Volume 28, Issue 2, Fall 2016

Proceedings of the 34th Annual NRMERA Conference

Editor: Dr. Chris Was, Kent State University

Academic Faculty Members’ Perceptions of Student-Veterans’ Transition

Howard R. D. Gordan, University of Nevada, Las Vegas
Heidi Schneiter, College of Southern Nevada
Ross Bryant, University of Nevada, Las Vegas

Abstract: This study sought to explore faculty members’ perceptions of student-veterans’ transition at a two-year college compared to a four-year institution. The guiding framework for this study was provided by Schlossberg’s (1984) Theory of Adult Transitions. A simple random sample was used to identify 557 academic faculty members for the study. Overall, there were several significant differences between two-year and four-year faculty members’ perceptions of student-veterans’ transitions.

Reference: Gordon, H. R. D., Schneiter, H., & Bryant, R. (2016). Academic faculty members’ perceptions of student- veterans’ transition. Educational Research: Theory & Practice, 28(2), 1 – 8.

Professional Development ePortfolio Project: Candidates’ Use of Technology in Teaching Practice

Karen Grove, University of Nevada, Las Vegas
Lois Paretti, University of Nevada, Las Vegas
Linda F. Quinn, University of Nevada, Las Vegas
Jane McCarthy, University of Nevada, Las Vegas

Abstract: Creating an ePortfolio throughout an elementary teacher education program supports candidates in reflecting on their knowledge of teaching and the integration of technology in their teaching practice.

Reference: Grove, K., Paretti. L., Quinn, L. F., & McCarthy, J. (2016). Professional development ePortfolio project: Candidates’ use of technology in teaching practice. Educational Research: Theory & Practice, 28(2), 9 – 11.

Using Cloud Based Technology to Connect Candidates, Teachers and Supervisors to Improve Practice

Linda F. Quinn, University of Nevada, Las Vegas
Lois Paretti, University of Nevada, Las Vegas
Eugenie Burkett, University of Nevada, Las Vegas
Jane McCarthy, University of Nevada, Las Vegas
Lindsay Diamond, University of Nevada, Reno

Abstract:  This pilot project investigated the benefits derived from teacher education candidates’ sharing videos of their teaching for interactive review through web-based technology. Results indicate that candidates were able to move beyond the initial discomfort of watching themselves teach to reflecting on ways they could improve their practice.

Reference: Quinn, L. F., Paretti, L., Burkett, E., McCarthy, J., & Diamond, L. (2016). Using cloud based technology to connect candidates, teachers and supervisors to improve practice. Educational Research: Theory & Practice, 28(2), 18 – 21.

Is Writing a Thinking Problem? Self-Efficacy’s Influence in Student Success for First-Year College Composition

Paris Ryan, San Diego Community College District & California State University Sacramento

Abstract: This research studied the variables that affected a student’s self-perception and success in first-year composition at a community college. The study utilized a quantitative research method to analyze the Research Question. Quantitative data was collected from a northern California community college using a seven-point Likert-scale. The Research Question was answered with a statistically significant Pearson Correlation Coefficient at the 0.01 level, which showed that a student’s self-perception in his or her ability to succeed in introductory composition was a factor in the student’s self-efficacy in introductory college composition.

Reference: Ryan, P. (2016). Is writing a self-perception problem? Self-efficacy and student success in first-year composition?. Educational Research: Theory & Practice, 28(2), 22 – 24.

Mathematics Learning and Retention Through a Summer Program for Underserved Elementary Children

Elaine Tuft, Utah Valley University
Michael Bachler, Alpine School District

Abstract: Many are concerned with potential learning loss that can occur during the summer break. This is of particular concern for underserved populations of elementary school children. This paper describes a summer school program that was designed to serve one of these populations as well as its effects on the retention and learning of mathematics knowledge. The researchers found that, on average, students in each grade level were able to maintain or improve their performance on mathematics tests that assessed knowledge related to the number and operation concepts that were designated by the state core standards for their corresponding grades.

Reference: Tuft, E., & Bachler, M. (2016). Mathematics learning and retention through a summer program for underserved elementary children. Educational Research: Theory & Practice, 28(2), 25 – 30.

STEM Academic & Career Identity Formation Among Middle School Students

Heather A. Williquette, University of Colorado, Colorado Springs
David H. Khaliqi, University of Colorado, Colorado Springs

Abstract: The study examined the impact of STEM education workshops on changes in student’s self-reported academic and professional identity.

Reference: Williquette, H. A., & Khaliqi, D. H. (2016). STEM academic & career identity formation among middle school students. Educational Research: Theory & Practice, 28(2), 31- 35.

Students’ Views of Connectedness in a College of Education with Respect to Climate and Diversity

Jafeth E. Sanchez, University of Nevada, Reno
Lydia DeFlorio, University of Nevada, Reno
Eleni Oikonomidoy, University of Nevada, Reno
Lynda R. Wiest,  University of Nevada, Reno

Abstract: The increased commitment to recruit and retain diverse students and faculty among higher education institutions calls for an examination of current and future needs with respect to campus climate and diversity. This qualitative study explored students’ perceptions of connectedness with respect to the climate in relation to diversity in a College of Education of a public university in the Western US. Two main categories were identified: the first is based on comments that indicated a degree of connectedness in the college; the second involved comments that centered on a sense of disconnection. Within both categories, two distinct themes were revealed. The first incorporates (a) the participants’ voiced feelings about connection/disconnection, and the second refers to (b) the context of reception that the participants described, which includes spaces and people in the college. A discussion of these

Reference: Sanchez, J. E., DeFlorio, L., Oikonomidoy, E., & Wiest, L. R. (2016). Students’ views of connectedness in a college of education with respect to climate and diversity. Educational Research: Theory & Practice, 28(2), 36 – 39.

Balancing Family Responsibilities and Graduate School Demands

Kellie J. Pop, University of Nevada, Reno
Lynda R. Weist, University of Nevada, Reno

Abstract: Graduate school is a demanding endeavor for those who seek advanced degrees for reasons such as bettering their careers. An increasing number of women are pursuing doctoral degrees in various fields. With this change, the roles and responsibilities of the family also shift. This paper presents a synthesis of research findings on how women with family responsibilities balance those responsibilities with the rigorous demands of obtaining a doctoral degree.

Reference: Pop, K. J., & Wiest, L. R. (2016). Balancing family responsibilities and graduate school demands. Educational Research: Theory & Practice, Proceedings of the 34th Annual Meeting of the Northern Rocky Mountain Educational Research Association, 28(2), 40 – 42 .

Out-of-School-Time STEM Programming for Females: One Strategy for Addressing Gender-Related Beliefs in Mathematics

Heather Glynn Crawford-Ferre, State of Nevada, Department of Education
Lynda R. Weist, University of Nevada, Reno

Abstract: Females are underrepresented in science, technology, engineering and mathematics (STEM) disciplines. They also tend to display less favorable dispositions towards STEM than males. This study investigates the influence of a five-day residential summer mathematics and technology camp on middle school girls’ beliefs about mathematics as a gendered domain. Participants showed a significant positive change in their perception of mathematics as a female domain and named the academic aspect of the camp as the most important program component. The meaning of these findings and the potential value of an out-of-school-time STEM program for girls are discussed.

Reference: Crawford-Ferre, H. G., Wiest, L. R. (2016). Out-of-school-time STEM programming for females: One strategy for addressing gender-related beliefs in mathematics. Educational Research: Theory & Practice, 28(2), 43 – 47.

Paying it Forward with Student Engagement in Business Education

Sheri GroTrian-Ryan, Peru State College
Lisa Parriott, Peru State College
Judy Grotrian, Peru State College
Rachael Cole, Peru State College
Linsay Harlow, Peru State College

Abstract: This paper investigates new ways in which prospective students are brought to campus for engaging activities offered by faculty. How they are viewed as being successful can provide further application toward student recruitment.

Reference: Grotrian-Ryan, S., Parriott, L., Grotrian, J., Cole, R., & Harlow, L. (2016). Paying it forward with student engagement in business education. Educational Research: Theory & Practice, 28(2), 48-50.

Fostering Grit and the Growth Mindset Through High-Impact Practices

Kyle Ryan, Peru State College
Sheri Grotrian-Ryan, Peru State College

Abstract: This paper examines the potential to foster “grit” and “growth mindset” in an undergraduate curriculum through the use of high-impact practices.

Reference: Ryan, K., & Grotrian-Ryan, S. (2016). Fostering grit and the growth mindset through high-impact practices. Educational Research: Theory & Practice, 28(2), 50 – 51.