Editor: Duane Shuttlesworth, Ph.D.
A Bi-Annual Peer-Reviewed Publication of the Delta State University College of Education
The Delta Journal of Education is a peer-reviewed online journal that provides a forum for the publication of qualitative and quantitative research, theoretical reviews and perspectives, educational policy and practice and a variety of other topics of interest to educators, educational and school psychologists. The journal seeks to promote a discussion on the intellectual, methodological, and substantive diversity of educational scholarship, policy and practice. The Delta Journal of Education follows APA Publication Manual (6th Edition) guidelines for format and style requirements. The Delta Journal of Education is a publication of the College of Education and Human Sciences at Delta State University, Cleveland, Mississippi. Article Template Tips for Authors
Volume 5, Issue 1, Spring 2015
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Haynes, J. M., Williams, J. L., McCarley, N. G., Mullin, E., & Mears, D. (2015). Textbook learning strategies in traditional and nontraditional students. 1-9.
Zengaro, F., Zengaro, S., & Belcher, D. (2015). Moving beyond “busy, happy, and good” in physical education teaching. 20-38.
Martin, A., & Shamash, E. (2015). Predictors of stress among parents of preschool aged children with Autism Spectrum Disorders. 39-55.
Volume 4, Issue 2, Fall 2014
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Cope, L. (2014). Task Analysis and Implementation Activities as Vehicles for Middle School Math Teacher Growth. 11-23.
Keskin, B., & Blalock, G. A. (2014). Acculturation of Children in the United States: The Explicit Reference to Theory in Empirical Research. 24-33.
Spaulding, M., & MacKewn, A. (2014). National Education Technology Standards (NETS): Preservice Teachers’ Perceived Preparation. 34-49.
Giles, R. M., Kent, A. M., Vitulli, P., & Shaw, E. L. (2014). Teaching Experience Days as Field Experience for Elementary Teacher Candidates. 50-61.
Hansen, J. M., Labat, M. B., & Labat, C. A. (2014). The Relationship Between Teacher Perception of Positive Behavior Intervention Support and the Implementation Process. 62-80.
Volume 4, Issue 1, Spring 2014
Click the article to view Cope, L., & Bussiere, K. (2014). Teachers’ perceptions of the characteristics of highly effective coaches. 1-13. Bailey, G., Shaw, E. L., & Rogers, S. E. (2014). A comparison of professors’ and students’ work load expectations to earn three credit hours. 14-24. Jackson, G. C., Williams, L. D., Burton, J., & Crayton, B. R. (2014). Deconstructing the challenges of teaching social work millennial students with diverse learning styles at two historically Black colleges and Universities. 25-37. Kinne, L. J., & Zacate, M. O. (2014). The physics demonstration road show: A force for learning and increasing interest in science? 38-55. Koch, J. C., & Mayfield-Johnson, S. (2014). Active recovery: Physical activity as a coping strategy for abuse. 56-62. Peel, R. N. (2014). Integrating arts in the classroom: A strategic approach to support common core state standards. 63-72. Pepper, S. Weathering the store in North Mississippi: Kindergarten teachers’ perceptions of developmentally appropriate practice in an environment of high-stakes testing and accountability. 73-88. Williams, P., Peters, G. B., & Fifolt, M. (2014). An examination of the relationship between candidate support providers and candidates pursuing national board certification. 89-103. Curry, V. E., & Jones, R. (2014). Implementing transitions activities: How competent do special education teachers feel? 104-114. Wang, X. (2014). Facilitating reflection with supporting groups: A model of collective teaching reflection. 115-131.
Volume 3, Issue 2, November, 2013
Click on the article to view Cope, L. (2013). The impact of teacher’s characteristics and self-reported emphasis on standards-based mathematics practice on students’ algebra achievement. 1-15 Mayfield-Johnson, S., To, Y. M., & Miller, B. (2013). Home visits do make a difference: Results from an African American diabetic pilot intervention utilizing community health workers in the Mississippi Delta. 16-25 Hinton, J., Herring, A., Garrison, S., & Marshall, L. (2013). Building relationships, empowering students and taking responsibility: The importance of departmental action in promoting student success. 26-38 Campbell, M., & Casey, C. (2013). Under-resourced and overburdened: An analysis of teacher retention practices at a middle school. 39-52 Meikle, P., & King, S. (2013). Cross-border community research, opportunities and challenges: Case study analyses. 53-71 Carpenter-McCullough, A., & Moore, V. J. (2013). Creating online learning environments in higher education. 72-84 Leland, K. M. (2013). Exploring the effects of a teacher preparation course on pre-service teachers’ content knowledge of emergent literacy. 85-91 Williams, J., L., McCarley, N. G., Parker, J., Williams, E. H., Layer, C., & Walker, D. (2013). The timing of note taking and effects on lecture retention. 92-101 Mounce, M. (2013). Teaching information literacy online: One librarian’s experience. 102-113
Volume 3, Issue 1, May, 2013
Click on the article to view Anthony, K. V. (2013). Gifted Education and Common Core: Accepting the Challenge by Making Connections with the General Education Curriculum. 1-12 Wang, Y. (2013). Common Core State Standards: The New Focus of the MVSU NCLB 2012 Summer Reading Institute. 13-23 Lee, D., & Stedrak, L. J. (2013). Perceptions of School Board Member Effectiveness in the Southeast. 24-41 Sanchez, B., & Lewis, K. (2013). Writing to Learn: A Study of Pre-Service Teachers Demonstrated Increased Content Knowledge Through the Use of Structured Writing Assignments. 42-51 McPherson, D., Howell, E., & Craven, J. S. (2013). The “Art of Living Smart” Summer Camp Survey Restuls in Mississippi Delta Students Ages 6-13. 52-61
Volume 2, Issue 2, November, 2012
Click on the article to view Winburn, A., Niemeyer, R., & Reysen, R. Mississippi Principals’ Perceptions of Cyberbullying. 1-15 Buford, S., & Casey, L. B. Attitudes of Teachers Regarding Their Preparedness to Teach Students with Special Needs. 15-31 Bernat, F. P. A School-based Community of Hope, Not At-Risk: An Evaluation of a District-wide Resiliency Program. 31-43 Eadens, D. W. Unpacking Grounded Theory: A Venue for Education Research. 44-51 Franz, D. P., & Thompson, N. Common Core State Standards for Mathematics and Assessments: (mis)Alignment. 52-68 Fanguy, J., & Mathis, R. Psychosocial Fallout from Grade Retention: Implications for Educators. 69-82 LeMalle, K. W. Orality and Oral Composition in the 21st Century Classroom. 83-97 Hemmer, L. M., & Uribe, P. E. Educational Lifelines for At-Risk Students: Two Programs with Promising Outcomes. 98-112 Narkawicz, M., & Casteel, D. B. Improving Accelerated College Courses: How Foldable Graphic Organizers Can Help Learners Retain Information. 113-120 Herring, A., & Burgess, A. Validating Student Feedback through Review of Online Program Delivery Best Practices. 121-128 Wang. Y., & Shuttlesworth, D. Through a Cultural Lens–Exploring Two Asian-Chinese Professors’ Experiences in the United States: A Case Study. 129-142 Owens, D. N., & Key, S. Student-Centered Learning: Instructional Strategies that Work. 143-152
Volume 2, Issue 1, April, 2012
Mayfield-Johnson, S., Young, R., Mohn, R. S., & Ebersole, R. (2012). Addressing Chronic Diseases in the Mississippi Delta through Health Education Prevention Education: Approaches to Take Absolute Control through Knowledge (ATTACK). 1-13. Holland, J. H., Holland, J. W., & French, P. E. (2012). Public Professionalization and Education Policy: The Effects of National Board for Professional Teaching Standards. 14-23. Clay, J. L. & Varner, L. W. (2012). Technology made all the Difference . . . for all Students at Oxford Elementary. 24-26.