Talks by Barbara Martin
This study explored the relationships between professional orientation (defined as how the princi... more This study explored the relationships between professional orientation (defined as how the principal sees his or her role in the organization) and school culture, the influence of gender on professional orientation, and the relationship between school culture and the academic achievement of students. One hundred principals were surveyed. Two instruments, the Professional Orientation and the School Culture Survey were completed. The results were analyzed using linear regression statistics to determine (a) gender and professional orientation effect on the factors of school culture, and (b) if factors of school culture had an effect on student success in the elementary school. Findings of this study suggested that the professional orientation of the principal does appear to have a significant effect on school culture. In addition, professional orientation choices do vary in ways that can be connected to gender. Of the six school culture factors, only learning partnership appears to have any significant effect on student achievement.
This multi-case study sought to construct meaning using a cultural capital lens in relation to ed... more This multi-case study sought to construct meaning using a cultural capital lens in relation to educational leadership preparation programs building the capacities of social justice leaders in demographically changing schools. Data revealed principals' perceptions about preparation, expectations and general beliefs and assumptions related to leadership for social justice emphasizing contradictions between principals' equity-oriented rhetoric and their underlying beliefs and assumptions affecting their diverse school populations. The implications for research and practice include opportunities that principals and principal preparation programs have to implement to keep leadership for social justice at the forefront of the charge to equitably educate all children.
The purpose of this study was to examine the perceived effectiveness of leadership in a Missouri ... more The purpose of this study was to examine the perceived effectiveness of leadership in a Missouri rural K-8 school with a high incidence of poverty that consistently met federal and state accountability mandates. The concepts of accountability as measured by student achievement, the unique educational needs of children from poverty, and the challenges of the rural school location were viewed through the lens of leadership. Ten practices of leadership that lead to consistent student achievement were suggested. They include integrity and courage, focus and vision, expectations and data evaluation, resources and empowerment, role modeling, and collaboration. Implications of this study could impact mentoring programs to support beginning and practicing administrators, leadership training in schools of education and state leadership programs, programs and instruction designed for children from poverty, and considerations of the monetary and educational cost of consolidation.
This case study focused on the impact to DACA participants in a mid-western city enrolled at an u... more This case study focused on the impact to DACA participants in a mid-western city enrolled at an urban school setting in a region where 30% of all residing immigrants are unauthorized (Capps & Ruiz Soto, 2016). The investigation aimed to understand if the language used during the 2016 election cycle altered trauma-related behaviors in the DACA population. The data collected during the study suggested that students who identified with the DACA group exhibited trauma-related behaviors different from behaviors previously observed, and the new behaviors were a result of election cycle rhetoric. Implications for counselor training were significant.
This case study was intended to explore the premise that the perceptions of the stakeholders rega... more This case study was intended to explore the premise that the perceptions of the stakeholders regarding inclusion should enhance the implementation of the process in a k-12 rural setting. Therefore, rural high school students' and rural general education and special education teachers' perceptions of inclusion provided the primary focus of this case study. Data analysis identified that while overall general education teachers supported the idea of inclusion they did not believe that they were trained. Additionally, the students supported the concept of inclusion when they were allowed choice in which classroom they were placed and if the teacher allowed choice in classroom activities. Also the classroom size was identified by all stakeholders as an issue by being affected negatively by the addition of more students being placed in inclusive classrooms. Implications for the teacher training, and the allocation of resources in rural settings are significant.
This study examines the perceptions and experiences of six beginning principals in relation to th... more This study examines the perceptions and experiences of six beginning principals in relation to the effectiveness of District-Created Mentoring Programmes (DCMP) and a statewide Administrator Mentoring Programme (AMP) in Missouri, USA. Data were obtained through the researcher-created Support of Mentors in Developing Instructional Leadership Skills protocol using semi-structured interviews. The data revealed both types of mentoring programmes were weak in providing the appropriate support in each of the six instructional standards of instructional leadership skills. Additionally six strategies for effective mentoring programmes were identified. Implications for practice are important to both district level and university personnel.
These researchers examined the perceptions of fifteen principals and 96 classroom teachers regard... more These researchers examined the perceptions of fifteen principals and 96 classroom teachers regarding the role of teacher leadership in school improvement. The data revealed significant differences in how principals and teachers perceive teachers' involvement in teacher leadership roles, in ratings of involvement of teachers in leadership roles when compared to the ratings of how involved they would like to be in those same roles, and how principals and teachers perceived the impact of teacher leadership roles on school improvement. Implications for practice are important to principals, teachers, and district level personnel.
This paper explored the perceptions of special education staff and college students with disabili... more This paper explored the perceptions of special education staff and college students with disabilities about self-advocacy instruction through the lens of social justice. Investigated were three public schools and one community college. Data revealed differing perceptions between educators and students regarding the level of self-advocacy instruction that students with disabilities received. The implications for this research and practice include that high school personnel understands and implements principles of social justice to teach students with disabilities to have self-advocacy skills.
The purpose of this study was to investigate the ways in which Social Network Analysis (SNA) coul... more The purpose of this study was to investigate the ways in which Social Network Analysis (SNA) could inform leadership capacity within a small, Midwestern school district. Four findings were identified. The first was that hierarchical or formal structures continue to hold sway within educational institutions. The second was that-birds of a feather‖ or people of common interest or equivalent status within the hierarchy do indeed flock together. The third was that collaboration, trust, and transparency are interdependent and undergird capacity. The fourth was that social networks are the organization, making SNA an essential diagnostic and decision-making tool. The findings led to a number of implications for practice, which were framed by Information Age imperatives arising from the literature.
The Kolb Learning Style Inventory was used to identify differences between the learning styles of... more The Kolb Learning Style Inventory was used to identify differences between the learning styles of 168 students in traditional face-to-face courses and students in matched courses taught online. Additionally, the data for the online courses were divided by gender to determine if gender was a factor. Results of the analysis found that there was a difference in the learning style of the online student and the student in the face-to-face course and that gender was a factor in the relationship between learning style and student engagement. The implications for online course designers are significant. When designing online courses the learning style and gender of all students must be considered.
This paper is a following up to one presented in 2010 at the AACE. Since 2009, the Apple iPhone a... more This paper is a following up to one presented in 2010 at the AACE. Since 2009, the Apple iPhone and iPod touch have become an integral part of student learning experiences at Abilene Christian University (ACU), with all in-coming freshmen being provided one of these mobile devices. This paper shares the experiences of the authors from teaching a lab-intensive undergraduate introductory course on mobile computing at ACU in 2010 to the present challenges. Discussed within this paper are the authors’ experiences meeting the challenges of the rapidly developing landscape of mobile application development. The paper concludes with a direction for future courses in mobile computing at ACU.
Books by Barbara Martin
This chapter‘s goal is to examine the experiences and perceptions of undergraduate students using... more This chapter‘s goal is to examine the experiences and perceptions of undergraduate students using a 3D Virtual Learning Environment. By creating a 3D didactic constructivist virtual environment, conversations were observed for collaborative elements. Findings revealed that five forms of collaboration amplified the learning process and indeed occur within the virtual learning environments. Results further suggested that the 3D VLE project, though limited in time and scope, successfully created a community of learners.
Presentations by Barbara Martin
n this paper we examine the experiences and perceptions of undergraduate students using 3D Virtua... more n this paper we examine the experiences and perceptions of undergraduate students using 3D Virtual Environments. By creating a 3D didactic constructivist virtual environment, conversations were observed for collaborative elements. Findings revealed that five forms of collaboration amplified the learning process and indeed occur within the virtual learning environments. Results further suggested that the 3D VLE project, though limited in time and scope, successfully created a community of learners.
This paper is a follow up to presentations made in 2010 and 2014. Since 2008, Apple iOS devices h... more This paper is a follow up to presentations made in 2010 and 2014. Since 2008, Apple iOS devices have become an integral part of student learning experiences at Abilene Christian University (ACU), with all incoming freshmen being required to have one of these mobile devices. This paper shares the experiences of the authors from teaching an undergraduate introductory course on mobile computing at ACU since 2009 to the present. Discussed within this paper are the authors' experiences meeting the challenges of the rapidly developing landscape of mobile application development. The paper concludes with a direction for future courses in mobile computing.
Papers by Barbara Martin
Assessing Future Trends In Education
This chapter’s goal is to examine the experiences and perceptions of undergraduate students using... more This chapter’s goal is to examine the experiences and perceptions of undergraduate students using a 3D Virtual Learning Environment. After creating a 3D didactic constructivist virtual environment, student conversations were observed for collaborative elements. Findings revealed that five forms of collaboration amplified the learning process and indeed occured within the virtual learning environments. Results further suggested that the 3D VLE project, though limited in time and scope, successfully created a community of learners.
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Talks by Barbara Martin
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