Researchers from Baylor School of Education were well represented at the recent annual meeting of the Southwest Educational Research Association (SERA), which was held Feb. 10-12 in New Orleans. Wide-ranging research topics included enrichment for low-income gifted students, mathematics learning, iPad use for a 12-year-old with Autism Spectrum Disorder, college readiness, and parenting styles.

SERA was founded in 1978 and promotes educational research presentations and discussions, continued learning for scholars, professional networking, and mentoring.

In addition to the research presentations, Baylor faculty member Trena Wilkerson led a paper session on professional development and teacher training, and alumnus Ken Young led a session on learning. Young also served as program division co-chair for “Educational Administration, Policy, Leadership, and Program Evaluation,” and alumna Dittika Gupta was co-chair for the division on “Instruction, Learning and Cognition.”

School of Education participants included faculty, graduate students and alumni. Here’s a summary of presentations at the conference:

“Siblings: Good for Rivalry or Success for Low-Income Gifted Students?”
Rachel L. Renbarger, PhD student in Educational Psychology, Baylor SOE
Rebecca J. Tipton, PhD student in Educational Psychology, Baylor SOE
Corina R. Kaul, PhD student in Educational Psychology, Baylor SOE
This presentation shared results of a study that investigated a relationship between gifted sibling sets from low-income gifted student population and important concepts such as enrollment, retention and graduation. Descriptive statistics along with measures of central tendency, variability and relationships were used. Preliminary data suggests that sibling enrollment does affect program attendance.

“Nonlinear Structured Growth Mixture Models as applied to ECLS-K Math Achievement Trajectories”
Kevin E. Wells, PhD student in Educational Psychology, Baylor SOE
Wells presented a study that examined mathematics achievement data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K) within a growth mixture modeling framework. Achievement trajectories were examined using a variety of linear and non-linear growth trajectories.

“The Effects of Student-Centered Learning Constructs on Student Satisfaction in Online Courses”
Hunter Keeney
Kaye Shelton
Ken Young, PhD ’08 in Educational Psychology, Baylor SOE
Diane Mason
Lamar University
This quantitative study was designed to test the effects of student-centered learning constructs on student satisfaction in online courses, by using the Distance Education Learning Environments Survey (DELES).Descriptive statistics for a sample population of 306 students were complied, and data were analyzed by correlation analysis and stepwise regression. Results showed personal relevance and authentic learning had the strongest correlations with student satisfactions, whereas the strongest predictors of student satisfaction were personal relevance and instructor support.

“Integrating Children’s Literature in Elementary Math Methods: Fostering Understandings and Connections”
Nikki Bussue
Melissa Whitwood
Dittika Gupta, MSED ’09, PhD ’14, Curriculum & Instruction, Baylor SOE
Midwestern State University
Though interdisciplinary teaching (reading and mathematics) is not a new idea, pre-service teachers need to be exposed to strategies and tools of integration for a more holistic and rich experience during their teacher preparation program. The paper explained the need, importance, and benefit of exposing pre-service teachers to this model and also presented changes in pre-service teachers’ attitudes about integration.

“A Case Study: The Effects of the Autismate Application on a 12-year-old Boy with Autism”
Natalie Wall, MA ’15, Educational Psychology, Baylor SOE
Julie I. Hatz, faculty, Educational Psychology, Baylor SOE
This presentation discussed a single-subject embedded study that focused on a single iPad application and the effectiveness of the modeling of social communication and social interaction skills in a 12-year-old boy with Autism Spectrum Disorder. The topic called attention to the use of assistive technology in school settings. The Gilliam Autism Rating Scale and Social Communication Questionnaire were administered pre- and post-intervention.

“When Do Fit Indices Become Useful for Finite Mixture Model Selection? A Monte Carlo Examination of Class Separation”
Grant Morgan, faculty, Educational Psychology, Baylor SOE
Kevin E. Wells, PhD student in Educational Psychology, Baylor SOE
Harlee S. Floyd, MA student in Educational Psychology, Baylor SOE
This simulation study examines the performance of fit indices commonly used by applied researchers for selecting finite mixture models used for classification (FMM-C). Despite advantages of FMM-C over traditional clustering, model selection remains a significant challenge. Conditions for simulation were selected to mirror conditions found in applied research. The accuracy with which common fit indices identify the correct component model was examined while varying the class separation, sample sizes, and class prevalence.

“The Relationship between Perceived Parenting Styles and Feelings of Entitlement in College Students”
Shanna L. Attai, BSEd ’09, MSEd ’10 (Curriculum & Instruction), PhD ’15 (Educational Psychology), Baylor SOE
Terrill Saxon, faculty, Educational Psychology, Baylor SOE
This study explored the relationship between perceived parenting styles and feelings of healthy entitlement in college students, employing structural equation modeling to examine the hypotheses. The authoritative parenting style for both mothers and fathers was positively related to feelings of healthy entitlement. The permissive and authoritarian styles for both mothers and fathers were negatively related to feelings of healthy entitlement. High socioeconomic status had a significantly negative relationship with healthy entitlement. These findings offer insight into the relationships between parents and how parental perception can impact children’s future feelings of entitlement in their college years and adulthood.

“Pre-Service Teachers’ Noticing of Struggling Students’ Mathematical Thinking”
Dittika Gupta, MSED ’09, PhD ’14, Curriculum & Instruction, Baylor SOE
Emily Rutherford
Midwestern State University
This research study examined pre-service teachers’ skills to recognize, identify, and make instructional decisions in their teacher preparation programs when provided with explicit instructional guidance by the researchers. Results of the study inform the effectiveness of the study and insight into pre-service teachers’ understanding in analyzing student work and making next-step instructional decisions.

“Measuring the Development of Middle School Students’ Metacognitive Skills”
Robin Wilson, BSEd ’84, PhD student in Educational Psychology, Baylor SOE
Tracey Sulak, faculty, Educational Psychology, Baylor SOE
Janet Bagby, faculty, Educational Psychology, Baylor SOE
Rachel L. Renbarger, PhD student in Educational Psychology, Baylor SOE
This study examined the impact that Advancement Via Individual Determination (AVID) has on middle school students’ development of metacognitive skills. The study compared students enrolled in AVID as well as students in the traditional classroom. Researchers have the opportunity to evaluate the students’ change or lack of change through a survey completed at the beginning and end of the school year.

“Implementation Intention as a Cognitive Strategy in Regard to STEM Education: Assessing Pre-Algebraic Performance in Eighth-Grade Math Instruction”
Trang Nguyen, MA student in Educational Psychology, Baylor SOE
The objective of this study was to examine if the integration of implementation intention could assist with the instructional reform movement within STEM education.

“Refining and Validating of Algebra Teacher Self-Efficacy Instrument”
Dittika Gupta (Midwestern State) MSED ’09, PhD ’14, Curriculum & Instruction, Baylor SOE
Colleen M. Eddy (University of North Texas), EdD ’05, Curriculum & Instruction, Baylor SOE
Trena L. Wilkerson, faculty, Curriculum & Instruction, Baylor SOE
William A. Jasper (Sam Houston State University)
Alejandra Sorto (Texas State University)
The purpose of this study is the continued validation for further item-reduction and validation of the instrument for an algebra teacher self-efficacy instrument that a research team has created and validated for the past five years.

“Mathematics Teaching Self-Efficacy Beliefs: The Influence of Facilitating a Week-Long Summer Camp for College Students”
Suzanne F. Lindt
Dittika Gupta, MSED ’09, PhD ’14, Curriculum & Instruction, Baylor SOE
Midwestern State University
This research sought to understand how facilitating a week-long mathematics summer camp for middle school students would change college students’ mathematics teaching self-efficacy beliefs.

“Preparing and Building Confidence for Students with Disabilities to Transition to Post-Secondary Education”
Robin Wilson, BSEd ’84, PhD student in Educational Psychology, Baylor SOE
Corina R. Kaul, PhD student in Educational Psychology, Baylor SOE
Terrill Saxon, faculty, Educational Psychology, Baylor SOE
Tamara Hodges, faculty, Educational Psychology, Baylor SOE
Enabled for College II functions as a model transition program to assist high school students who are at risk and/or have a disability, in accessing and attending postsecondary education. Weekly meetings with a mentor provided strategies to persist until high school graduation and the skills needed to prepare for success. Participants’ graduation and college acceptance rates exceeded national averages for students with disabilities and low-SES status.

“College Readiness and the Impact of Increased High School Graduation Requirements”
Connie J. Richardson
Colleen M. Eddy, EdD ’05, Curriculum & Instruction, Baylor SOE
Prathiba Natesan
University of North Texas
Twenty years of data from a rural district in Texas were examined following a period of increased mathematics requirements. Multi-level modeling indicated that increased requirements had no statistically significant effect on college readiness for lower achieving students.

“The Retention of Highly Qualified Mathematics and Science Teachers”
Colleen M. Eddy, EdD ’05, Curriculum & Instruction, Baylor SOE
Minwei Wu
University of North Texas
This research study follows 49 participants over 10 years who are considered highly qualified in mathematics and science, sought certification in one of these areas, and taught initially in a high-needs school for two years. The purpose is to examine the recruitment of science and mathematics pre-service teachers who are successful in their content area to teach and retaining them to teach in high-needs schools.

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