Journal of Research in Education, Vol. 22, Num. 2
Journal of Research in Education
Volume 22, Number 2
An International Journal Published
By the Eastern Educational Research Association
Table of Contents
Does Athletic Success Come at the Expense of Academic Success?
Daniel H. Bowen & Jay P. Green (Show/Hide Abstract)
Claims are often made about the impact of high school athletics on academic achievement without reference to empirical research on the issue. In this paper we empirically examine the relationship between the extent towhich high schools have winning sports teams, offer a variety of sports options, and facilitate student participation in athletics on schools’ overall student achievement and attainment. We find that high school athletics do not appear to detract from academic success. In fact, based on the data we examined from Ohio high schools, an emphasis on athletic success and participation is associated with higher scores on standardized tests and higher graduation rates.
Powerful Words and Pens: Developing Critical Stance with Adolescent Literacy in Pre-service Teacher Education
Lina B. Soares (Show/Hide Abstract)
This practitioner-research study investigated the effect critical literacy has on content area pre-service teachers’ abilities (N=14) to perceive the sociocultural influences in text. The study
further investigated how content area pre-service teachers engage in critical stance during
situated reading practices that centered on discussions of young adult literature. Quantitative data were collected on a pre- and post Literary Response Questionnaire (LRQ). Qualitative data
collection included videotaped and audiotaped recordings, interviews, and dialogue journals.
Results from a paired samples t testfound there was a statistically significant difference between
the LRQ pre- and post survey. Informed by grounded theory, reading young adult literature
engaged content area pre-service teachers in critical stance through powerful voices in discussion
and pens through dialogue journaling.
Social Stories™ for Children with Autism: A Review of the Literature
Jessica L. Bucholz (Show/Hide Abstract)
Social Stories™ were developed as an intervention to help individuals with autism better handle
unfamiliar, stressful, or difficult situations. The popularity of this intervention has grown
although there is still a relatively limited amount ofresearch to support the effectiveness of this type of intervention. For this article, research published between 1993 and May 2011 was
examined to determine the strengths and weaknesses of the current research that explores the use
of Social Stories™ as the only intervention rather than as part of a treatment package.
Teacher Leaders Negotiating Equity-Centered Change: Empowerment and Development through Action Research
Jennifer Jacobs (Show/Hide Abstract)
This qualitative research study examined the experiences of five teacher leaders enrolled
in an instructional leadership master’s degree cohort who engaged in equity-focused action
research. Specifically, the study focused onHow do teacher leaders describe their development
as equity-centered leaders after engaging in action research? Findings point to how teacher leaders became empowered and increased in their confidence to advocate for change. The teacher leaders also discussed the development of an
equity-centered teacher leadership pedagogy that included: focusing on beliefs before pedagogy,
using an asset-based view of teachers, and valuing voices of color.
Chinese College Students’ Self Regulated Learning Strategies and Self-Efficacy Beliefs in Learning English as a Foreign Language
Chuang Wang, Jiyue Hu, Guoying Zhang, & Yan Chang (Show/Hide Abstract)
Chinese college students majoring in medicine participated in this study by completing two
questionnaires about their use of self-regulated learning (SRL) strategies and self-efficacy beliefs in studying English as a foreign language. Data on participants’ performance on two English
written exams and one oral English test were alsocollected. Statistically significant relationship
between the use of SRL strategies, self-efficacy beliefs, and achievement in learning English
were noted, providing additional validity information for the scores from the two questionnaires
developed in a previous study (Wang & Pape, 2005). Participants’ self-ratings of self-efficacy
and use of SRL strategies; however, were not high. Students who read articles before reading
questions had better performance on English writtenexams than their counterparts. Implications
of the results in a Chinese English instruction context are also discussed.
Examining the Relationships Among Classroom Goal Structure, Achievement Goal Orientation, Motivation and Self-regulated Learning for Ethnically Diverse Learners
David Shannon, Jill Salisbury-Glennon, & Melanie Shores (Show/Hide Abstract)
The purpose of this study was to explore the learning strategies used by ethnically diverse
learners and to investigate the relationships among the constructsof classroom goal structure,
achievement goal orientation, motivation and self-regulated learning in an ethnically diverse
population of fourth and fifth grade learners (n=396). Goal setting, environmental restructuring,
and seeking assistance from adultswere described most frequently by this sample of African
American and Hispanic elementary students. Correlational analyses revealed moderate positive
relationships among the constructsof classroom goal structure,achievement goal orientation,
motivation, and self-regulated learning. Further analyses by means of structural equation
modeling supported a model depicting positive relationships between classroom goal structure
and achievement goal orientation, achievement goal orientation and motivation, and achievement
goal orientation and self-regulated learning. Finally, Hispanic students reported higher levels of
task structure and task orientation, compared to African American students.
The complexities of teaching prime decomposition and multiplicative structure with tools to preservice elementary teachers
Terri L. Kurz & Jorge Garcia (Show/Hide Abstract)
Preservice elementary teachers often struggle with prime decomposition and other mathematical topics that correlate with number theory. This paper provides a framework for integrating prime factor tiles into their curriculum with a particular emphasis on prime decomposition. Using this framework, preservice teachers explored and evaluated numbers using prime factor tiles. The results of the exploratory inquiryshowed that preservice teachers made some progress in their understanding of prime decomposition after exploring with the tools. However, they struggled with problems requiring the application of prime decomposition. More time to delve into this topic is probably needed in order to observe further gains.