129,652 results on '"Mississippi"'
Search Results
202. Mississippi's 2011 Concealed Carry Law: Analyzing Reported Criminality among Mississippi's Public Community Colleges
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Doss, Daniel Adrian, McElreath, David Hughes, Gokaraju, Balakrishna, Mallory, Stephen L., Tesiero, Raymond, Taylor, Linda, Hong, Qiuqi, Jones, Don, McElreath, Leisa Stuart, and Parker, McKenzie
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This study examined differences in reported campus criminality on selected community college campuses in the years between 2005 and 2016 representing the years preceding and succeeding the implementation of Mississippi's 2011 concealed carry legislation. Each campus included in this study is a public-funded community college in Mississippi. Using a significance level of 0.05 and an analysis of variance approach, the hypothesis testing showed five statistically significant findings reflecting the cases of Copiah-Lincoln, East Central, Jones County, Mississippi Delta, and Northeast Mississippi Community Colleges.
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- 2020
203. Reckoning: What Does It Mean to Look Forward and Back Together as Critical Educators
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Kannan, Chloe and Malone, Andy
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This feature piece explores what can happen when educators allow for collective reflection to transpire. Written as a dialogue, this piece presents two doctoral candidates working through what it means to identify as critical educators in this moment. These two educators met during the height of the education reform movement as a part of Teach For America. This reflective piece weaves theory, practice, and experience to help make sense of their time in education and how to navigate complexity within the larger education narrative.
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- 2020
204. How Emmett Till Changed Our Lives: A New Perspective for Teaching Social Justice
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Aday, Danika Lynn, Kenney, Alison Lynn, and Grace, Cathy
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As graduate assistants (GAs) at the Graduate Center for the Study of Early Learning at the University of Mississippi, two of the authors participated in a trip to Money, Mississippi, the community where one of the most horrific events related to racial unrest in the country's history occurred. While there, they learned about Emmett Till, a young black teen who sparked the civil rights movement. They got to see where Emmett was accused of flirting with a white woman back in 1955, the location of where he was accused, and a museum, Sumner Courthouse Museum that was created in remembrance of him which was also reported as the place his body was left after his murder. Emmett Till is a major part of Mississippi history and the civil rights movement; sadly however, Emmett's story is not taught in some schools. This article constitutes a reflection of "new to the field" early childhood educators on how place-based experiences influence how and what is taught. The two GAs present their own stories in their own voice and combine thoughts with their guide in a concluding section, which challenges all seasoned educators to reflect on their own teaching.
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- 2020
205. Academic Year 2017 through Academic Year 2020 Degrees Awarded and Top-Ten Degrees & August 2020 Academic Program Summary
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Mississippi Institutions of Higher Learning, Office of Strategic Research
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This report presents academic year 2017 through 2020 degrees awarded and top-ten degrees at Mississippi institutes of higher education, along with Science, Technology, Engineering, and Mathematics (STEM) degrees awarded and top-ten degrees, and August 2020 academic program summary for Mississippi. The following institutes of higher education are presented: (1) IHL System; (2) Alcorn State University; (3) Delta State University; (4) Jackson State University; (5) Mississippi State University; (6) Mississippi State University -- Meridian; (7) Mississippi University for Women; (8) Mississippi Valley State University; (9) University of Mississippi; (10) University of Mississippi Medical Center; (11) University of Southern Mississippi; and (12) University of Southern Mississippi -- Gulf Park. STEM degrees awarded and top-ten degrees are presented for the IHL System. August 2020 academic program summary includes: (1) Definition of Terms; and (2) The Number of Academic Degree Programs Offered by University. [For the report from the previous year, "Academic Year 2016 through Academic Year 2019 Degrees Awarded and Top-Ten Degrees & August 2019 Academic Program Summary," see ED603692.]
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- 2020
206. Transforming Education to Unlock Lifelong Opportunity and Success for Each and Every Child. Annual Report 2020
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ExcelinEd
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To innovate for the future and improve equity, while also protecting foundational and proven principles that support high-quality education, ExcelinEd is committing to 5 goals over 5 years to impact 5 million students. Those goals hold the key to impactful and far-reaching changes in education, with the power to transform schools, students' lives, communities and America's future. ExcelinEd's work is laser-focused to bridge the digital divide; close learning gaps; empower families with opportunity; strengthen pathways to college and career; and reimagine learning. The pages of this report capture the policy solutions and progress toward that vision. [For the 2019 report, see ED619667.]
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- 2020
207. 2020 Teacher Prep Review: Program Performance in Early Reading Instruction
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National Council on Teacher Quality, Drake, Graham, and Wash, Kate
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New data and analysis from the National Council on Teacher Quality finds significant progress on the science of reading instruction in teacher preparation. For the first time since NCTQ began publishing program ratings in its 2013 Teacher Prep Review, the number of programs in the nation to embrace reading science has crossed the halfway mark, with 51 percent of 1,000 evaluated traditional elementary teacher preparation programs across the country now earning an A or B grade for their coverage of the key components of the science of reading--up from just 35 percent seven years ago. [A list of "Teacher Prep Review" sponsors can be found on page 2 of the PDF.]
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- 2020
208. Attainment for All: Postsecondary Pathways. Reverse Transfers
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Hunt Institute, Siddiqi, Javaid, and Mikolowsky, James
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As state leaders across the country seek strategies that will drive progress toward their postsecondary attainment goals, many have used data to analyze the current attainment levels of different segments of the state's residents. Reverse Transfer, sometimes referred to as degree reclamation, is a policy strategy that can be used to aggregate the learning experiences that postsecondary students have had across different institutions of higher education (IHEs) to determine whether they may already be eligible for a certificate or degree -- or to determine the remaining steps necessary for completion. The Hunt Institute released a series of policy briefs that highlighted scalable state-level strategies to boost postsecondary attainment rates among specific student subpopulations including recent high school graduates, first-generation students, and adult learners. This second policy brief, focused on reverse transfer, which ensures students who have earned credit across multiple institutions of higher education receive the certificates or degrees that they have earned or helps students determine the remaining steps necessary for completion. [For the first brief, see ED614430. For the third brief, see ED614426.]
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- 2020
209. State Policy Levers for Improving Literacy
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National Comprehensive Center (NCC) and Foorman, Barbara R.
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The disappointing results of the 2019 National Assessment of Educational Progress--a dip in trajectory of reading proficiency for all students except those at the highest level of ability--are prompting states to consider new reading-related policies and actions. In "State Policy Levers for Improving Literacy," Barbara Foorman describes the validated non-negotiable steps for ensuring Grade 3 reading success and offers advice about policies that SEAs can implement to guide and support actions at district and school levels.
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- 2020
210. Fall 2020 Enrollment Fact Book and Ten-Year Enrollment Comparison and Selected Information on Diversity
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Mississippi Institutions of Higher Learning, Office of Strategic Research
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The Fall 2020 Enrollment Fact Book details current fall enrollment data including on- and off-campus enrollment by ethnicity, gender, residency, degree program level, and program category. [For the Fall 2019 Enrollment Fact Book, see ED611659.]
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- 2020
211. A Pilot Study of the Impact of Three-Dimensional Stereoscopic Models of Pelvic Anatomy on Short- and Long-Term Retention in First-Year Medical Students
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Meyer, Edgar R., James, Amber M., Sinning, Allan, Thompson, Kenneth, and Cui, Dongmei
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Despite proliferative use of anatomical virtual models, there are few studies exploring whether stereoscopic models help medical students retain information regarding three-dimensional (3D) relationships of structures. This pilot study examined first-year medical students' exposure to a virtual 3D stereoscopic pelvis model and their corresponding short- and long-term retention. Participants were administered a series of tests before and after their 3D learning experience, including a pre-3D test, a mental rotation test (MRT), a short-term post-3D test, a block exam, and a long-term post-3D test. Students also completed a survey exploring their satisfaction with 3D imaging in general and its effectiveness in teaching anatomical material. Exam results were analyzed using a repeated measures ANOVA, and the pre-3D test scores within the 3D groups, were compared using one-way ANOVA's with each of the other performance measures. Final results showed a significantly higher difference in the students' pre-3D test and their immediate short-term retention post-3D test scores. Results also showed a significantly lower difference in students' pre-3D test and their one-month long-term retention test scores. There was no significant difference in the students' pre-3D and six-month long-term retention test scores. However, small sample sizes suggest further research on correlations between stereoscopic imaging of pelvic anatomy and other complex regions and students' short- and long-term retention.
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- 2020
212. From Statehood to School Desegregation: Racial Disparities in the Public Education of Mississippi, 1817-1969
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Dixon, LaTanya L.
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On this 50th-year anniversary of "Alexander v. Holmes Board of Education" (1969) nationally enforcing school desegregation in fall 1970, Mississippi is being sued for racial disparities in public education between Black students and White students in Williams et al. v. Bryant et al. (2017). Using quantitative and qualitative primary sources, I investigate the extent to which Mississippi administered racial disparities in public education between Black students and White students from its statehood in 1817 through school desegregation. The data show many racial disparities such as a $242 million difference in expenditures for 14 years and the school attrition of more than 1 million Black students, over a 17-year period, of which over 730,000 of those students left school after first grade. In the conclusion, I offer three recommendations for how Mississippi can take present-day responsibility for these racial disparities in public education.
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- 2020
213. Bullying and Autism Spectrum Disorder: Teacher Perspectives and the Role of the Speech-Language Pathologist
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Plumb, Allison M., Moates, Ashley E., Piazza, Lindsey I., and Mauldin, Erin Ofe
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Purpose: The purpose of this study was to investigate teachers' perceptions of bullying of students with autism spectrum disorder (ASD) and their views of the speech-language pathologist (SLP) as a source of support regarding bullying management. Method: A web-based survey was created and distributed through e-mail and Facebook. One hundred twenty-six general and special education teachers completed the survey. The majority of teachers indicated teaching elementary grades (n = 81, 64%). The remainder indicated teaching middle school, high school, or specialized school. The teachers' experience ranged from less than 1 year to greater than 10 years. All teachers reported teaching at least one student with ASD within the past 5 years. Results: The majority of participants acknowledged bullying of children with ASD as a problem and witnessed bullying at their schools. Teachers were least likely to select SLPs as school professionals who could play a valuable role in the management of bullying. Conclusions: SLPs' training in social communication places them in a unique position to contribute to bullying management. School-based SLPs should therefore educate school personnel on the unique and necessary role they can play to help foster a safe and inclusive school culture for students with disabilities, including those with ASD.
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- 2022
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214. Differences in Item Statistics between Positively and Negatively Worded Stems on Histology Examinations
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Klender, Sara, Ferriby, Andrew, and Notebaert, Andrew
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Multiple-choice questions (MCQ) are commonly used on histology examinations. There are many guidelines for how to properly write MCQ and many of them recommend avoiding negatively worded stems. The current study aims to investigate differences between positively and negatively worded stems in a medical histology course by comparing the item difficulty and discrimination index between matched MCQs. When questions were matched by modified Bloom's Taxonomy classification, presence or absence of an image, and timing of content presentation, negatively worded lower level Bloom's questions were less difficult and had a lower discrimination index.
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- 2019
215. How States Made Available 'Carl D. Perkins Career and Technical Education Act' Funds to Support Correctional Education
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Department of Education (ED), Office of Career, Technical, and Adult Education (OCTAE) and Lee, Carolyn S.
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Congress amended and extended the "Carl D. Perkins Career and Technical Education" ("Perkins IV") in 2018 with passage of the "Strengthening Career and Technical Education Act for the 21st Century" ("Perkins V"); the law became effective on July 1, 2019. "Perkins V" increases federal funding for career and technical education (CTE), including the amount available for states to spend on educating students who are incarcerated. To provide a framework and to support states as they develop their "Perkins V" plans, this report looks back at how states used "Perkins IV" funds to serve individuals in states institutions during three fiscal years (FYs) 2012-14. This report addresses four research questions: (1) What was the total amount of "Perkins IV" funds that each state made available in each of the three fiscal years (FYs 2012-14) for state institutions, including states correctional institutions?; (2) What percentage of their total grant allocation from "Perkins IV" did each state make available in each of the three fiscal years (FYs 2012-14) for all types of state institutions?; (3) How many incarcerated students in state correctional institutions received programs and services with the "Perkins IV" funds for state institutions?; and (4) What types of programs and services did states offer incarcerated students in their state correctional institutions with "Perkins IV" funds? The number of individuals served in state institutions could increase with the "Perkins V" 1 percent increase in funds made available to serve individuals in state institutions, such as state correctional institutions, juvenile justice facilities, and educational institutions that serve individuals with disabilities. The data and the information in the state narratives about the services and activities for incarcerated students may assist state and local decisions makers in developing correctional education programs with the amount made available under "Perkins V."
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- 2019
216. Adult Promise: Design Template
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State Higher Education Executive Officers (SHEEO) and Bell, Alli
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Since 2016, the State Higher Education Executive Officers Association (SHEEO), with generous support from Lumina Foundation, has been working with states to explore establishing "promise-type" aid programs for adult students (adult promise programs). SHEEO is currently working with 15 states to implement adult promise programs through 2020: Arizona, California, Hawaii, Idaho, Indiana, Kentucky, Maine, Minnesota, North Carolina, Ohio, Oklahoma, Oregon, Rhode Island, Texas, and Washington. Adult promise programs are programs that: (1) Promote a simple, transparent message that postsecondary education is affordable for adult learners; (2) Make a financial commitment to adult students through leveraging aid from all available sources; and (3) Establish and support programs and services that are tailored to the unique needs of adult students and will help them succeed in postsecondary education. This design template is intended for states, regions, localities, and institutions that are interested in developing promise programs for adult learners. It provides a checklist for those designing adult promise programs and includes examples and specific items to consider as those programs are being designed. The information and concepts presented here should also be useful for those looking to improve adult learner success in postsecondary education outside of the promise program framework. This design template is intended to be used alongside the resources available on SHEEO's Adult Promise website. [For "Adult Promise Program: A Pilot Design Template for States," see ED603885. For the full white paper, "The Power of a Promise: Implications and Importance of Adult Promise Programs. SHEEO Adult Promise Project," see ED603919.]
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- 2019
217. Postsecondary Workforce Development Policies. Policy Snapshot
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Education Commission of the States and Keily, Tom
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Researchers suggest that the economy of the future will consist of jobs that do not currently exist, there will likely be a shortage of individuals with necessary education and credentials to fill those jobs, and if the nation does not produce this workforce, there will likely be a $1.72 trillion loss in productivity by 2030. Considering these projections, policymakers continue to seek ways to create opportunities for individuals to access training and education that translate to jobs and careers, all while meeting the labor demands of an evolving economy. States have introduced and enacted legislation that forms connections between education and workforce development. While these connections can take place at a local or institutional level, many states have enacted policy that expands beyond local activity to make statewide workforce development and education connections. This Policy Snapshot reviews 2019 enacted legislation pertaining to postsecondary education and workforce development. It breaks legislative activity into four main categories -- (1) career pathways and skills; (2) partnerships and working groups; (3) financial incentives; and (4) workforce data -- with state examples for each.
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- 2019
218. Research Catalog, FY 2019
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Mississippi Institutions of Higher Learning, Office of Strategic Research and Mississippi Board of Trustees of State Institutions of Higher Learning
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The Mississippi Public Universities "Research Catalog" is mandated by the State through the University Research Center Act of 1988 (§ 37-141-17). The publication lists the funding amounts by the sources of funding and by the university disciplines receiving the funding. It is designed for use by state policy makers, the educational community, economic developers, and the general public as a resource to: (1) Assist in developing strong legislative funding support for research; (2) Improve the regional, national, and international image of Mississippi universities as research institutions; (3) Encourage continued and expanded external funding support for state university research and sponsored programs; and (4) Enhance further development of technology transfer and practical applications of research which impact the state's economy. The "Research Catalog" includes only external awards and non-appropriated state awards for research and sponsored programs. External funds for student financial aid are not included in the totals. The external resources identified in the "Research Catalog" are an indication of the national competitiveness of the universities in the state of Mississippi and of the quality research and sponsored programs they conduct. These resources provide essential funds to the state's public universities which strengthen the research, teaching, and service missions of the universities. [For the FY 2018 catalog, see ED593978.]
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- 2019
219. Teachers Need Multifaceted Support to Improve Literacy. Policy Update. Vol. 30, No. 2
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National Association of State Boards of Education (NASBE) and Hao, Winona
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Teachers need comprehensive support to improve students' literacy. This Policy Update shares how state boards of education can provide this holistic support to improve through: (1) better teacher preparation standards in early literacy; (2) professional development guidance; (3) high-quality literacy coaches and other support professionals; and (4) a one-stop-shop strategy that aids teachers in aligning curriculum, instruction, and their professional development with the science of reading. Boards can advocate for funding for early childhood educators to receive this support as well.
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- 2023
220. In Their Own Words: Impact of Donor Information and Personal Statements on Humanization of Donors in a Gross Anatomy Course
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Mueller, Caroline M. and Allison, Sara M.
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Humanization of donors in gross anatomy courses has been reported to facilitate professional behavior in healthcare students. However, there is a lack of research investigating whether students' knowledge of donor information is associated with humanization of whole body donors. To address this gap, the present study aimed to 1) determine whether knowledge of donor information is associated with greater humanization of donors and 2) investigate student perceptions of receiving donor information. Donor information was provided to students at the beginning of the course (cohort A) or at midsemester ("cohort B"). Questionnaires utilized quantitative and qualitative methods to assess humanization and student perceptions at the beginning, middle, and end of the semester. Independent t tests demonstrated that there was no statistically significant difference in mean humanization scores between cohorts A and B before the first dissection [t(37) = 0.449, P = 0.656], at midsemester [t(35) = -1.546, P = 0.131], or at the end of the semester [t(28) = 0.004, P = 0.997]. Thematic analysis demonstrated that as the semester progressed students' view of dissection as an invasion of privacy and the donor as a patient decreased. Themes delineated from students' open-ended responses revealed that students felt a connection with their donors; that the donors' consenting information gave permission to dissect; and that the information gave students an invaluable learning experience. Students demonstrated detached concern toward their donor, viewing the donor as a learning tool or educator rather than a patient. However, their responses also indicated the development of a deeper, personal connection to donors.
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- 2022
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221. Mississippi INBRE Outreach Scholars Program: Adapting a Summer Scholars Program to the Virtual World amidst the COVID-19 Pandemic
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Lemacks, Jennifer L., Greer, Tammy, Aras, Sermin, Iverson, Caroline, Willis, Darlene, Duplantis, Tyler, Hickmon, Fredrick L., Gipson, June, Elasri, Mohamed O., Madson, Michael, and Reese-Smith, Jacqueline
- Abstract
The Mississippi IDeA Networks of Biomedical Research Excellence (INBRE) supported by the National Institute of General Medical Sciences (Grant P20GM103476) launched the new Mississippi INBRE Outreach Scholars (MIOS) summer research program in 2019. The program was designed to offer students community outreach and research experiences related to the study of behavioral and health disparities life sciences. The program was adapted in early 2020 to offer the program in a fully online format in the summer of 2020. This article details the program adaptations and discusses program evaluation data related to scholars' perceptions of program benefits and expectations and their confidence in research-related skills. The program evaluation was a mixed-method approach that included a qualitative postprogram survey and a pre-post quantitative survey. Scholars identified technical and communication skill building and resilience as areas of personal growth. Overall, the program met scholars' expectations for the program and significantly improved their confidence on 8 of the 19 (with confidence interval estimated differences from 0.3 to 2.56, where a difference of 1 is an improvement across 1 anchor on a Likert-type scale) various research-related tasks/skills after completion of the program. The analyses presented demonstrated that a combined qualitative and quantitative analysis approach is useful for examining the extent to which programs such as Mississippi INBRE are meeting goals of providing a rich research experience in health disparities for a diverse student body. Future longitudinal data may be examined to explore the long-term impact of MIOS on career preparation and choices and graduate education.
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- 2022
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222. Fast Facts 2022-2023
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Mississippi Institutions of Higher Learning, Office of Strategic Research
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The Board of Trustees of State Institutions of Higher Learning serves as the governing board overseeing the eight public universities in Mississippi, including the University of Mississippi Medical Center located in Jackson. The Southern Association of Colleges and Schools is the accrediting body for each of the public universities in Mississippi. In Fall 2022, 75,739 students enrolled in Mississippi's Universities, with an operating budget of $5.25 billion. The system awarded 19,861 degrees in Academic Year 2021-22. This pamphlet summarizes information on the following topics: (1) Research and Sponsored Projects; (2) Retention and Graduation; (3) Faculty/Staff Information; (4) Fall 2022 Headcount Enrollment; (5) 2022-23 Financial Information; (6) 2022-2023 Student Financial Aid; (7) 2022-23 Annual Cost of Education; (8) 2022-23 Buildings/Facilities; (9) 2021-2022 Degrees Awarded (by Degree); and (10) 2021-2022 Degrees Awarded (by Ethnicity and Gender). [For "Fast Facts 2021-2022," see ED617849.]
- Published
- 2023
223. High School Bands in Jackson, Mississippi, before and after Integration
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Liddell, Ollie Eugene Payne
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Although the United States Supreme Court declared segregation in education under law unconstitutional in the landmark Brown v. Board of Education decision in 1954, the public high schools in Jackson, Mississippi, would remain segregated until 1970. The present study examines the effects of this social climate on the high school band programs in Jackson, Mississippi, during segregation and integration. Information about the band programs was investigated using in-person and telephone interviews, as well as yearbooks, books, and other print media. The implications of this study indicate that segregation had a negative effect on the segregated all-African American high school band programs in Jackson, Mississippi. This study also shows that, initially, integration had a positive effect on the previously all-white high schools in Jackson and that integration immediately had a negative impact on the previously all-African American high schools.
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- 2022
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224. The Development of Marching Band Traditions at Historically Black Colleges and Universities: The Human Jukebox versus the Sonic Boom of the South
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Milburn, Claire
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This study investigated the development of marching band traditions at Historically Black Colleges and Universities (HBCUs), as told through the rivalry between Southern University (SU) and Jackson State University (JSU). I interviewed directors from SU, including Lawrence Jackson, Nathan Haymer, and Kedric Taylor. Directors from JSU included Dowell Taylor, Lewis Liddell, and Lowell Hollinger. Paul Adams directed at both schools, David Ware is an HBCU bands researcher, and Julian White directed at Florida A&M University (FAMU). I found traditions established through the intense rivalry between SU and JSU. Interviewees agree that a desire to outplay and outperform the other band is a major factor. This study highlights similarities between HBCU bands and New Orleans-style "second line" brass bands, which were historically driven by a competitive edge. Narrations revealed combinations of happenstance and careful planning that birthed traditions such as the famed pre-game "zero quarter" and post-game "fifth quarter" rituals that are now commonplace at HBCU football games. Directors discussed how these traditions changed with improved video sharing. Fans now demand more music, more shock factor, and flawlessness. This competitive environment forged unique traditions which can inform modern music educators about the important and complex role of competition in performance.
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- 2022
- Full Text
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225. First-Generation College Student Network
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Williams, Ashleen and Ash, Ainsley
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Authors describe the college's First-Gen Student Network, a cohort of faculty, students, and practitioners committed to equity, access, and success of first-generation learners. Optional biweekly meetings address a range of topics, including financial aid and opportunities for employment.
- Published
- 2021
226. The Status of Middle Schools in the Southeastern United States: Perceptions and Implementation of the Middle School Model
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Alverson, Ryan, DiCicco, Mike, Faulkner, Shawn A., and Cook, Chris
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For more than 100 years, education communities have debated how best to educate the young adolescent. Proponents of both the junior high school model and the current middle school model have advocated for a specialized approach to educating adolescents that emphasizes the developmental needs of students. To accomplish this, various organizational structures and instructional approaches are recommended. This survey study examines the perceptions of these middle school practices and the implementation of those practices in middle schools in the Southeastern region of the United States. We note several key trends in our results and highlight key differences in perception of importance and implementation of middle school components and strategies compared to the most recent large scale survey administered by McEwin and Greene (2011).
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- 2019
227. Developing Student Growth through Effective Inclusion Skill Sets in the Rural Black Belt Region of Alabama and Mississippi
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Griffith, Kimberly Grantham, Jones, Kevin, Winship, Jodie, and Howard, Esther
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Skill sets have been identified as the abilities needed by an individual to perform a job or task. In this mixed methods study, an online survey was developed to collect data identifying those skill sets and the barriers to effective inclusion in rural schools in the Black Belt region of Alabama and Mississippi. For rural administrators, this becomes a challenging task to provide the supports needed for students with disabilities to be successful and prepared to be college and/or career ready when they graduate. Rural school principals must be cognizant of teacher skill sets needed for both general and special education teachers to be competent team members in the inclusion classroom. Although 242 randomly selected rural school administrators employed in the Black Belt Region of the twin states area were sent an email requesting participation, there was only a 16% response rate for the survey. Results of the study indicated that principals felt supports that were needed for successful inclusion were related to professional development, common scheduling and planning, and collaboration. Barriers to inclusion were territorial and shared responsibilities, personality conflicts, and insufficient number of staff and co-teaching training. One of the conclusions of this study indicated the need of administrators to be aware of the use of a variety of inclusion strategies that support more than just one inclusion model. The second conclusion indicated a need for the College of Education to revise and include additional training in effective inclusion skill sets both within their educator and instructional leadership preparation programs.
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- 2019
228. Strategic Priorities for Historically Black Colleges and Universities with Teacher Preparation Programs
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State Higher Education Executive Officers (SHEEO), Toldson, Ivory A., and Pearson, Denise
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For this report, State Higher Education Executive Officers (SHEEO) surveyed selected historically black colleges and universities (HBCUs) and HBCU-adjacent school districts to help SHEEOs and nongovernmental organizations understand what drives successful teacher preparation at HBCUs. The report suggests ways to use HBCUs as resources to resolve longstanding racial disparities and inequities in majority-minority school districts. We address partnerships with surrounding school districts, professional development, college preparedness, standardized exams, and quality teacher training.
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- 2019
229. Small Town, Big Talent: Identifying and Supporting Academically Promising Students in Rural Areas
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Jack Kent Cooke Foundation, Lynn, Randy, and Glynn, Jennifer
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Since 2012, the Jack Kent Cooke Foundation has supported educational enrichment in rural areas by awarding over $3.3 million in grants to six outstanding organizations operating in Iowa, Indiana, Mississippi, North Carolina, Tennessee, and Virginia. In this report, the authors combine the experiences of these organizations with findings from the research community to offer 14 recommendations of best practices for identifying and educating exceptionally promising rural students. The authors conducted extensive interviews with each organization on the best ways to identify academically talented students in rural areas, provide academic enrichment, and help these students navigate their unique social, cultural, and emotional landscape. They then supplemented these findings with a review of already existing literature, distilling the major conclusions into actionable recommendations. [Foreword by Bev Perdue. For the executive summary, see ED603583.]
- Published
- 2019
230. Minimizing Skills and Training Gaps through Professional Development Course
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Ejiwale, James
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Many companies that are striving to expand their development and production are finding it difficult to do so successfully. This is due to the shortage of qualified employees to help sustain their competitive edge in the global market. This dilemma is due to skills gaps; more importantly a mismatch between available jobs and skills. It is imperative to prepare the workforce for technical jobs and as well to find a lasting solution to eradicate the effect of skills and training gaps on college graduates. This paper addresses the causes of skills and training gaps and the need to minimize the impact of skills and training gaps through professional development.
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- 2019
231. Math Course Sequences in Grades 6-11 and Math Achievement in Mississippi. REL 2019-007
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Regional Educational Laboratory Southeast (ED), Florida State University, National Center for Education Evaluation and Regional Assistance (ED), Koon, Sharon, and Davis, Marla
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Description: Effective with the 2014/15 school year, Mississippi adopted new academic standards and courses aligned to these new standards. The new courses included both a subject-specific mathematics sequence (that is, algebra I, geometry, and algebra II) as well as an integrated mathematics sequence (that is, integrated I, integrated II, and integrated III). In addition to differences in course content, students also could elect to begin their sequences at different grades (for example, algebra in grade 8 versus grade 9) and complete their sequences in different order. The Mississippi Department of Education is interested in understanding the student and school demographic profiles by mathematics sequences (for example, integrated versus subject specific) which were followed under these new course options. Findings from this study will provide this information and will inform professional development activities at the state and school district levels for individuals responsible for advising students and for providing mathematics instruction, facilitate discussions across districts with similar demographic profiles but differences in mathematics sequences and mathematics achievement, and, if needed, help determine the likely number of students who would be affected by future changes to the approved courses list in Mississippi. Research Questions: The study will be guided by the following research questions: (1) What are the mathematics sequences taken by students who started grade 9 in 2014/15?; (2) How are mathematics sequences related to student demographic characteristics for students who started grade 9 in 2014/15?; and (3) How are mathematics sequences related to college-ready performance on the American College Testing (ACT) Mathematics for students who started grade 9 in 2014/15? Study Design: The statistical package "TraMineR" will be used to both identify and group similar mathematics sequences taken by students, and then examine how the sequences are related to explanatory factors (for example, gender, race/ethnicity) in correlational analyses. Associations between mathematics sequence and college-ready performance will be modeled using multilevel logistic regression analyses. The sample for this study includes students who entered high school in 2014/15 in the Mississippi public school system under the state's new mathematics standards and continued enrollment through grade 11 in 2016/17. [For the study snapshot "Math Course Sequences in Grades 6-11 and Math Achievement in Mississippi. Study Snapshot. REL 2019-007," see ED597300. For the appendix "Math Course Sequences in Grades 6-11 and Math Achievement in Mississippi. Appendix. REL 2019-007," see ED597301.]
- Published
- 2019
232. Math Course Sequences in Grades 6-11 and Math Achievement in Mississippi. Appendix. REL 2019-007
- Author
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Regional Educational Laboratory Southeast (ED), Florida State University, and National Center for Education Evaluation and Regional Assistance (ED)
- Abstract
In spring 2015 Mississippi began testing the college readiness of all grade 11 public high school students and found that approximately 18 percent were ready for college math, a percentage that had changed little by 2017/18. This study examined: (1) the sequences of math courses that Mississippi students took in grades 6-11; (2) the math achievement and demographic characteristics of students who took similar math sequences; and (3) how math sequences, prior math achievement, and student demographic characteristics relate to college readiness in math. The study team used the statistical package "TraMineR" (Gabadinho, Ritschard, Müller, & Studer, 2011) to describe the student math sequences in Mississippi. "TraMineR" is designed specifically for sequence analysis and is able to both identify and group similar sequences for use in examining how sequences are related to explanatory factors, such as race/ethnicity, in correlational analyses. Associations between math sequences and college-ready performance in math on the American College Testing (ACT) were modeled using classification and regression tree (CART) analyses. CART is a statistical technique used to classify individuals into mutually exclusive subgroups, with the results presented in a decision tree (Breiman, Friedman, Olshen, & Stone, 1984). The methods used for study are presented in this appendix. [For the full study "Math Course Sequences in Grades 6-11 and Math Achievement in Mississippi. REL 2019-007," see ED597299. For the study snapshot "Math Course Sequences in Grades 6-11 and Math Achievement in Mississippi. Study Snapshot. REL 2019-007," see ED597300.]
- Published
- 2019
233. Accelerating Pathways to Careers: For Adult Learners
- Author
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Jobs for the Future
- Abstract
This brief highlights examples of career pathway models funded by TAACCCT [Trade Adjustment Assistance Community College and Career Training] that were designed for adult students who require accelerated timelines because they are often under pressure to enter or reenter the workforce quickly to support their families. In each of the cases chosen, the models went on to be scaled up on a state or national level, or were recognized by third parties as potential models for future replication.
- Published
- 2019
234. Third Grade Reading Laws: Implementation and Impact
- Author
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Council of Chief State School Officers (CCSSO) and Center on Enhancing Early Learning Outcomes (CEELO)
- Abstract
Recognizing the critical importance of early literacy, the Council of Chief State School Officers (CCSSO) and the Center on Enhancing Early Learning Outcomes (CEELO) have both worked intensively with states on birth through third grade improvement strategies across literacy and other learning domains. Third grade reading laws are one strategy that many states have employed to address early literacy challenges; at least 26 states have passed third grade reading laws over the past 20 years. This brief is intended to give an overview of the current status of state third grade reading laws and policies, with the goal of supporting states' early literacy goals. A closer look at third grade reading implementation approaches in four states with high levels of recent growth, Tennessee, Indiana, Nevada, and Mississippi, suggests deeper lessons for states beyond the specifics of a law.
- Published
- 2019
235. Education in the American South: Historical Context, Current State, and Future Possibilities
- Author
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Bellwether Education Partners, Robson, Kelly, Schiess, Jennifer O'Neal, and Trinidad, Justin
- Abstract
The purpose of this slide deck is to shine a spotlight on education in the American South with a focus on equity and to provide an understanding of the historical, social, political, and economic context in which the education sector operates. Any movement serious about improving education and life outcomes for underserved student groups -- including low-income, minority, and rural -- must engage the South. The South is home to 56 percent of all black students in the United States. Poverty rates and free and reduced-price lunch eligibility are higher in the South than in other regions. The region is also an economic powerhouse, contributing more to the U.S. economy than any other region. Yet the economic reality for many people living in the South is stark. Poverty rates are higher and incomes are lower in the South than in other regions. Southern states rank among the bottom in measures of health and well-being. Meanwhile, with a few notable exceptions, education reform efforts in the South are spotty at best. This deck of slides provides the latest information available on the education landscape in the South. The goal is to inform; to spark deeper understanding of the challenges and opportunities in education in the American South and more work to address the needs of students in this diverse and complex region of our country.
- Published
- 2019
236. The Appalachian Region: A Data Overview from the 2013-2017 American Community Survey. Chartbook
- Author
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Appalachian Regional Commission (ARC), Population Reference Bureau, Pollard, Kelvin, and Jacobsen, Linda A.
- Abstract
This study examines state- and county-level data for the 13 Appalachian states from the 2013-2017 American Community Survey (ACS) and from U.S. Census Bureau population estimates on topics including population, age, race and ethnicity, housing occupancy and tenure, education, labor force, employment and unemployment, income and poverty, health insurance coverage, disability status, migration patterns, and veteran status. Additionally, data are provided on types of housing units, homeownership, types of living arrangements, travel time to work and location of work, and income-to-poverty ratio. New to the study this year is information on computer device ownership, internet access, and household vehicle availability. Information is summarized for five Appalachian subregions and five metro designations. The report also compares data from two recent non-overlapping time periods, allowing the study of trends. [For the 2012-2016 Chartbook, see ED585953.]
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- 2019
237. The Value of Traditional Lecture in Medical Gross Anatomy: Student Perceptions and Performance
- Author
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Klender, Sara and Notebaert, Andrew
- Abstract
This study examines gross anatomy students' perception of lecture and the value of lecture based on student performance. Following a single lecture, students (n=85) completed a questionnaire asking about their perceptions of lecture using a 1(low) -- 10(high) rating scale and a five question, multiple-choice quiz. Students later answered these questions on the block exam. Students rated how much they learned during traditional lecture (m=5.24 ± 1.7), how much lectures guided their study (m=6.78 ± 2.1), and importance of lecture attendance (m=6.48 ± 2.2). Recall on the post-lecture quiz was poor (52.47% ± 26.5) but significantly improved on the exam (85.65% ± 21.7); z= -6.91, p<0.0001. This indicates that students who attended the lecture place intermediate to high value on some aspects of lecture, but do not immediately recall lecture information. This implies a disconnect between students perceptions of lecture and the benefits they may actually receive from lecture attendance.
- Published
- 2019
238. Strengthening the Early Childhood Education Continuum. Policy Guide
- Author
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Education Commission of the States, Keily, Tom, Evans, Alyssa, and Atchison, Bruce
- Abstract
This Policy Guide draws on work with five states to provide context and guidance for policymakers looking to strengthen the pre-K to K-3 continuum and create opportunities to close the achievement gap. It includes a tear-out page of guiding questions at the end.
- Published
- 2019
239. IHL System Profile: A Report from the Board of Trustees of State Institutions of Higher Learning
- Author
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Mississippi Institutions of Higher Learning, Office of Strategic Research
- Abstract
The Mississippi Institutions of Higher Learning (IHL System), under the governance of its Board of Trustees, operates as a strong public university system with eight distinct, mission-driven universities, and enhances the quality of life of Mississippians by effectively meeting their diverse educational needs. Five-year Goals for the system have been developed in order for the Planning Principles to come to fruition. Successful accomplishment of these Goals will strengthen not only the educational and economic foundation in the state, but also the comprehensive societal well-being of the state, the region, the nation, and beyond. Strategies used to meet these system goals are set by the individual universities in order to ensure respect for the distinctive mission and scope of each institution. This profile contains a variety of financial and student data. It includes the FY 2018 appropriations, total operating budget, and the FY 2019 budget request. It also includes faculty salary comparisons, tuition and fee data, student financial aid awards, and enrollment and graduation rates.
- Published
- 2019
240. Governors' Top Education Priorities in 2019 State of the State Addresses
- Author
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Education Commission of the States, National Governors Association, Pompelia, Sarah, and Macdonald, Heidi
- Abstract
Change swept throughout the country with the 2018 elections, bringing 20 new governors into office. Whether returning or starting their first term, governors are taking the opportunity in their State of the State addresses to highlight achievements and outline plans for the future. Every governor who has given an address has mentioned an accomplishment or a proposal related to education. Nearly all governors have indicated the importance of education to their state's success, and the ideas they proposed underscore that sentiment. Each year, Education Commission of the States tracks, analyzes and identifies trends in education policy accomplishments and proposals featured in governors' State of the State addresses. To date, 48 governors have delivered their 2019 addresses, and these are the top six education priorities mentioned: (1) school finance; (2) workforce development; (3) teaching quality; (4) early learning; (5) postsecondary financial aid; and (6) school safety. [To view the 2018 report, see ED582975.]
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- 2019
241. The Rural Male in Higher Education: How Community Colleges Can Improve Educational and Economic Outcomes for Rural Men
- Author
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Association of Community College Trustees (ACCT) and Bray, Jacob
- Abstract
This issue brief summarizes the economic conditions in rural communities since the Great Recession and highlights the educational attainment of rural men. It then describes the barriers to attending college that rural men face and these promising efforts that Hinds Community College and the Louisiana Community and Technical College System (LCTCS) have undertaken to help men gain the knowledge and skills they need to compete in the modern workforce: (1) Both institutions use scholarships to encourage students to enroll and complete their studies. Simply getting students on campus can have a tremendous impact on their long-term success; (2) Both institutions recognize that students need guidance and assistance once enrolled, such as with mentors, apprenticeship programs, and wrap-around services to support basic needs; (3) Both institutions have crafted programs with the goal of finding students jobs in high-demand fields in their home state. Higher education benefits job seekers and improves income, job security, and knowledge transfer. It also encourages civic and community engagement that is as essential in rural areas as it is everywhere. The authors hope that this paper will serve as a foundation for further discussions and greater inquiry into the attainment disparities affecting men in the rural United States and what can be done to address this challenge. [This report was written with Allison Beer and Marcia Calloway.]
- Published
- 2019
242. Mississippi's Literacy-Based Promotion Act: An inside Look
- Author
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RMC Research Corporation and Foundation for Excellence in Education
- Abstract
When students are unable to read by the end of third grade, their risk of falling behind academically grows exponentially. In fact, research shows that nearly nine out of ten high school dropouts were struggling readers in third grade. Students who are not reading proficiently by the end of third grade are four times more likely to drop out of high school, and high school dropouts are not eligible for 90 percent of jobs in the U.S. economy. To address this issue and ensure all students become capable readers by the end of third grade, many states have passed comprehensive K-3 reading policies, including Mississippi. In 2013, the state established the Literacy-Based Promotion Act (LBPA). The law was to ensure a comprehensive approach to teaching all children to read starting as early as kindergarten. The true spirit of the law is to identify K-3 students who need additional help in reading as early as possible and to provide effective instruction and intervention to ensure they read on grade level by the end of third grade. In 2016, the law was amended to include individual reading plans for students identified with a reading deficiency, and a higher cut score was established for third-grade promotion. Additionally, it required teacher candidates to pass a foundational reading test for certification to ensure they have the knowledge and skill to teach all students to read. Since Mississippi enacted the LBPA in 2013 the state's fourth-grade National Assessment of Educational Progress (NAEP) reading scores have substantially improved. In 2013, 21 percent of fourth graders were proficient in reading, and by 2017, 27 percent of fourth graders were reading proficiently: a 6-percentage point increase. Mississippi also decreased the percentage of fourth graders scoring below basic by 7 percentage points, going from 47 percent scoring below basic to 40 percent. Furthermore, Mississippi is second in the nation in learning gains. ExcelinEd contracted with RMC Research Corporation to conduct a study to better understand Mississippi stakeholders' perceptions of and experiences with the LBPA. The questions of interest were as follows: (1) What support strategies and technical assistance do the Mississippi Department of Education (MDE) and school districts provide to improve K-3 literacy? (2) What are teachers' perceptions of the LBPA? (3) What recommendations do stakeholders have for improving the implementation process? and (4) What impact has the LBPA had on districts and schools?
- Published
- 2019
243. Best Practices Article: Teacher Recruitment for an Alternate Route Program in a Rural Area--Methods and Lessons
- Author
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Miller, Nicole C., Elder, Anastasia D., Seymour, Dana, Cheatham, Dekota A., and Brenner, Devon
- Abstract
Teacher shortages in the United States have resulted in the development of alternate route teaching programs to better provide teachers, especially in difficult to staff schools such as those in rural communities. In order to address rural teacher shortages, the Mississippi State University College of Education implemented a fully online, alternate route, teacher preparation program to recruit, prepare, and retain teachers for rural middle level (i.e., middle school) classrooms in the state. The rural nature of the state meant that extensive recruiting efforts were required in order to reach qualified participants. This article provides a description of this work and provides a reflection on the various recruitment efforts of the program in an effort to inform others. Specifically, three categories of strategies are discussed: (a) fostering and maintaining relationships, (b) targeting an appropriate audience; and (c) using various communication methods. While each of these methods provided various benefits, the relative timing and significance varied depending on the stage of program development or implementation.
- Published
- 2019
244. Trends and Influential Factors in Child Abuse Reporting: Implications for Early Career School Counselors
- Author
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Ricks, Lacey, Tuttle, Malti, Land, Christy, and Chibbaro, Julia
- Abstract
This study used quantitative measures to explore child abuse reporting trends for early career school counselors and to examine factors influencing their decisions to report suspected child abuse. Thematic coding was used to analyze recommendations for additional training needs regarding child abuse reporting and for the challenges school counselors faced regarding mandated reporting. Participants completed online surveys to assess their experiences. Factors found to influence school counselors' decisions to report suspected child abuse included school counselors' self-efficacy levels, academic setting, and students' participation in the schools' free or reduced lunch program. Qualitative results were also reviewed.
- Published
- 2019
245. Acquisition of Pedagogical Knowledge by Instructors of Veterinary Medicine
- Author
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Shivley, Jacob M.
- Abstract
Background: When practitioners of veterinary medicine enter academia as faculty or clinical instructors, they are asked to perform research, provide service and outreach, and educate students, yet the teaching component is a struggle for many. It has been posited that academic clinicians develop a teaching style similar to those they observed while in school but this has not been confirmed with empirical evidence. Aim: The aim of this research was to determine how veterinary instructors obtained pedagogical knowledge prior to their faculty appointment. Setting: The sample consisted of veterinary faculty at a college of veterinary medicine from the southeastern United States. The land-grant university that the veterinary school is associated with is one of only a few schools to earn both research and community engagement rankings from the Carnegie Foundation for the Advancement of Teaching. Methods: Online surveys were administered to a stratified sample of veterinary faculty and instructors. A mixed-methods approach was utilised to collect and analyse both close-ended and open-ended data. A coding process provided labels for emerging themes, concepts and examples and each research question was answered with descriptive detail. Results: Descriptive results showed that most instructors (93%) did not receive formal teacher training but derived their pedagogical knowledge from role models prior to teaching. Many faculty members (70%) attended university-sponsored workshops offered by their institutions to build upon and improve their teaching skills. Conclusion: Overarching themes reflected observational learning "in situ" and a general emphasis on non-cognitive skill development, particularly regarding interpersonal skills.
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- 2019
246. The Preparation of Music Teacher Educators to Use and Teach Assessment
- Author
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Parkes, Kelly A. and Rawlings, Jared R.
- Abstract
Preparing to become a music teacher educator is a complex process and one component of this process should be learning to model, demonstrate, and teach assessment practices to preservice music educators. The purpose of this exploratory qualitative study was to discover how, and to what extent, music teacher educators (MTEs) are educated about assessment. A secondary purpose was to uncover whether related concerns or assurances exist within the context of music teacher education for MTEs. Respondents (N = 149) completed a questionnaire designed to determine music teacher educators' preparation to use and teach assessment. We found that more respondents had experience with assessment preparation at the graduate level, rather than the undergraduate level. Respondents described multiple concerns with the sequence and importance of assessment in their preparation and education experiences. Recommendations for enhancing music teacher educator preparation, specifically with respect to assessment, and suggestions for future research are given.
- Published
- 2019
247. Price Elasticity of Demand for Mississippi State University: 2000-2014
- Author
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Denson, Chad
- Abstract
"The responsiveness of consumers to a change in the price of a product is measured by the price elasticity of demand. If demand is elastic, a decrease in price will increase total revenue. Even though a lower price is received per unit, enough additional units are sold to more than make up for the lessor price. Also, the reverse is true; an increase in price will decrease total revenue." "If demand is inelastic, a price decrease will reduce total revenue. The relatively small increase in sales will not offset the decline in revenue per unit. The analysis is reversible; if demand is inelastic, a price increase will increase total revenue." The percentage change in the price is measured as (ending price - beginning price)/beginning price. Mississippi State University (MSU) raised tuition (price) by 126% over 15 years from $3,117 in the year 2000 to $7,040 in 2014, or by $3,923 -- (7,040 - 3,117)/3,117 = 3,923/3,117 = 126%. Increase/decrease in the quantity demanded (student enrollment) is measured as (ending enrollment - beginning enrollment)/beginning enrollment. Total student enrollment was 15,764 in the year 2000 and 20,219 by the year 2014. This was a 28% increase -- (20,219 - 15,764)/15,764 = 4,455/15,764 = 0.28 = 28%. In spite of a 126% price increase, there was a 28% rise in students (quantity demanded) for MSU. The price elasticity of demand for MSU was calculated as 0.32, inelastic. The results imply that MSU should raise tuition again to increase revenue.
- Published
- 2019
248. Comparing Experiential Learning Techniques and Direct Instruction on Student Knowledge of Agriculture in Private School Students
- Author
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Bradford, Timothy, Hock, Gaea, Greenhaw, Laura, and Kingery, William L.
- Abstract
Currently, less than 3% of the U.S. population lives on a farm (Riedel, 2006). Technological advances and mechanization coupled with other societal factors, have led to the decline of an agriculturally literate population (Kovar & Ball, 2013). Blair (2009) identified one strategy for increasing agricultural literacy as implementing education that promotes agricultural activities via experience. This quantitative study was conducted at three private schools in Mississippi during the spring of 2015. The primary investigator (PI) taught six (6) lessons contextualized in agriculture to tenth grade students enrolled in advanced biology courses. The study consisted of a control group (no instruction), and two experimental groups; one received direct instruction only, and one was led through various experiences relevant to plant science and agricultural production with a high-tunnel greenhouse. Pre and post-tests assessed knowledge gain. Participants' knowledge scores increased significantly among experimental groups (p < 0.001). Multivariate analysis revealed post-test scores between experimental groups were significantly different (p = 0.016). Further analysis of the data displayed that 67% of the variance in scores was attributed to method of instruction and a strong correlation existed between post-test scores and treatment group (R = 0.820).
- Published
- 2019
249. Create in 3-D: Building a Maker Mindset One Print at a Time
- Author
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Osborne, Amanda T.
- Abstract
The author began thinking about 3-D printing in 2014 when she learned that the Mississippi Library Commission would loan school libraries a printer for programming. At the time, she was a brand new school librarian who had recently transitioned from being an English teacher, so she was learning about the maker movement in libraries and all the different ways that looked. 3-D printing stood out to her as innovative and awe-inspiring. She was curious about the technology and wanted to share with her school community the sense of wonder she felt. When she brought the printer to the school library for the first time, it mesmerized the students, teachers, and her. They spent hours watching the printer build robots, dragons, and other trinkets. This was the "ah-ha" moment for her when she knew she needed to purchase a 3-D printer for the school library's makerspace. It was exciting to think about how 3-D printing could really shift the culture of her library from a "sit and get" to a "make and take" environment. This was a major turning point in how she is now shaping the makerspace at Oxford High School. Until this moment, she struggled with developing makerspace programming that could capture the attention and spark the curiosity of her school community.
- Published
- 2019
250. Connecting with Educators from Abroad via Zoom: A Powerful Teaching Method
- Author
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Morgan, Hani
- Abstract
One of the author's goals was to teach his students how to use an innovative instructional method with their future students to promote understanding of different cultures. He also wanted to increase their interaction with people from a culture different than their own, because his university is located in an area that lacks the cultural diversity of large urban cities. Another goal he had was to start a project that involved working with a developing country. He knew that technology was being used to educate students in third world countries and wanted to see how effective this form of teaching could be. This study explored several theories involving transformational education. The study was designed to integrate technology to promote this method of teaching.
- Published
- 2019
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