Research Notes

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University of Oklahoma

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College of Education

Research Notes

FALL 2006

In This Edition: 1 Welcome From the Dean 2 Predicting High School Students’ Cognitive Engagement and Achievement: Contributions of Classrooms Perceptions and Motivation 3 More than Artistry: The Integral Aspect of Autobiography 4 From Early Intervention to Early Childhood Programs: Timeline for Early Successful Transitions (TEST) 5 Relationship of Attachment Style to Personality Factors and Family Interaction Patterns 6 Inquiry Island: Social Responsibility and Ecological Sustainability in the Twenty-First Century 7 A 17-year Case Study of an Elementary School’s Journey: From Traditional School to Learning Community to Democratic School Community 8 Why Can’t Colleges and Universities Be Run More Like Businesses? 9 Integrating Structural and Behavioral Leadership Strategies 10 High School Teachers’ Motivational Perceptions and Strategies in an East Asian Nation 11 Gender Role Conflict, Homophobia, Age and Education as Predictors of Male Rape Myth Acceptance 12 Roles of American Indian Grandparents in Times of Cultural Crisis 13 To Search for Enlightenment: Responding to Siddhartha Through Paint and Poetry 14 Student On-Line Search Skills: Changes From High School to University 15 Scaffolding Novice Instructional Designers’ Problem-Solving Processes Using Question Prompts in a Web-Based Learning Environment

University of Oklahoma College of Education Teach. Counsel. Lead.

The primary mission of the College of Education is to promote inquiry and practices that foster democratic life and that are fundamental to the interrelated activities of teaching, research, and practice in the multi-disciplinary field of education.

Advancing the Public Good As dean of the University of Oklahoma College of Education, I am proud to share with you a series of abridgments of recent research conducted by our faculty. The impact of educational research is felt at many levels. Regardless of the level at which the impact is made, it is a direct result of the efforts of scholars to advance knowledge. That is the core of original research, advancing knowledge and promoting further scholarly inquiry. And, of course, our goal as educators and scholars is to ultimately advance the public good through our research.

Joan K. Smith Dean

Research Notes testifies to the dedication of our faculty to that lofty goal of advancing the public good. Research Notes summarizes current cutting edge research and provides author information and citations for further reading. Enjoy,

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College of Education. 820 Van Vleet Oval. Norman, OK 73019-2041

More than Artistry: The Integral Aspect of Autobiography Irene Karpiak, Associate Professor Department of Educational Leadership and Policy Studies

THE ABSTRACT

In this paper, Dr. Irene Karpiak argues for a wider use of autobiography in adult, higher, and continuing education programs, proposing that autobiography actually encompasses not only the artistic and literary aspects of life writing, but also the theoretical and philosophical. Based on the autobiographical writings of adult learners collected over a decade of teaching, and research conducted with one group of such writers, the author suggests that by bringing these dimensions of their lives together, writers not only further their understanding of themselves and their world, but also gain a deeper understanding of their commitment to educational practice, action, and change. READ THE ARTICLE Karpiak, I. E. “More Than Artistry: The Integral Aspect of Autobiography.” Canadian Journal of University Continuing Education, Vol. 31, No. 1 (2005).

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Student On-Line Search Skills: Changes From High School to University Judy A. Leavell, Associate Professor, Department of Curriculum and Instruction, Texas State University - San Marcos; Elizabeth L. Woodward, Librarian, The Woodlands High School, Conroe (Texas) Independent School District; Priscilla L. Griffith, Professor and Chair, Department of Instructional Leadership and Academic Curriculum, University of Oklahoma.

THE ABSTRACT

This article describes ways to support students as their on-line search skills evolve from high school to the university. Different ways to guide students in developing their skills in accessing on-line sources are presented.

READ THE ARTICLE Leavell, J.A., Woodward, E.L., & Griffith, P.L. (2004-2005). Student on-line search skills: Changes from high school to university. International Journal of Learning 11, 155-159.

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To Search for Enlightenment: Responding to Siddhartha Through Paint and Poetry Kelly Courtney-Smith, Honors English Teacher, Bishop McGuinness Catholic High School, Oklahoma City, and doctoral candidate, Department of Instructional Leadership and Academic Curriculum; Michael Angelotti, Professor, Department of Instructional Leadership and Academic Curriculum.

THE ABSTRACT

To encourage creative thinking, high school teacher Kelly Courtney-Smith asked her students for creative responses to Hermann Hesse’s novel, Siddhartha, using techniques she developed with coauthor Michael Angelotti. Students painted pieces or wrote poems interpreting their reading, then responded to the creations of their classmates. The students found that these “collaborative activities provided insights into the novel, their classmates, and their paintings and poems.” This article illuminates the processes and experiences undertaken by Smith and her students.

READ THE ARTICLE Courtney-Smith, K., & Angelotti, M. To search for enlightenment: Responding to Siddhartha through paint and poetry.” English Journal, 94 (6): 56-62. Urbana, IL: National Council of Teachers of English (NCTE).

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From Early Intervention to Early Childhood Programs: Timeline for Early Successful Transitions (TEST) Joyce A. Brandes, Assistant Professor, Department of Educational Psychology Christine K. Ormsbee, Associate Dean, Teacher Education Kathryn A. Haring, Professor, Department of Educational Psychology

THE ABSTRACT

Over one million transitions between early intervention services and early childhood programs are facilitated annually for youngsters with special needs. To be successful these transitions require planning and ongoing communication between all parties. This article substantiates the need for a timeline/checklist and provides a model of sequential steps from onset to completion of the transition process. The Timeline for Early Successful Transition (TEST) facilitates an effective and well-planned transition that supports the child, family, and service personnel. READ THE ARTICLE Brandes, J.A., Ormsbee, C.K., & Haring, K.A. (2005, March). From Early Intervention to Early Childhood Programs: Timeline for Early Successful Transitions (TEST). Intervention in School and Clinic, 40 (4).

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Gender Role Conflict, Homophobia, Age and Education as Predictors of Male Rape Myth Acceptance Leslee R. Kassing, Portia Bell Hume Behavioral Health and Training Center, Concord California; Denise Beesley, Assistant Professor, Department of Educational Psychology; Lisa L Frey, Assistant Professor, Department of Educational Psychology.

THE ABSTRACT

The relationship of homophobia and gender role conflict to male rape myth acceptance was investigated using a sample of 210 adult men from a Midwestern community. A hierarchical multiple regression analysis was conducted to determine the ability of certain variables to predict adherence to male rape myths. Those variables were homophobia; success, power, and competition attitudes; restrictive affectionate behavior between men; restrictive emotionality; and conflicts between work and family relationships. Results indicated that greater adherence to rape myths was related to homophobia and more success, power, and competitive attitudes. Additionally, older participants and participants with lower levels of education were more likely to endorse greater adherence to rape myths. Implications of this research include the necessity for more research on male rape myth acceptance, for implementation of educational programs and changes in the socialization process to help dispel these myths, and for mental health counselors to provide unbiased and gender-responsive treatment modalities to male victims who seek help.

READ THE ARTICLE Kassing, L, Beesley, D., & Frey, L. (2005). Gender role conflict, homophobia, age, and education as predictors of male rape myth acceptance. Journal of Mental Health Counseling, 27, 311-328.

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Inquiry Island: Social Responsibility and Ecological Sustainability in the Twenty-First Century Neil O. Houser, Associate Professor, Department of Instructional Leadership and Academic Curriculum

THE ABSTRACT

Social studies teachers face significant challenges. Steadily increasing social tensions, a rapid doubling of the global population, and serious ecological concerns are indications of an urgent need to prepare students for critical citizenship duties and ecological responsibilities. Because the challenges are substantial, teachers need to help students develop habits of heart and mind that use and transcend the academic content of formal classroom lessons. Yet, students feel pressure to perform well on standardized measures of achievement, so their teachers focus on increased attention to decontextualized facts and skills rather than on enlightened ways of thinking and being. With those concerns in mind, the author has developed an instructional unit simulating some of today’s pressing social and environmental conditions. The unit is a simulation activity designed to help students think about real-life problems in today’s society, such as the conflicts that can arise when growing populations compete for limited resources and is particularly relevant for society today. READ THE ARTICLE Houser, Neil O. (2005). Inquiry island: Social responsibility and ecological sustainability in the twenty-first century. The Social Studies, 96 (3), 127-132.

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Why Can’t Colleges and Universities Be Run More Like Businesses? Jerome C. Weber, Regents’ Professor, Department of Educational Leadership and Policy Studies

THE ABSTRACT

Why can’t colleges and universities be run more like businesses? Of course this question begins with the assumption that businesses are always run in an efficient manner and in an environment that makes everyone accountable for his or her behavior. Within the wonderful world of business there are prime examples of excesses. However, judging any enterprise by the excesses of a few is inherently inappropriate. While we should reserve the right to be outraged by behavior beyond the pale, we must also remember that when we judge any system as being desirable or undesirable, it’s always important to weigh that system against the pluses and minuses of the system that might take its place. Does this mean within higher education that the tenure system works perfectly? Of course not! We must remember that tenure is a system administered by human beings, and as such, will not always operate perfectly. The argument goes, colleges should be run in a more business-like manner, but that fails to recognize the vast differences in the nature of business as compared to the nature of the academy. Whether the criterion is annual profit or stock price, there is in fact, a bottom line against which the organization can be measured. Compare that to the academy in which the bottom line is that there is no bottom line. I would offer the observation that what should actually happen is that the question “Why can’t colleges and universities be run more like businesses?” should be changed to ask “Why can’t businesses be run more like colleges and universities?” Why can’t colleges and universities be run more like businesses? Simply because they’re not in the business of business, they’re in the business of education.

READ THE ARTICLE

Weber, J.C. (2005). Why Can’t Colleges and Universities be Run More Like Businesses? College and University Journal, 80:3, 39-42.

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Roles of American Indian Grandparents in Times of Cultural Crisis Rockey Robbins, Assistant Professor, Department of Educational Psychology; Avraham Scherman, Professor Emeritus, Department of Educational Psychology; Heidi Holeman, Doctoral Candidate, Department of Educational Psychology; Jason Wilson, Doctoral Candidate, Department of Educational Psychology.

THE ABSTRACT

This study attempts to explicate the specific contents of the roles of American Indian grandparents; American Indian grandparents’ involvement in the acculturation process of passing down values, stories and songs, as well as the cultural costumes and their function as a nurturer and protector. Historically, in most cultures, grandparents were seen as “fun relatives,” offering treats and activities that parents were unable or unwilling to provide, such as social games, companionship, community events and domestic help (Kennedy, 1992); as the designated repository of family histories, culture and memories (Williams, 1995); community leaders, mediators and to some extent, lawgivers (Bahr, 1994); and, as transmitters of family values, such as morality, altruism, social identity, a sense of accomplishment and affiliation (Timberlake & Chipungu, 1992). In many ways contemporary American Indian grandparenting roles are similar to grandparenting roles in general. This study suggests that Tribal governments should employ American Indian grandparents who speak their tribal languages to teach their grandchildren their tribal languages; to teach tribal arts and crafts, tribal religions and tribal history; and, initiate a systematic effort to reclaim tribal lands and utilize grandparents as lobbyists in this political directive.

READ THE ARTICLE

Robbins, R., Scherman, A., Holeman, H., & Wilson, J. (2005). Roles of American Indian governmental in times of cultural crisis. Journal of Counseling and Development, 96 (1), 42-56.

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Relationship of Attachment Style to Personality Factors and Family Interaction Patterns Marci Leveridge, Ph.D., Licensed Health Service Provider, Oklahoma City; Cal Stoltenberg, Professor, Department of Educational Psychology; Denise Beesley, Assistant Professor, Department of Educational Psychology.

THE ABSTRACT

This study investigated the relationships among attachment, personality style, and family interaction patterns. The results revealed that avoidant attachment style was associated with indirect affect expression as measured by somatic complaints, social isolation, family disengagement, and family conflict avoidance. Anxious/ambivalent style was associated with more overt expression of depression and anxiety. Family factors were not significantly related to either the anxious/ambivalent or secure styles. The implications and potential therapy benefits for use of attachment theory in family therapy and directions for future research are also addressed. READ THE ARTICLE Leveridge, M., Stoltenberg, C.D., & Beesley, D. (2005). Relationship of attachment style to personality factors and family interaction patterns. Contemporary Family Therapy, 27, 577-597.

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A 17-year Case Study of an Elementary School’s Journey: From Traditional School to Learning Community to Democratic School Community Jean McGregor Cate, Research Professor, Department of Educational Leadership and Policy Studies and Associate Director, K20 Center; Courtney Ann Vaughn, Professor, Department of Educational Leadership and Policy Studies; Mary John O’Hair, Professor, Department of Educational Leadership and Policy Studies, Director, K20 Center, and Vice Provost for School and Community Relations.

THE ABSTRACT

This case study explores one elementary school’s 17-year evolution from a traditional Title 1 elementary school into a learning community and, eventually, a high-achieving democratic school community. The investigation adds specificity and context to the existing theoretical framework outlining this change process. The school’s journey is reflected and described through shared learning, leadership, and practices across four thematic findings.

READ THE ARTICLE Cate, J.M., O’Hair, M.J., & Vaughn, C.A. (January 2006). A 17-year Case Study of an Elementary School’s Journey: From Traditional School to Learning Community to Democratic School Community, Journal of School Leadership, Volume 16 - January 2006, (p.86-111).

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Scaffolding Novice Instructional Designers’ Problem-Solving Processes Using Question Prompts in a Web-Based Learning Environment Xun Ge, Assistant Professor, Department of Educational Psychology; Ching-Huei Chen, doctoral candidate, Department of Educational Psychology; Kendrick A. Davis, doctoral candidate, Department of Educational Psychology.

THE ABSTRACT

The present study investigated the effects of question prompts in scaffolding novice instructional designers solving ill-structured, instructional design problems in a Web-based learning environment. The effects of question prompts were studied under different prompting conditions (Question-Elaboration vs. Question-Guidance), taking into consideration various levels of learners’ prior knowledge and experience. The study employed a comparative, multiple-case study design using the technique of think-aloud protocols, which were followed by interviews. Eight graduate students from the program of Instructional Design and Technology participated in the study. While the qualitative findings supported the previous research on the advantages of question prompts in scaffolding ill-structured problem solving, they also shed light on the specific cognitive and metacognitive functions, as well as limitations, of question prompts in different conditions. The study has implications for designing instructional scaffolds for supporting ill-structured problem solving of various domains in a Web-based learning environment.

READ THE ARTICLE

Ge, X., Chen, C.H., & Davis, K.A. (2005). Scaffolding novice instructional designers’ problem-solving processes using question prompts in a web-based learning environment. Journal of Educational Computing Research, 33(2), 219-248.

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Predicting High School Students’ Cognitive Engagement and Achievement: Contributions of Classrooms Perceptions and Motivation Barbara A. Greene, Professor, Departmemt of Educational Psychology; Raymond B. Miller, Professor, Department of Educational Psychology; H. Michael Crowson, Assistant Professor, Department of Educational Psychology; Bryan L. Duke, Professor, Professional Teacher Education, University of Central Oklahoma; Kristine L. Akey, teacher, Norman North High School and doctoral candidate, Department of Instructional Leadership and Academic Curriculum.

THE ABSTRACT

Path analysis was used to test predictions of a model explaining the impact of students’ perceptions of classroom structures (tasks, autonomy support, mastery, evaluation) on their self-efficacy, perceptions of the instrumentality of class work, and their achievement goals in a particular classroom setting. Additionally, the impact of self-efficacy, instrumentality, and goals on students’ cognitive engagement and achievement was tested. There were 220 high school students who completed a series of questionnaires over a three-month period in their English classes. Data strongly supported the model demonstrating that student perceptions of classroom structures are important for their motivation. Also supported was the importance of perceiving the current class work as being instrumental for future success. Implications were discussed.

READ THE ARTICLE

Greene, B. A., Miller, R. B., Crowson, H. M., Duke, B. L., & Akey, C. L. (2004). Influences of Student Perceptions of Classroom Structures, Perceived Ability, Achievement Goals, and Cognitive Engagement on Achievement in High School Language Arts. Contemporary Educational Psychology, 29, 462-482.

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High School Teachers’ Motivational Perceptions and Strategies in an East Asian Nation Patricia L. Hardre, Assistant Professor, Department of Educational Psychology; Su-Hua Huang, doctoral candidate, Department of Instructional Leadership and Academic Curriculum; Ching-Huei Chen, doctoral candidate, Department of Educational Psychology; Chen-Ting Chiang, Dynas International, Taiwan; Fen-Lan Jen, Taiwan Knowledge Bank; and Leslie Warden, doctoral candidate, Department of Educational Psychology.

THE ABSTRACT

This study investigated the relationships between teachers’ self-reported classroom goal structures, instructional self-perceptions, teaching, efficacy, and perceptions of students’ motivations in a developing East Asian nation. This study’s participants were 404 teachers, across subject areas, in 14 high schools in an East Asian nation. Similar studies have been conducted in western nations, but these cannot be generalized to the East Asian cultural context without direct research. The following teacher perceptions correlated strongly with perceptions of student motivation: learning goal orientations; student ability; instrumentality of instruction; and high teaching self-efficacy. Among these related factors, learning goals and ability emerged as the strongest predictors of perceived student motivation. Teachers interviewed, reported that their students’ motivation is primarily extrinsic and performance-oriented, influenced by external factors, predominantly exam pressure and social expectations. These findings have important implications for teacher education and practice, and for school policy and educational reform.

READ THE ARTICLE

Hardre, P.L., Huang, S.H, Chen, C.H., Chiang, C.T., Jen, F.L., & Warden, L. (2005). High School Teachers’ Motivational Perceptions and Strategies in an East Asian Nation. Asia-Pacific Journal of Teacher Education, Vol. 34, No. 2, July 2006, pp. 199-221.

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University of Oklahoma College of Education Teach. Counsel. Lead.

This publication, printed by University of Oklahoma Printing Services, is issued by the University of Oklahoma College of Education. 500 copies have been prepared and distributed at a cost of $965 to the taxpayers of the State of Oklahoma. The University of Oklahoma is an equal opportunity institution.

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Integrating Structural and Behavioral Leadership Strategies Dale R. Fuqua, Professor, School of Educational Studies (Oklahoma State University) Jody L. Newman, Professor, Department of Educational Psychology

THE ABSTRACT

The nature of organizations and the environments in which they operate have grown increasingly complex. Certain obvious limitations of traditional bureaucratic models of leadership are being widely challenged in the literature. In general, scholars have begun to call for radical changes in the way we conceptualize and implement the leadership function in organizations of all sizes and types. One feature of proposed leadership models is the diversification of leadership throughout the organization in ways that empower individuals to recognize and act upon opportunities to contribute to the organization in leadership roles. This paper offers some thoughts about conceptualizing this diversification in the context of systems theory. READ THE ARTICLE Fuqua, D.R., & Newmn, J.L. (2005). Intregrating Structural and Behavioral Leadership Strategies. Consulting Pschology Journal: Practice and Research, 57, 126-132.

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