Publication Type: Conference Paper/Unpublished Manuscript
Abstract: The impact of LA PDSs (Pre-Katrina) specific to higher education accountability on P-12 student learning and teacher candidate preparation relative to school performance scores and teacher survey data is addressed.

Publication Type: Roundtable Presentation
Abstract: Through surveys and interviews, the present research explores entering pre-service teacher knowledge on issues related to equity in K-12 public schooling, such as achievement and access to resources.

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Researchers conducting pre-election surveys for the purpose of election projection often construct and administer multiple forms of ballot test questions. This practice is in response to codified directives in states such as Ohio where candidate name orders are rotated for each race that appears on a ballot, so that each candidate has the “opportunity” to appear first and last. Thus, in states like Ohio, rotating candidate order may be desirable in telephone surveys because such rotation simulates the operation of the Election Day ballot. In addition, formulating research designs sensitive to the potential for response order effects might improve pre-election measures of voter preferences.
The present study updates previous research conducted by the University of Cincinnati Institute for Policy Research and the University of New Hampshire Survey Research Center.
In 2002, both academic survey research centers conducted telephone surveys designed to measure vote preferences in multiple statewide races, including governor and United States Senator. Our analysis will examine the results of these surveys, which included multiple ballot order experiments. The experimental design allows for multiple analyses examining the impact ballot order has on reported vote preferences in several “types” of election contests, including 1) two candidate and multiple candidate contests, 2) higher salience “top of the ticket” election contests and “bottom of the ticket” contests, and 3) both partisan and non-partisan elections.

Publication Type: Abstract
Abstract: BACKGROUND: Barron’s Profiles ranks the competitiveness of undergraduate (UG) institutions; however, community colleges (CC) are not included. Previously, we found that UG-GPA and PCAT were associated with PharmD GPA (COP-GPA) in each didactic year (P1-P3); however, only UG-GPA and UG ranking were associated for P4. Since some applicants complete pre-pharmacy requirements at CC, we evaluated UG ranking and CC attendance as a predictor of performance in a PharmD program.
METHODS: We evaluated relationships between UG ranking and GPAs of 2003-06 PharmD graduates. UG institutions at which these graduates completed pre-pharmacy courses were categorized and ranked as follows: most competitive (MC=5), highly competitive (HC=4), very competitive (VC=3), competitive (C=2), less competitive (LC=1) and community college (CC=0). Relationships between UG-GPA, PCAT, UG ranking and PharmD GPA were assessed by univariate and multivariate regression. RESULTS: Records were available for 191 students (MC=2, HC=79, VC=33, C=43, LC=10, CC=24) from 67 institutions. Mean P4 GPAs were: MC=3.6, HC=3.4, VC=3.2, C=3.3, LC=2.7, CC=3.1). By univariate analysis, UG-GPA(p<0.0001), PCAT (p<0.0001) and UG ranking (p=0.0003-0.0069) were associated with GPA in each year (P1-P4). R2 values for P1-P3 were consistent for UG-GPA (0.328-0.355), PCAT (0.248-0.285) and UG ranking (0.038-0,047), but lower for UG-GPA (0.016) and PCAT (0.126) and higher for UG ranking (0.069) for P4. Multivariate analysis found only UG-GPA and PCAT significant for P1-P3 GPA. In P4, UG ranking and CC attendance were also significant.
CONCLUSIONS: When UG-GPA and PCAT are used, UG ranking and CC attendance was associated with PharmD GPA only in the P4 year.

Publication Type: Session Presentation
Abstract: Art and music are powerful tools for teaching and reinforcing pronunciation, vocabulary, grammar, verbs, culture, history, traditions, and many other facets of the Five Program Goals. This session highlights interactive, hands-on activities and authentic materials that guide our students to greater proficiency and add enjoyment for our students in the process. You will have a large handout of activities that can be implemented into your classes immediately.