Facebooktwittergoogle_plusredditpinterestlinkedinmail

NRMERA Conference Proceedings Issue

Editor: Shanon S. Taylor, University of Nevada-Reno


Looking Forward by Looking Back: Introduction to the Conference Proceedings Issue

Author: Shanon S. Taylor, University of Nevada, Reno

Reference: Taylor, S. S., (2014). Looking forward by looking back: Introduction to the conference proceedings issue.The Researcher, 26(1), 1-2.


Empirical Study Articles


Leader Succession and Collective Efficacy: Conditions that Create Continuity in Transition

Authors: Tena M. Versland, Elizabeth Quintana & Jenny Malloy
Institution: Montana State University

Abstract: Leader succession and its influence on a school’s collective efficacy and school improvement processes is an under researched phenomenon. This embedded case study examined whether collective efficacy beliefs of staff changed with new principals and how school conditions and leader behaviors affected the schools’ collective efficacy.

Reference: Versland, T. M., Quintana, E., & Malloy, J. (2014). Leader succession and collective efficacy: Conditions that create continuity in transition. The Researcher, 26(1), 3-7.


Knowledge Monitoring Accuracy and College Success of Underprepared Students

Authors: Tara L. R. Beziat, Christopher Was, & Randy Isaacson
Institutions: University of South Carolina Aiken, Kent State University, Indiana University South Bend

Abstract: The goal of the current project is to examine the relationships between Knowledge Monitoring Accuracy (KMA), KMA Training, academic achievement and retention. Significant relationships were found between KMA accuracy, training and academic achievement. Additionally, a key predictor of retention, first term GPA, was positively correlated with KMA accuracy.

Reference: Beziat, T. L. R., Was, C., & Isaacson, R. (2014). Knowledge monitoring accuracy and college success of underprepared students. The Researcher, 26(1), 8-13.


The Face-Name Mnemonic Strategy: Learning Face-Name Pairs Using Abstract and Concrete Keywords

Authors: Morgan Maxwell, Russell N. Carney, Erin M. Buchanan, & William P. Deal
Institution: Missouri State University

Abstract: In using mnemonic techniques, such as the face-name mnemonic, individuals are often encouraged to generate concrete (vs. abstract) keywords. To examine this recommendation, we applied the face-name mnemonic strategy to learning a set of 30 face-name pairs using both abstract and concrete keywords.  Participants remembered significantly more with concrete keywords.

Reference: Maxwell, M. T., Carney, R. N., Buchanan, E. M., & Deal, W. P. (2014). The face-name mnemonic strategy: Learning face-name pairs using abstract and concrete keywords, The Researcher, 26(1), 14-17.


Identity, Heritage and Achievement: A Comparative Case Study of Effective Education in Indian Country

Author: William G. Ruff, Montana State University

Abstract: A comparative case study design sought to determine how effective schools on Indian Reservations infuse local epistemologies into leadership practices. The converging themes fit a Social Identity Theory model. The leader identity was deeply rooted in the community and the values of the school were beginning to reshape community norms.

Reference: Ruff, W. (2014). Identity, heritage and achievement: A comparative case study of effective education in Indian country. The Researcher, 26(1), 18-22.


NU Data Project: Building Educators’ Data Use in Schools

Authors: Jonathon Sikorski, Beth Doll, Anne Thomas, Erika Franta, & Catelyn Kenney
Institution: University of Nebraska, Lincoln

AbstractNU Data prepares educators to use data effectively with their students. A brief rationale for research is provided together with preliminary data from Years 1 and 2 describing impact on educator attitudes about skills in data-based problem solving, and student success in achieving educator set goals for learning or behavior.

Reference: Sikorski, J., Doll, B., Thomas, A., Franta, E., & Kenney, C. (2014). NU Data: Building educators’ date use in schools. The Researcher, 26(1), 23-27.


Modeling the Relationships among Measures of Teacher Quality and Student Performance in High School Geometry

Author: Brett P. Foley, Alpine Testing Solutions, Orem, Utah

Abstract: This study evaluates the relationships among measures of teacher quality and student performance in high school geometry.  The results indicate that student readiness is a much stronger predictor of student end of course scores than are teacher quality measures.  Implications for teacher evaluation systems are discussed.

Reference: Foley, B. P. (2014). Modeling the relationships among measures of teacher quality and student performance in high school geometry. The Researcher, 26(1), 28-33.


An Initial Exploratory Analysis of RTI Implementation in Rural Schools

Author: Tessie Rose Bailey, Montana State University Billings

Abstract: This exploratory study investigated how rural schools in Montana implement RTI’s four essential components. The purpose was to begin to fill the existing gap in research about implementation of RTI in rural schools as well as identify variables that districts and schools believe support or inhibit effective implementation.

Reference: Bailey, T. R. (2014). An initial exploratory analysis of RTI implementation in rural schools. The Researcher, 26(1), 34-39.


Research to Practice Articles


Engaging the Digital Mind: Strategies for Teaching and Motivating Today’s Learners

Author: Suzy Cox, Utah Valley University

Abstract: It is often difficult for teachers to know how to engage learners in the digital age. This article addresses differences in the minds of modern adolescents and explores ways to use technology and teaching practices to promote higher order thinking and student engagement.

Reference: Cox, S. (2014). Engaging the digital mind: Strategies for teaching and motivating today’s learners, The Researcher, 26(1), 40-44.


Co-Teaching for Student Engagement

Authors: Mary D. Wehunt & Jennifer S. Weatherford
Institution: University of Wyoming

Abstract: Co-teaching in a college classroom can result in rewarding experiences for both students and teachers. In analyzing the journals of two co-teachers, three themes which strengthen engagement were found: respect for each other and students; authority and communication about tasks; and affirmation involving thinking out loud and whole group discussion.

Reference: Wehunt, M. D., & Weatherford, J. S. (2014). Co-teaching for student engagement. The Researcher, 26(1), 45-48.


Storied and Informational Digital Texts as a Learning Tool in Your Classroom

Authors: Melanie Reaves, Jessica Ford, & David Des Armier, Jr.
Institution: University of Wyoming

Abstract: Although technology hardware and software have proliferated in classrooms across the United States in recent years, many teachers have had little experience using them in new and innovative ways. In this paper we outline three innovative techniques for teachers (pre-service, in-service, and teacher educators) to use in the classroom.

Reference: Reaves, M., Ford, J., & Des Armier Jr., D. (2014). Storied and informational digital texts as a learning tool in your classroom. The Researcher, 26(1), 49-56.


Meeting NCATE Disposition Standards: A Study of Processes Used When Evaluating Teacher Candidates

Authors: Loretta Zost, Anthony Citrin, & Darolyn Seay
Institution: Peru State College

Abstract: The purpose of this study was to examine the processes used to assess teacher candidates with respect to dispositional expectations. The study revealed there was a degree of uniformity in the screening process. In addition, the results suggested that institutions were using the results of these evaluations for candidate remediation.

Reference: Zost, L., Citrin, A., & Seay, D. (2014). Meeting NCATE disposition standards: A study of processes used when evaluating teacher candidates, The Researcher, 26(1), 57-64.


Learning About Program Evaluation by Doing Program Evaluation: Development and Delivery of a Graduate Course about Program Evaluation

Authors: William E. Sparkman & Gene E. Hall
Institutions: University of Nevada, Reno & University of Nevada, Las Vegas

Abstract: Courses focusing on theory without consideration of praxis fail to engage the learner in the methods essential to program evaluation. Assuming that the way to learn is by doing, a new approach was taken so that all course elements focused on the program evaluation that each student was doing. This is what distinguished this course from more traditional program evaluation courses.

Reference: Sparkman, W. E., & Hall, G. E. (2014). Learning about program evaluation by doing program evaluation: Development and delivery of a graduate course about program evaluation, The Researcher, 26(1), 65-69.


© Copyright 2015 nrmera.org