Julie P. Combs

High School Students and Their Lack of Preparedness for College: A Statewide Study

In this study, the authors examined the college-ready graduate rates of all students (n = 1,099 high schools) in the State of Texas for the 2006-2007 school year. Data were analyzed for students’ scores in reading, in math, and in both subject areas combined. Approximately one-third of all students were determined to be college-ready in both subject areas. Statistically significant and practically relevant differences, reflecting moderate to large effect sizes, were present in reading, math, and both subjects among Hispanic, African American, and White students. Concerns are expressed about the lack of preparedness of students for college and about the presence of strong achievement differences as a function of ethnicity. Implications of these findings are discussed.

Writing publishable mixed research articles: Guidelines for emerging scholars in the health sciences and beyond

Abstract In recent years, it has become more common for health science researchers to conduct and to write research reports and articles that involve the combining or mixing of quantitative and qualitative approaches within the same study. The purpose of this article is to delineate the challenges of writing mixed research studies and present a potential solution. The solution includes providing guidelines for writing mixed research that will be presented utilizing the framework designed by Leech and Onwuegbuzie (2010). Furthermore, examples of each step from a published mixed research study (Onwuegbuzie et al., 2007) will be presented. It is hoped that understanding these challenges in writing mixed methods reports and using the suggested guidelines will increase health science researchers’ ability to publish mixed methods research.

An interactive model for facilitating development of literature reviews

Abstract In this paper, we present a meta-framework – comprising several frameworks, models, and theories, as well as multiple research approaches – which we call an interactive literature review process (ILRP) that can be used by advisors (e.g., instructors of research methods, thesis/dissertation advisors, and mentors). Built upon the principles of Vygotsky’s (1978) theory of social development, and utilizing Kuhlthau’s (2004) information search process model and Onwuegbuzie, Leech, and Collins’ (2008) framework for debriefing the researcher, the ILRP contains nine stages that detail the progression from topic selection to the completion of a written literature review to the evaluation of the literature review process and product(s). A key mechanism in the ILRP is the series of interactive consultations, which is facilitated by the advisor and occurs during each phase of the process.

Relationships among Attitudes, Coping Strategies, and Achievement in Doctoral-Level Statistics Courses: A Mixed Research Study

Because of the important role that attitudes toward statistics and motivation have played in statistics courses, Ramirez, Emmioglu, and Schau (2010) recently conceptualized that Eccles and Wigfield’s (2002) Expectancy-Value Model (EVM) is applicable for students enrolled in statistics courses. However, to date, the applicability of the EVM for understanding students’ attitudes toward statistics has not been tested empirically. Thus, the purpose of this mixed research study was twofold: (a) to build on Ramirez et al.’s (2010) conceptualization by testing the EVM as a viable framework for understanding the statistics learning context; and (b) to examine the role that coping strategies play within the EVM framework by exploring interrelationships among attitudes, coping strategies, and statistics achievement. A qualitative-dominant mixed research design was used. Specifically, 18 doctoral students who had recently taken a statistics class participated in three in-depth focus groups. The ensuing qualitative data were supplemented by quantitative data via scores from a measure of coping strategies used in statistics courses that was administered to all participants. The qualitative and quantitative data provided strong support for the EVM. Moreover, the emergence of five coping strategies themes suggested the appropriateness of expanding the EVM to a more solution-focused model, namely, the Expectancy-Value Coping Strategies (EVCS) model, wherein coping strategies mediate the relationship between statistics attitudes and statistics achievement.

Empirical Reporting Practices in "Community College Journal of Research and Practice" and "Journal of Developmental Education" from 2002 to 2011: A Systematic Review.

The empirical reporting practices of developmental education and community college researchers who published in the Community College Journal of Research and Practice (CCJRP) and the Journal of Developmental Education (JDE) from 2002 to 2011 were investigated. Of the 1,165 articles available, 181 articles met the inclusion criteria and were subjected to full review. Authors identified the following components in the published research studies: problem formulation, theoretical framework, sources of evidence, measurement, statistical analyses, and figures and correlation matrices. Though more than half of the reviewed article authors provided research questions, more than half of those phrased at least one research question in a dichotomous response format. A theoretical framework was reported only 36.5% of the time. The setting for the majority of the reviewed articles was a two-year college; however, this finding varied by journal type. At least 20% of the reviewed article authors did not report the sampling method. The majority of the reviewed article authors did not use a proprietary instrument. Polynomial trend lines were used to describe the fit of the observed frequency of reported statistical techniques in each of the journals. The values of the r2 were greatest for the t test (CCJRP r2quadratic = 89.8%), ANOVA (CCJRP r2cubic = 75.0%), and regression (CCJRP r2quadratic = 72.6%). The most frequently used analysis across both journals was ANOVA (24.5%). Figures (18.2%) and correlation matrices (8.3%) frequently were not reported. Recommendations for improved empirical reporting practices in developmental education research are presented.

The Hiring Process Matters: The Role of Person–Job and Person–Organization Fit in Teacher Satisfaction

Purpose: Teachers’ satisfaction with their jobs has reached the lowest point in 25 years. One contributing factor is when teachers experience information-poor hiring processes and do not obtain an accurate preview of their positions, their person–organization (P-O) fit, and person–job (P-J) fit. Sparked by a renewed focus on the variables that can influence teacher satisfaction, the purpose of this study was to examine the relationships among accurate job preview, P-O and P-J fit, and job satisfaction among teachers. Research Approach: Drawing on existing literature, a mediation model was hypothesized. Using existing data collected by the Center for Research, Evaluation, and Advancement of Teacher Education, a structural equation model was tested with a sample of 729 newly hired teachers. Specifically addressed was the extent to which P-O and P-J fit mediated the relationship between accurate job preview and satisfaction. Findings: Accurate job preview predicted future P-O and P-J fit. Higher levels of P-O and P-J fit were linked to higher teacher satisfaction rates. Accurate job previews worked through P-J fit and P-O fit to result in increased teacher satisfaction. Additionally, 53.3% of the variance in satisfaction with the campus was explained by the model. Implications for Research and Practice: Providing newly hired teachers with accurate job previews was related to higher satisfaction rates, so school and district leaders should consider ways to increase candidates’ knowledge during the hiring process about specific school settings and students’ needs.

TEAcHER pROFESSIOnALISM AnD TEAM pERFORMAncE pAY: A MIxED METHODS STUDY

The purpose of this mixed methods research study was to explore teachers’ perceptions of their professional behaviors when they worked in schools that awarded team performance pay. Teachers’ archival responses from two questionnaires were analyzed using mixed methods data analysis techniques (Year 1, n = 368; Year 2, n = 649). Most teachers had positive views of the team performance pay system. Lack of collaboration has been a criticism of some individual performance pay systems; however, teachers in this study believed that the team performance pay encouraged collaboration and attendance at staff development. Findings were interpreted using the framework of collective teacher efficacy. Additional studies are needed to explore the potential impact of various performance pay systems on professional behaviors of teachers. Keywords: performance pay, educational reform, professional behaviors, teachers