Joe D. Nichols

Prediction Indicators for Students Failing the State of Indiana High School Graduation Exam

Abstract The project explored information that might predict and describe those students who have failed to meet the state of Indiana high school graduation requirements by failing to pass state proficiencies in English/language arts and mathematics. Research was based on data collected for the graduation classes of 2000 (n = 2000), 2001 (n = 2056), and 2002 (n = 2364), students take the exit exam initially in their tenth grade year. The data explored includes earlier test results from tenth, eighth, sixth, and third grade years, when these students were first identified as being below state proficiencies; history of school attendance; and grade point averages Some data categories were explored on the basis of gender, ethnic status, and socioeconomic status. Implications for continued norm-referenced testing are also discussed.

Impact of Peer Networks on Achievement of High School Algebra Students

Abstract Adolescent peer-group structures in low- and regular-track algebra classrooms in 2 schools in the mid-south region of the United States were examined. The authors studied clique group affiliations defined by 230 students and their teachers regarding academic achievement and identified 5 categorizations for peripheral students with no specific clique group affiliation. Results suggested that clique group affiliation was a potential predictor of academic achievement in both low- and regular-track classes. Participants affiliated with clique groups also experienced less achievement variance within their group when compared with the achievement of those students who remained unaffiliated with any group. Implications from earlier studies exploring motivational attributes of clique group affiliation and future research are discussed.

Block-Scheduled High Schools: Impact on Achievement in English and Language Arts

One of the most important concerns expressed in A Nation at Risk (National Commission on Excellence in Education, 1984) was being related to how effectively classroom instruction time was being used in Americas schools. In response to that report, many concerned educators and community patrons at national, state, and local levels argued that schools should increase the length of the school day and the school year and simultaneously restructure the traditional daily school schedule. The author explored student data from 5 high schools in a large metropolitan area for several years before and after the schools converted to either a Block 4 x 4 or Block 8 scheduling format designed to influence student achievement and success. The author gathered data on measures of student success based on student grade point averages in English and language arts. The author found little evidence to support the hypothesis that conversion to block scheduling formats would significantly affect student achievement in the specific English-content area. Additional support for increased enrollments in English and language arts resulting from scheduling structure changes, as well as for future research on this topic, also are discussed.

An Evaluation of Success in an Alternative Learning Programme: Motivational impact versus completion rate

The present study examined an alternative learning programme and its effect on student motivation and self-esteem in a large urban school district located in the central region of the United States. The dependent variables of interest were student motivation, goal orientation, self-efficacy and self-esteem. The goal of this project was to determine if this specific alternative learning programme could have a positive effect on the variables described above. Additionally, this project was intended to provide feedback in the form of a status report to the local school system regarding the effectiveness of their programme, including completion rates of participants. This research was based upon existing research in motivational theory and on additional programmes that provide alternative forms of educational service for at-risk students. Interviews were also conducted with students and staff members of the alternative programme in an effort to provide anecdotal information in support of the data that was col...

Beliefs of Intelligence, Knowledge Acquisition, and Motivational Orientation: A Comparative Analysis of Hispanic/Latino and Anglo Youth

This study was designed to examine the epistemological beliefs about the nature of knowledge, views of intelligence and motivational perceptions. Two samples were drawn from two large urban high schools in the Southwest portion of the United States with large Hispanic/Latino student populations while a third was drawn from a majority Anglo student population from a large urban high school in northern Indiana. A self-report instrument was designed based on earlier work by Schommer (1993), White and Nichols (1998, 2002a, 2002b), and Steinberg and his colleagues (Steinberg, Lamborn, Dornbush, & Darling, 1992) and was distributed to 417 middle and high school students. Our specific hypotheses were that a significant difference would exist among the achievement and motivation perceptions of Hispanic and Anglo students. Second, no significant differences would occur in knowledge and intelligence beliefs among low- and high-achieving Anglo and Hispanic students. Third, when socioeconomic status was considered, limited differences would be seen between the responses of Hispanic and Anglo youth. Several of these hypotheses were confirmed whereas others warrant additional exploration before final conclusions can be determined. Implications for additional research are discussed.

An Analysis of Preservice Teacher Responses to Participation in a Literacy Program for New Immigrant Children

This qualitative examination of preservice teachers’ experiences as they volunteered for a literacy program for immigrant students was compiled over the 2010–2011 academic year. The data sources for this project consisted of 90 written journal reflections analyzed by both researchers to develop thematic categories of the participants’ comments and experiences that were reflected in the journals. Qualitative results generated from the university preservice teacher volunteers centered on four themes. These themes focused on (1) frustrations in working with ELL students, (2) pleasant experiences that confirmed their decision to enter the teaching profession, (3) recognizing that they are currently not well-prepared to work with diverse and/or low-income populations, and (4) surprises that language barriers were not as debilitating as what they had anticipated. Implications for preservice teacher education training are discussed.

Project team: First‐year analysis at a regional campus site

Abstract The Project Transformative Educational Achievement Model (TEAM) is an instructional initiative designed to increase the number of students at university campuses from underrepresented minority and diverse urban backgrounds who enter teacher education programs. The goal is to support and encourage these students to complete a baccalaureate degree and to obtain a teaching license with the intent of eventually teaching in diverse urban environments. This project documents the recruitment and 1st‐year experiences of participants in the Project TEAM program on a regional campus in the Midwest region of the United States. A brief review of the literature is included, along with an exploration of issues of recruitment of the 1st‐year cohort group and the design of the initial Project TEAM seminars. Comments from the 1st‐year Project TEAM students are also included.

The effect of parent and community volunteerism on early literacy development

ABSTRACT The findings of a community-wide effort to improve K-3rd-grade literacy engagement in an urban community in the United States are reported. Four elementary schools were chosen as data sites to collect assessment scores at three points in the year based on reading and literacy scores on the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) assessment to determine the impact of the programme. Student participants (n = 282) who were below benchmark were assigned a literacy volunteer tutor one to two days per week while other students (n = 129) who were below benchmark did not receive tutoring and received whole-class instruction. Findings suggested only slight increases in literacy development among students when parent and community volunteers were used as tutors. In addition, the lack of formal literacy training among volunteers is suggested as a potential reason for the limited impact of these volunteers. An analysis of the data from the three strategic collection points is discussed with implications for classroom parent and literacy volunteers.