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William B. Russell
College of Community Innovation and Education, University of Central Florida, Orlando, FL, United States
Education

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Virtually Ready? Pre-service teachers' perceptions of a virtual internship experience Stewart Waters; William B. Russell
Research in Social Sciences and Technology Vol 1 No 1 (2016): Research in Social Science and Technology
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.01.01.1

Abstract

The purpose of this phenomenological study was to understand the experiences of six secondary pre-service teachers that completed a semester long internship with a supervising mentor at a virtual school in the Southeastern United States. The secondary pre-service teachers in this study voluntarily chose a placement in the virtual school over a traditional classroom placement for completion of their initial licensure field experience. This study sought to examine why secondary pre-service teachers chose a virtual internship and what their experiences were like as online instructors. A total of six participants completed a sixty-minute semi-structured interview at the completion of the semester long virtual school internship. Results of the study indicated that secondary pre-service teachers' primary motivation for entering a virtual internship experience was "œconvenience". Additionally, participants felt prepared for future employment in virtual schools, but had some reservations about their prospects in a traditional classroom setting.
Civic Education in United States: A Multiple Regression of Civic Education Scores from the National Assessment of Educational Progress Bonnie L. Bittman; William B. Russell
Research in Social Sciences and Technology Vol 1 No 2 (2016): Research in Social Science and Technology
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.01.02.1

Abstract

Social studies teachers instruct their students through a variety of instructional pedagogies. Social science education researchers have called for K-12 teachers to transition away from a traditional lecture format and move towards a format that encourages critical thinking. Classroom debates of controversial issues are a common method by which teachers engage students in higher-order thinking. This research study utilizes the 2010 National Assessment of Educational Progress (NAEP) 12th grade civics assessment (n = 9,800) to identify instructional techniques that improve student’s score. Utilizing the NAEP Data Explorer online statistical analysis tool, a linear regression was conducted examining the effects of race, socio-economic status, instructional pedagogies, and access to newspapers and computers on student performance. Results show that discussing current events, at any frequency, increases student performance. Students who participated in classroom debates once or twice a month or less also improved. African-American and Hispanic students scored lower, as did students who qualified for free and reduced lunches. This study suggests that the inclusion of current events should be encouraged civics classes.
Advance Placement and The Achievement Gap in the 21st Century: A Multiple Linear Regression of Marginalized Populations in AP Enrollment Bonnie Bittman; Alex Davies; William B. Russell; Ekaterina Goussakova
Research in Social Sciences and Technology Vol 2 No 2 (2017): Research in Social Sciences and Technology
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.02.02.2

Abstract

The analysis of the College Board's Advanced Placement (AP) enrollment focused on marginalized populations' (i.e., African American, Hispanic, and poor students) limited access and the schools' efforts to bridge the gaps. Little research has been done on marginalized populations' AP passage rates. The researchers of this correlational study investigated AP enrollment and passage rates in public and charter high schools in Florida (n = 355) by comparing the enrollment and passage proportions amongst Caucasian, African American, and Hispanic students as well as the proportions of students who received free or reduced lunch. The results showed a weak, positive relationship between proportions of Hispanic, African American, and Caucasian students passing AP exams and the proportion of AP students enrolled. There was a strong, positive relationship amongst the proportions of African-American, Hispanic, and Caucasian students who passed the exam. However, a weak, negative relationship was found between the proportions of students who were enrolled in AP classes and those who received free or reduced lunch. There was also a negative relationship between Hispanic, African American, and Caucasian students passing the AP exam and the percentage of the school's population enrolled in free or reduced lunch. The findings suggest that schools with high poverty rates have a low enrollment rate of students in AP courses. The focus on AP enrollment rates for minority students has led to increased rates of minorities successfully completing advanced coursework, but there is still a need for similar focus on high poverty schools.
Co-Authors Alex Davies Bonnie Bittman Bonnie L. Bittman Ekaterina Goussakova Stewart Waters