Mercer Journal of Educational Leadership
http://hdl.handle.net/10898/161
2024-03-27T14:45:46ZNew Teachers at Middle School Campuses: A Multi-Year Statewide Study
http://hdl.handle.net/10898/362
New Teachers at Middle School Campuses: A Multi-Year Statewide Study
Martinez-Garcia, C.; Slate, J. R.
In this study, we examined the five most recent years (2003-2004 through 2007-2008) of Texas educational data concerning new teachers employed at middle school campuses (low of 495 campuses to a high of 517 campuses). The extent to which differences were present between middle school campuses with the highest beginning teacher percentages and middle school campuses with the lowest beginning teacher percentages was analyzed. For all five years of data, middle schools with the highest percentages of minority students, with the highest percentages of economically disadvantaged students, and with the highest percentages of at-risk students tended to have the highest percentages of beginning teachers. Working conditions for beginning middle school teachers appeared to be quite challenging. Implications of our findings
are discussed.
2012-03-09T00:00:00ZInaugural Edition
http://hdl.handle.net/10898/361
Inaugural Edition
Harris, Anthony; Jenkins, Kevin
2012-03-05T00:00:00ZThe Relationship between Teacher Knowledge of Attention Deficit Hyperactivity Disorder Among Middle School Students in South Texas and Teacher Training and Experience
http://hdl.handle.net/10898/356
The Relationship between Teacher Knowledge of Attention Deficit Hyperactivity Disorder Among Middle School Students in South Texas and Teacher Training and Experience
Guerra, Fred R. Jr.; Brown, Michelle S.
The researchers examined the knowledge middle school teachers in South Texas have in relation to ADHD. Explored were the relationships between teachers’ demographic characteristics such as levels of education, number of years teaching, and past attention deficit hyperactivity disorder training, and their knowledge of ADHD. The sample for this study involved five predominately Hispanic middle schools in South Texas during the 2008- 2009 school year. An examination of the findings indicated a non-significant correlation between the number of courses taken and the teachers’ knowledge score. Similarly, the number of years of teaching experience and the level of education attainment did not make a statistically significant difference in teacher knowledge of ADHD. Implications and
recommendations are discussed.
2012-03-01T00:00:00ZThe Consequences of Merit Aid: Who Really Benefits?
http://hdl.handle.net/10898/352
The Consequences of Merit Aid: Who Really Benefits?
Chancellor McGhee, Shannon
State governments make a tremendous investment in the financing of higher education. Considering this investment, it is critical that there be a better understanding of exactly how financial aid programs administered at the state level are related to persistence and degree attainment, especially among the groups these programs were created to serve. The purpose of the current research was to examine the relationships between state merit-based aid programs and degree attainment among African-American, Hispanic, and low-income students. Longitudinal data provided by the National Center for Education Statistics were analyzed using an ex post facto research design. The Beginning Postsecondary Students Survey served as the source for the longitudinal data, and these data were analyzed using descriptive statistics and logistic regression. The state financial aid programs of interest were broad merit-based financial aid programs. The findings here are consistent with past research suggesting that state merit- based financial aid is disproportionately awarded to majority, high-income students. Additionally, although there was a very weak relationship between the receipt of state merit- based aid and timely degree attainment among African-Americans, there was no statistically significant relationship among Hispanic and low-income students. The findings from the current research could prove helpful as related to the continued establishment and implementation of state financial aid programs. It is important for legislators to know who the true beneficiaries are of these broad merit-based financial aid programs that are becoming increasingly popular. In addition, it is also important to determine whether or not the receipt of these types of funding is related to timely degree attainment.
2012-02-23T00:00:00Z