CEITR Proposal Acceptances for AECT 2022
Dr. Donna Rice participated in the Center for Educational and Instructional Technology Research (CEITR) spring, 2018 Dissertation to Publication (D2P) workshop as a partner for one of her students. Dr. Rice and her student were working with Dr. Jim Lane, who was the D2P reviewer. Dr. Rice explained “Actually I attended the workshop to help my students publish articles from their dissertations and ended up with an article myself. Jim was so encouraging and kept telling me I had a good article worth publishing and I am so glad he did!” Dr. Rice went on to develop two articles and received confirmation that both articles would be published. Details are included below. Congratulations to both Dr. Rice and Dr. Lane.
Rice, D. M. (2018). The relationship of emotional intelligence to academic achievement. National Teacher Education Journal, 11(1), 27-32.
Abstract: Higher levels of emotional intelligence built through electives like Army JROTC are predictive of higher levels of academic achievement. This quantitative correlational study was conducted to explore the relationship of the grade point averages of a random sample of 486 Army Junior Reserve Officers’ Training Corps high school cadets to levels of emotional intelligence as measured by The Personal Skills Map®. Research findings were that 10 of 11 emotional intelligence skills were significantly correlated with higher grade point averages. Dewey’s pragmatism and Plato’s idealism, which support the premise of the need for programs that help students interact with their environment and bring out their best, served as the theoretical framework for the study. Implications for education are that elective programs that support personal growth and learning life skills are as important as academic skills. About the Author: Donna Rice is the former Chief of Education for Army JROTC. She is currently a business owner and author of a character/leadership middle school curriculum, a Certified Advanced Facilitator, Dissertation Chair, and Committee Member at the University of Phoenix and holds similar positions at Northcentral University
Rice, D. M., Wilson, J., & Bennetts, A. (2018). Effectiveness of a student response system supported curriculum and a middle school leadership program. International Journal of Conceptual Structures and Smart Applications (IJCSSA), 6(1), 48-62. doi:10.4018/IJCSSA.2018010104
A student response system (SRS) with an engaging and interactive curriculum to support 21st -century skills could increase student performance in U.S. schools. This article will include student and teacher feedback to provide educators with possible solutions to poor student performance. Students respond positively to engagement opportunities related to their peers and classroom content. Through data collection and analysis, students learn, become involved, construct individual understanding, and experience real-time digital feedback. Why do many classrooms exclude technology and active learning strategies (ALS) although usage has resulted in great enthusiasm and consistent results? Could student success be facilitated by embedding an SRS and ALS in a standardized curriculum in a Title I middle school leadership classroom? To explore these questions, it is necessary to understand SRS technology and its capabilities, as well as its use in conjunction with an ALS embedded curriculum used in leadership programs.