provide important analytical tools to answer these lingering questions. An exceptional opportunity to study school spending and student achievement was provided when Congress passed the American Recovery and Reinvestment Act (2009). Designed to stimulate the economy and preserve jobs, the bill provided an unprecedented influx of funds for the Title I program. Schools were directed to spend the funds in a manner that would result in improved student achievement, while at the same time saving and creating jobs. This study addresses whether the additional funds provided through the Title I program under ARRA are associated with improvements in elementary reading scores in an urban school district. A review of the relevant literature results in two research questions. They are: 1. Is there a difference in elementary grade reading test scores before and after Title I ARRA funds were expended? 2. Is there a relationship between specific types of ARRA expenditures and student reading test scores? It is expected that there is no improvement in student test scores that can be attributed to spending patterns of ARRA Title I funds. However, this study also gives rise to several public policy and school finance questions suitable for additional research.
Open Access
AN AUTOETHNOGRAPHIC INQUIRY INTO THE BARRIERS THAT AFRICAN-AMERICAN WOMEN FACE AS SECONDARY SCHOOL PRINCIPALS: A GUERILLA WARFARE
(2012) Monts, Cheryl Ann; Frick, William
Bold
Open Access
AN EVALUATION OF THE EFFECTIVENESS OF INTEGRATED LEARNING SYSTEMS ON URBAN MIDDLE SCHOOL STUDENT ACHIEVEMENT
(2012) Williams, Yamilette; Maiden, Jeffery M.
Many school districts have chosen to invest their federal funds in computer-based integrated learning systems that focus on literacy to increase high-stakes test scores and academic gains (Becker, 1994). In a study by Buly and Velencia's (2002) study supports the belief that a student's reading ability can improve substantially when instruction is integrated with computers and related software. In this quantitative study, the researcher examines the effectiveness of the integrated learning system (ILS) on reading and mathematics achievement of middle school students in an urban school district in NCLB corrective action status. The study employed an ex post facto design, including a treatment group with 188 middle school students who received intervention in mathematics and reading using an ILS and a control group composed of middle school students with similar academic status and demographics. The Oklahoma Core Curriculum Test (OCCT) was used as the dependent variable in this study. Individual total mathematics and total reading scale scores of the subjects were analyzed, along with gender, race and socio-economic data.
Open Access
AN EXAMINATION OF THE INFLUENCE OF NO CHILD LEFT BEHIND ON PARENTAL INVOLVEMENT POLICIES, PRACTICES, AND PROGRAMS IN OKLAHOMA PUBLIC SCHOOLS: A MIXED METHODS STUDY
(2009) Morris, Dana Lynn; Garn, Gregg||Vaughn, Courtney
This study examined superintendents\' or designees\' perceptions in light of NCLB (2002) and to understand parental involvement through the lens of Epstein\'s Framework of Parental Involvement (1992, 1995, 2002). Despite parental involvement legislation, implementation and effectiveness of policies and programs varies among school districts. A secondary problem was the lack of agreement when defining parental involvement.
Open Access
An Examination of the Relationship Between Digital Literacy and Student Achievement in Texas Elementary Schools
(2009) Brown, Brian C.; Maiden, Jeffrey
The proponents of digital literacy have been advocating its use in our schools and classrooms for a number of years. However, the empirical evidence on the impact of digital literacy on teaching and learning is nearly nonexistent. Therefore, this study was conducted to provide evidence of the effects of digital literacy skills instruction on student achievement.
Open Access
An Examination of the Relationship Between Digital Literacy and Student Achievement in Texas Elementary Schools
(2009) Brown, Brian C.; Maiden, Jeffrey
The proponents of digital literacy have been advocating its use in our schools and classrooms for a number of years. However, the empirical evidence on the impact of digital literacy on teaching and learning is nearly nonexistent. Therefore, this study was conducted to provide evidence of the effects of digital literacy skills instruction on student achievement.
Open Access
An Observational Case Study of One Third Grade Teacher's Taught Social and Emotional Skills Curriculum
(2013) Giaudrone Haney, KImberly Michele; Chiodo, John
The development of social and emotional (SE) skills: self-awareness, self-management, decision making, relationship skills, and social awareness, can enhance school engagement and reduce relational aggression (CASEL, 2007). Yet, many schools do not provide a written or supported SE skills curriculum. This observational case study explored one teacher's taught SE skills curriculum. The research questions which guided the study are:
Open Access
AN ANALYSIS OF LEADERSHIP TRANSITIONS THROUGH THE LENS OF SOCIAL IDENTITY THEORY
(2015) Vereecke, Matthew; Adams, Curt; Forsyth, Patrick; Edwards, Beverley; Frick, William; Brenda, Lloyd-Jones
The purpose of this study was to explore leadership transitions in private school environments through the lens of social identity theory. The study relied on qualitative analysis of in-person interviews with three leaders who had recently (within the previous three to five years) been part of a successful leadership transition. The data from these interviews were connected to surveys of teachers from each of the three schools and used scales adapted from Platow and van Knippenberg (2001) that suggested social identity theory can explain the psychological processes that can lead to successful or unsuccessful transitions. The findings in these real world settings were consistent with social identity theory literature and suggest that leadership transitions can be explained by the theory.
Open Access
An Analysis of the Effects of All-Day Prekindergarten on Academic Achievement and Socio-Behavioral Development
(2017) Hinton, Stephanie; Mackey, Hollie; Lake, Vickie; Ford, Tim; Gutierrez, Kathrine; Adams, Curt
Providing access to prekindergarten has been an important conversation in several states. Oklahoma has previously pioneered this effort, ensuring quality prekindergarten opportunities in nearly every district in the state. Over time, legislators and taxpayers have come to question the purpose and the effectiveness of prekindergarten, asking if this extra year of school is beneficial for the students who participate. This dissertation sought to identify long-term academic and socio-behavioral gains for students who attended a full academic year of an all-day prekindergarten program. Students who attended a full academic year of an all-day prekindergarten program were matched with like peers who attended no amount of prekindergarten through a propensity score matching design. Data was collected on measures of academic achievement and socio-behavioral development through the collection of reading and math fluency scores and discipline referrals over the students’ elementary school years. A hierarchical linear model and a logistic regression were used to analyze the data collected to determine if enrollment in an all-day prekindergarten program made a statistically significant difference for the students who participated over their later elementary school years. Results indicated that students who participated in a full academic year of an all-day prekindergarten program had statistically similar scores of academic achievement but had statistically stronger scores of socio-behavioral development than their matched peers.
Open Access
An analysis of the intra-district variances in PTA revenue among elementary schools
(2024-05-10) Frazier, Larahn; Maiden, Jeffrey; Edwards, Beverly; Lloyd-Jones, Brenda; Luévanos, Jose Anthony
The purpose of this quantitative resource equity study was to use an equity audit to examine the relationship between intra-district school per-pupil instructional expenditure coupled with per-pupil Parent-Teacher Association (PTA) group revenue at twenty-five elementary school sites in an anonymous suburban school district to determine the effect on the per-pupil instructional expenditure. Many studies reviewed the effect of additional revenue on student performance. Parent-teacher Association revenue was an additional resource for individual schools that is not accounted for in school budgets. The outward appearances of prospering districts can mask intra-district inequities caused by non-profit groups affiliated with each school. Parent-teacher association groups may have a subsidiary effect on equitable activities and spending by further marginalizing students at the elementary school sites within a district. This study used various equity measurements to assess the revenue variances between per-pupil instructional expenditure and per-pupil PTA revenue at each of the elementary schools in an anonymous suburban school district. Four categories were analyzed: per-pupil instructional expenditure for 25 elementary schools, per-pupil instructional expenditure for 15 elementary schools, per-pupil PTA revenue for 15 elementary schools, and per-pupil instructional expenditure combined with per-pupil PTA revenue for 15 elementary schools. The assumption was per-pupil instructional expenditure and per-pupil PTA revenue would vary between the elementary schools, and those differences were attributed to various predictor variables. The study found low levels of inequity in per-pupil instructional expenditure and moderate inequity in per-pupil PTA revenue. The coefficient of determination and multiple regression found the predictors of gifted/talented percentages, special education percentages, and teacher experience statistically significant in all 25 elementary schools’ instructional expenditure. Only teacher experience was statistically significant in the sub-sample of 15 elementary schools’ instructional expenditure. The predictor variables for the per-pupil PTA revenue and per-pupil instructional expenditure did not have a statistically significant relationship in the sub-sample of 15 elementary schools. The study concluded per-pupil instructional expenditure and per-pupil PTA revenue were statistically inequitable, but the predictor variables varied in statistical significance for the relationships with each of the sub-sample groups. Keywords: adequacy equity critical resource theory instructional expenditure PTA revenue
Open Access
An analysis on the effects of teamwork training on the proficiency of high-performance teams in the international exhibit industry.
(2000) Lawton, Lajoyce Chatwell.; Green, Gary,
This study explores the relationship between teamwork training and levels of proficiency at teamwork skill/knowledge areas. Each area listed specific examples for participants to indicate the level of proficiency (1-not at all through 5-very) they felt their teams achieved in various areas. The teamwork skills/knowledge areas were understanding teamwork, group interaction (two parts), interpersonal skills, managing the team's work, teams in context with overall business goals.
Open Access
ARE WORK-BASED LEARNING OPPORTUNITIES FOR STUDENTS ASSOCIATED WITH POSITIVE PLACEMENT AND PROGRAM COMPLETION?
(2024-05-10) Ramsey, Sam; Hamlin, Daniel; Adams, Curt; Ford, Timothy; Worley, Jody
Career technical education (CTE) is undergoing a resurgence in popularity. Amid this uptick in interest, one significant area of investment is in work-based learning (WBL) opportunities for students, which encompasses many types of learning activities that range from career exploration to internships. Existing studies examine the influence of WBL on outcomes while students are attending school, but few studies have examined whether WBL is related to student success after graduation from a program of study. This quantitative study tests the relationship between WBL hours and program completion and positive placement by using administrative and survey data (n = 3,881) from a standalone career technology center school district in Oklahoma that serves high school students and adults. Results indicated that the number of work-based learning hours were not associated with either program completion or positive placement. However, the type of learning provided was associated with these outcomes as students attending programs offering learning through active experimentation were 2.5 times more likely to receive a positive placement and 1.8 times more likely to complete their programs. Abstract conceptualization was also associated with these two outcomes, but not as strongly as active experimentation was. This study offers important contributions to the literature because it offers suggestive evidence that it is not necessarily the amount of time spent in work-based learning but the types of learning opportunities that are provided that influence program completion and positive placement.
Open Access
The assessment of the extent to which peer coaching is being implemented in secondary schools in Oklahoma.
(1998) Schlagel, Shirley Ann.; Wood, Fred,
The findings showed there were significant differences between teachers' and principals' responses on peer coaching programs in Oklahoma to the following: allowed teachers to choose whether to participate in peer coaching, involved teachers in the decisions about who should coach, allowed teachers to select their peer coach from among their colleagues, that peer coaches are chosen because they are master teachers and that peer coaches have time to develop trusting relationships.