DigitalCommons@Liberty University

A Phenomenological Study: African-American Males in the Educational Profession

Kristopher Rashard Williams — Tue, 07 Feb 2012 13:28:09 PST

This phenomenological research study explored the perceptions and lived experiences of African-American male teachers related to the underrepresentation of African-American males in the teaching profession. The study was guided by four research questions. The data was collected from 15 African-American male teachers at the elementary school level, middle school level, high school level, administrator level, and retired level from a school system in southeast Georgia. Data collection occurred through teacher/retired teacher interviews and administrator interviews. The findings of the study showed the reasons for African-American males being underrepresented in the teaching profession is due to (a) low starting salary, (b) lack of eligible candidates, (c) perceived dishonor of the profession, and (4) the lack of positive promotion of the profession. Through the findings, the research study was able to identify four emergent themes aimed at reversing the trend of African-American males being underrepresented in the teaching profession. The factors are: (a) provide monetary/financial incentives, (2) provide positive exposure to the profession, (c) promote the profession in a positive light, and (d) increase community support. The participants expressed a desire for the educational world to fully embrace African-American male teachers and utilize their unique skills and abilities to have a positive impact on the lives of students, especially African-American males. The research study was not without limitations and further research on the topic was recommended.

Interview: 2011-06-15

Boyd Rist et al. — Fri, 03 Feb 2012 12:33:18 PST

Interview: 2011-06-16

Boyd Rist et al. — Fri, 03 Feb 2012 12:33:17 PST

Interview: 2011-09-14

Dane Emerick et al. — Fri, 03 Feb 2012 12:25:51 PST

Interview: 2011-09-08

Dane Emerick et al. — Fri, 03 Feb 2012 12:25:50 PST

Interview: 2011-09-07

Dane Emerick et al. — Fri, 03 Feb 2012 12:25:49 PST

Confidence in Christ and the Sin unto Death -- When Should a Believer Not Pray? 1 John 5:13-21

Leo R. Percer — Fri, 03 Feb 2012 05:07:11 PST

The Ministry of Service: A Critical Practico-Theological Examination of the Ministry of Presence and its Reformulation for Military Chaplains

Mark Tinsley — Thu, 02 Feb 2012 10:21:48 PST

For centuries, the military chaplaincy has been guided by an applied ministry paradigm known succinctly as the ministry of presence. Although this model has served the chaplaincy well in many ways, it is not without its ideological, theological, biblical, and practical weaknesses. This work purposes to illuminate some of these weaknesses, while at the same time affirming the various strengths of presence ministry. In the end, however, this thesis will propose an alternate ministerial model for the military chaplaincy, namely, the ministry of service. Unlike its presence-ministry counterpart, the ministry of service will be shown to harmonize better with biblical revelation, conservative theological commitments, and commonsensical faith practice. Although it is not without its own weaknesses, the ministry of service will be shown as a superior alternative to its forebear.

An In-Depth Analysis of Character Traits Depicted in Newberry Medal Books from the 1920s to the 2000s

Karen L. Parker et al. — Wed, 01 Feb 2012 09:39:10 PST

Case Studies: Developing Decision-making Skills in Diverse Simulated Environments

Samuel J. Smith — Wed, 01 Feb 2012 09:37:11 PST

Traditional print case studies have been a long-standing instructional strategy for educational leadership preparation programs. With the advent of interactive online environments, the possibilities for simulations have increased exponentially—opening the way for data-rich, complex cases that the instructor can easily situate in diverse settings. One program offering such a problem-solving experience is Educational Theory into Practice Software (ETIPS). ETIPS is a federally funded program developed by professors of educational administration as a tool to teach data-based decision-making skills. Available for both pre-service and in-service use, ETIPS provides 10 problems that can each be situated in nine schools. The options for schools include elementary, middle, and high schools in rural, urban, and suburban settings with low, average, or high academic achievement.

Reflection of Teacher Candidates on Differentiation in the Classroom Using Learning Style Profiles

Karen L. Parker et al. — Wed, 01 Feb 2012 09:29:23 PST

The Impact of Classroom Performance System-Based Instruction with Peer Instruction upon Student Achievement and Motivation in Eighth Grade Math Students

Tracy Hunter Allison — Wed, 01 Feb 2012 05:00:01 PST

The researcher employed two designs to address the research question for this particular study. This quasi-experimental non-equivalent control group study compared the math achievement of 92 eighth grade students who received Classroom Performance System (CPS)-based instruction using Peer Instruction (PI) to 76 eighth grade students who received CPS-based math instruction without PI. Posttest scores were statistically analyzed using an ANCOVA. Iowa Test of Basic Skills scores were used as a covariate. A statistic control group design was employed to examine student motivation for the same group of students under the same conditions. Student motivation data from the Instructional Materials Motivation Survey (IMMS) were statistically analyzed using MANOVA and independent sample t-tests. The results showed that eighth grade students who received CPS-based math instruction using PI had significantly higher math achievement scores. Student motivation scores were statistically higher when analyzing all four components of the IMMS together. When analyzing the components separately, two of four subscales were significantly higher for the treatment group.