Georgia STEM Certification and School Growth Performance: A Causal Comparative Study

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Michael Green, PhD

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Michael Green
First and Last Name: 
Michael Green

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4 years 8 months
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Michael Green holds a Bachelor of Arts degree in Economics from the University of California, Davis, a Master of Science in Systems Technology from the Naval Postgraduate School in Monterey, CA, and a PhD in Computing Technology in Education from Nova Southeastern University. After a 23 year career in the Navy, Michael spent six years as an IT manager for a direct marketing service bureau in Novato, CA. In 2001 he opened his own IT consulting business and supports small businesses and non-profit organizations throughout the San Francisco Area. Michael has been teaching for the University of Phoenix since 1997, is a 2012 Distinguished Faculty, and was the Information Systems and Technology Area Chair for the Bay Area Campus until 2013. He teaches technology courses in the School of Business and the College of Information Systems and Technology. Michael is a past president of the Rotary Club of Mission San Rafael and an Assistant District Governor for Rotary District 5150. He is CFO for Operation Tooth Fairy, a non-profit group that provides follow up dental support for children in South America who have had cleft lip and palate surgery.
Degrees Completed: 
Doctoral Degree
Computing Technology in Education
Nova Southeastern University
2015
Masters Degree
Systems Technology
Naval Postgraduate School
1984
Bachelors Degree
Economics
University of California, Davis
1976
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Jan Otter, PhD

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Jan W. Otter, PhD
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Jan Otter

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5 years 1 month
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(706) 499-4513
Current and Ongoing Research Interests: 
  • I am currently working on a qualitative case study about STEM certification in Georgia as well as a quantitative causal comparative study on blended learning.
Publications: 
The Teen-age and Adult Driver Responsibility Act: Garbage Can Decision-making in the Georgia Legislature
STEM Certification in Georgia’s Schools: A Causal Comparative Study Using the Georgia Student Growth Model
The Effectiveness of Visual Feedback and Mirror Neurological Training for Enhancing Physical Literacy in Grade 4
University of Phoenix Courses: 
DOC/722
DOC/733
DOC/734
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Jan Otter lives in the beautiful mountains of northeast Georgia with her husband. She knew from a very young age that she wanted to become a teacher. She attended the University of North Georgia where she earned a B.S. in elementary education in 1979 and later an M.Ed. in 1982 in middle grades education. She earned an Ed.S. from the University of Georgia in 1994 and a Ph.D. from Clemson University in 2000, both in educational leadership. She taught at the elementary and middle school levels for a total of 17 years. She left the classroom to became an administrator serving as an elementary assistant principal, elementary principal, and district level administrator in Habersham County Schools, Georgia, until her retirement in 2008. She now stays busy as an educational consultant, a dissertation chair/committee member at the University of Phoenix, and a grandmother to two precious grandchildren, Lily and Ben. Her research interests include STEM education, math education, literacy education, gifted education, educational technology, K-12 curriculum and instruction, K-12 leadership, public school funding, mentoring doctoral students, and teaching online. She especially enjoys coaching doctoral students and editing dissertations.
Degrees Completed: 
Doctoral Degree
Educational Leadership
Clemson University
2000
Masters Degree
Middle Grades Education
University of North Georgia
1982
Bachelors Degree
Elementary Education
University of North Georgia
1979
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Associate Faculty, Dissertation Chair
School of Advanced Studies, University of Phoenix
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PhD
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David Cook

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David L. Cook Ed. D.
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David Cook

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3 years 9 months
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Personal: I was born and raised in metro Atlanta. I grew up on a farm and loved the outdoors, camping, hiking and playing football. I was also a very creative kid and loved to build things, this is what probably led me to engineering school. I am married and have two boys and one girl (eleven, nine, and seven). Education: I went to Georgia Tech and received a Bachelor in Applied Mathematics and Bachelor in Mechanical Engineering. I also have an MBA from the University of Louisville and a Master in Mechanical Engineering from Georgia Tech's Distance Learning Program. I recently completed my Ed.D. in Education Leadership and Technology. I am really excited to complete this milestone. Professional: I starting working for GE Appliances in Louisville KY in 1992. While there, I held many positions in washer, dryer and refrigeration design. I also did some work in washer manufacturing. I left GE in 1998 and went to work for a small medical venture capital firm. I was eager to be more entrepreneurial. I mainly did manufacturing engineering work in this role. It was really fun and gave me taste of what it was like working for a small company. After the dot com bubble burst, I went to work at Vermont American. There I was the core category leader for screw driving. I mainly worked on engineering projects. I took the quality managers position with Vermont American in Toccoa, Georgia in 2002, which brought me back to Georgia. My family and I were eager to get back here. Vermont American was acquired by Bosch and Bosch decided to close the plant end of year 2005. I worked as a QA manager in the transformer business and in the furniture business through 2011. Since then, I have been teaching mostly online. I have been an adjunct for seventeen years (whew time flies). I frequently have the opportunity to use my quality and manufacturing experience. I have a great deal of six sigma knowledge. I am a certified six sigma green belt and black belt. I have also designed and taught six sigma courses. I am an RAB accredited ISO lead auditor (ISO is a quality standard most manufacturing and design companies wish to be certified in) and have a lot of statistics and quality knowledge. I am also a CQE and a CMQ.
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The AdvancEd STEM Certification process and Student Growth Model have been developed and implemented less than two years ago in Georgia to address the lack of focus and accountability on STEM education in Georgia. The research problem for this study is that with these recent reform efforts, little is known about how the AdvancED STEM certification process influences School Growth Scores. With the increase demand for equipping students to be college and career ready, there is a need to ensure that schools are held accountable for student learning in other content areas and across different grade levels. This study focuses on equating the school growth performance scores with state certified STEM elementary schools and non-STEM certified elementary schools in an attempt to determine if there is a statistical difference between the two types of schools in their ELA, Mathematics, Science, and Social Studies achievement. This research will utilize a causal comparative, non-experimental quantitative methods approach to collect data that will investigate the cause-effect relationships between variables between two groups of participants: STEM Certified Elementary Schools and Non-STEM Certified Elementary Schools in the Metro Atlanta area of Georgia. Dependent and independent samples t-tests will be used to compare dependent variables (e.g., grade level and content area) between certified and non-certified STEM schools (independent variable). The findings of the study might provide educational leaders with information that would aid in deciding whether or not continuing with the use of the AdvancED STEM Certification process in helping the schools and districts meet their ultimate bottom line - improving student achievement and producing more globally competitive students.

 

Boyer's Domain: 
STEM