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The Journal of Teaching Effectiveness and Student Achievement

Data from the National Center for Education Statistics (2011) indicates that almost a third of America’s teachers leave the field sometime during their first three years of teaching. The attrition rate for those who enter through some alternative pathway can be as high as 60%. New teachers cite classroom management, ESL, and lack of preparation or support as key reasons behind their decision. Therefore, additional training that increases new teacher confidence and preparation is vital. Quality training for teachers entering 21st century classrooms and appropriate instructional practices for today’s learners is a must.

The College of Education at Angelo State University publishes a peer-reviewed journal annually. The Journal of Teaching Effectiveness and Student Achievement is dedicated to the dissemination of research emphasizing teacher preparation, successful school cultures, teacher quality, instructional effectiveness, innovative pedagogy, and educational practices with student achievement in mind.


Volume 2, Issue 2

 

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Previous Issues

Volume 1, Issue 1

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Meet the Editors and Reviewers

 imageDr. Amy Williamson is currently an Associate Professor in the College of Education at Angelo State University. There, she serves as the Program Manager for Graduate Teacher Certification.  Amy began her career as an English teacher in Georgia and has more than 12 years of experience in education as a teacher and consultant. She considers her work as an advocate for new teachers crucial to the educational landscape of 21st century classrooms, and serves in a number of leadership and editorial board positions. Her research interests include the use of literacy strategies in secondary classrooms, addressing classroom diversity, teacher quality and preparation, online teaching, and international education.

 

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Dr. Blake Hightower is currently an Assistant Professor in the College of Education at Angelo State University.  He serves as the Program Manager for the Master of Education degree in Educational Administration, the Principal Certification Program and Superintendent Certification Program.  Dr. Hightower’s teaching experience includes 17 years of K-12 experience encompassing an array of subject content areas and multiple grade levels. His career also includes 10 years of school administration experience to include serving as a Leadership Development Consultant and School Turn-around Specialist at Education Service Center 18.  Dr. Hightower’s research interests include the role of education in preserving democracy, social justice within public school settings, and the migration of graduate education into virtual learning environments.

 

2015-2016 Editorial Review Board

Dr. John Almarode

Assistant Professor, James Madison University

Dr. John Almarode is an Assistant Professor in the College of Education at James Madison University and Head of the Educational Foundations and Exceptionalities Department.  John began his career in Augusta County, Virginia, teaching a wide‑range of students. At James Madison University, he works with pre‑service teachers, and actively pursues his research interests including educational neuroscience, the design and measurement of classroom environments that promote student engagement and learning, interest and engagement in STEM disciplines, specialized STEM high schools, and college and university laboratory schools.  The work of John and his colleagues has been presented to the United State Congress, Virginia Senate, at the United States Department of Education as well as the Office of Science and Technology Policy, The White House.  John has presented locally, nationally, and internationally on the application of neuroscience to classroom, school, and home environments.  He has authored multiple articles, reports, book chapters, and two books including Captivate, Activate, and Invigorate the Student Brain in Science and Math, Grades 6 - 12 (Corwin Press, 2013).

Dr. Nicole Babalola

Professional Development Schools Coordinator, University of Kansas

Dr. Nicole Babalola is a Professional Development Schools (PDS) Coordinator and lecturer in the School of Education at the University of Kansas.   Dr. Babalola has worked with PDS as a university liaison, university supervisor, and instructor.  Dr. Babalola currently works with twelve schools, Pk-12, to support professional learning, curriculum, community connections, and district initiatives to support student achievement and growth.

Dr. Deborah Banker

Assistant Professor, Angelo State University

A graduate of the University of Houston, ’69, ’07 and the University of Texas at Brownsville, ’03, Dr. Banker has served as the program coordinator for the special education programs at both the University of North Carolina at Pembroke and Angelo State University.  Previously she taught secondary math & science for 10 years in the Rio Grande Valley, TX.  During that time frame she also created and operated a learning center for children with learning disabilities at a private secondary college preparatory school.  Currently, Dr. Banker serves many roles including the Quality Matters liaison for Angelo State University for best practices in online course design and has designed the university’s first Quality Matters certified online course. Her research interests include innovation in course design.

Dr. Jori Beck

Assistant Professor of Teacher Education, University of Nevada-Las Vegas

Jori Beck is a graduate of George Mason University where she specialized in teacher education and research methodology. Previously, she earned degrees in English Literature from Susquehanna University and Seton Hall University. Her work to date has focused on the implementation of the clinical model in urban teacher residency programs. This work also highlights her belief in education as an issue of social justice, and her desire to better prepare teachers to serve all students. Previously, Jori worked on a federally funded literacy grant where she acquired expertise in qualitative and mixed methods research.

Dr. Janette Boazman

Assistant Professor, University of Dallas

Janette is an Assistant Professor of Education and the Chair of Education at the University of Dallas.  She teaches principles of education, mathematics and science methods courses, as well as the nature and needs of gifted and talented learners. In addition to her teaching, Janette is a quantitative social science researcher.  Her research focuses on the academic and psychological factors that lead to academic and career success, and to the personal well-being of the gifted and talented in K-12 schools, college, and across the lifespan.  Her methodical areas of analysis include: regression, ANOVA, MANOVA, factor analysis, structure equation modeling, and latent class analysis.

Dr. Charlene D. Bustos

Assistant Professor, Angelo State University

Dr. Bustos received her doctorate from Texas Tech University in December 2010 in Curriculum and Instruction with a focus on literacy and social studies. She is currently an Assistant Professor in the Department of Teacher Education at Angelo State University, teaching courses to undergraduates that include Teaching Reading in the Elementary School, Teacher Education and Practice, and Teaching Social Studies in the Elementary and Middle School. Dr. Bustos became a certified teacher in 1988, teaching across Texas in Castroville, San Antonio, and San Angelo (mostly elementary grades) for 22 years. She has held her current position at ASU since the fall of 2011.

Mr. Scott T. Grubbs

Council for the Accreditation of Educator Preparation (C.A.E.P.) Coordinator, Valdosta State University

Doctoral Candidate, Florida State University

Scott T. Grubbs is the Council for the Accreditation of Educator Preparation (C.A.E.P.) Coordinator for the James L. and Dorothy H. Dewar College of Education and Human Services at Valdosta State University. Scott is a Ph.D. candidate in Educational Policy and Evaluation at the Florida State University and is a 2013 David L. Clarke National Graduate Student Research Seminar participant. His research interests include educational politics, educational program evaluation and accreditation, and applied professional ethics.  He received his M.Ed. in Educational Leadership from Valdosta State University and has a B.A. in French from the University of Georgia. In addition to his duties as C.A.E.P. coordinator, Scott is a chair of the Board of Examiners at the Georgia Professional Standards Commission and a Lecturer in the Department of Middle, Secondary, Reading and Deaf Education at Valdosta State University.​ Previously, he taught French and was the Foreign Language Department Chair at Coffee High School in Douglas, Georgia, where he also coached debate and served as a reviewer and Vice-Chair with the Southern Association of Colleges and Schools.

Dr. John Horak

Adjunct Professor, Angelo State University

Dr. John Horak is a proven leader in Texas public schools with a track record of increasing student achievement and is an expert in research-based instructional practices.  He has thirty years experience and has been a high school teacher, assistant principal, principal, consultant and superintendent.   Dr. Horak has experience at an Educational Service Center in leadership development and leadership certification.  He has been a practicing superintendent in Texas for five years and is currently employed at Meridian I. S.D.  He has been with Angelo State University as an adjunct professor for two years instructing prospective superintendents.

Dr. Patty J. Horn

Professor, Northern Arizona University

Dr. Patty J. Horn is currently a Professor at Northern Arizona University. She has served as an elementary teacher, a Dean of the College of Education, Executive Director of the Arizona K-12 Center as well as many other positions over her forty-nine years in education. Some of her awards include an Inductee Hall of Fame for the Arizona Rural Schools Association, Distinguished Higher Education Administrator for the Arizona School Administrators Association, Outstanding Contributor to Teacher Education in Arizona, The Arizona Association for Supervision and Curriculum Development, and Environmental Educator of the Year, Arizona Association for Learning In and About the Environment.

Dr. Kathy Jones

Professor, Odessa College

Dr. Kathy Jones is the Education Department Chair for Odessa College.  She has a Masters of Arts in Reading and an Ed.D. with a concentration in Administrator Leadership for Teaching and Learning . Her Texas teaching certificates include Master Reading Teacher, English as a Second Language, Special Education, and Elementary Education. Having been in education for over 17 years, she has experience teaching at the elementary, secondary, and collegiate levels. In addition, she has served as a Reading Coordinator and 504/Dyslexia Coordinator at the district level.

Dr. Latasha Jones Adams

Educational Consultant, Dominion Education Consulting

Dr. LaTasha Jones Adams graduated from Spelman College in 2000. After that, she taught middle school with Atlanta Public Schools and Teach For America. She later earned a master’s degree and doctoral degree. Dr. Adams is a member of several community and professional advisory boards. Through her service, Dr. LaTasha Jones Adams echoes the cries of the voiceless and continues a relentless pursuit towards her life’s mission: educational equity for all.

Dr. Phyllis Misite

Core Faulty Lead, Capella University

Dr. Phyllis Misite’s professional background includes over 30 year of teaching in the design field and holding various administrative positions in higher education. She is currently a core and lead faculty at Capella University where she teaches in the Leadership in Higher Education and Administration MS and PhD programs. She also serves as a committee chair to PhD candidates, designs courses, and serves on various committees.  Dr. Misite received her Ph.D. from Boston College in Curriculum, Instruction and Administration with a concentration in Higher Education Administration. Her current areas of interest include online course development, intercultural education, and faculty development. 

Mr. Daniel J. Quinn

Doctoral Candidate, Oakland University

Daniel J. Quinn is executive director of the Great Lakes Center for Education Research and Practice, a teacher at Grosse Pointe North High School, Grosse Pointe Woods, Michigan, and a doctoral student in educational leadership at Oakland University. He was also a 2012-13 Phi Delta Kappa Emerging Leader. He can be reached at dquinn@greatlakescenter.org

Ms. Christina Santoyo

Doctoral Candidate, University of Nevada, Las Vegas

Christina Santoyo is a Teacher Education doctoral candidate and graduate assistant in the department of Teaching and Learning at the University of Nevada, Las Vegas. She is also an adjunct English instructor at Nevada State College. Christina received her Master of Arts in Teaching from Western Illinois University before beginning her teaching career in the Clark County School District in Las Vegas, Nevada. She taught English Language Arts in Title I middle schools for five years and also played an active role in the AVID program.

Dr. James R. Scharff

Executive Director, Iowa Association of School Business Officials

Dr. Scharff graduated from the University of South Dakota and worked extensively in the public school system at nearly every level—as a teacher, a principal, and as a superintendent. He went on to earn a doctoral degree from Iowa State University where he worked as a professor until 2011. Additionally, Dr. Scharff has served as the executive director for the Iowa Association of School Business Officials since 2002.

Dr. Linda Serro

Professor, Florida Gulf Coast University

Dr. Linda Serro is currently the Director of The Lucas Center for Faculty Development at Florida Gulf Coast University in Fort Myers, Florida.  She has developed programs for new faculty and implemented faculty learning communities on a variety of topics to enhance teaching in higher education.  Dr. Serro also holds an appointment in the College of Education as a professor in reading education.  She teaches courses in literacy education and developed a professional development school course in early literacy methods and a doctoral course in historical perspectives of literacy.  She currently conducts research on supporting the pedagogy of university faculty.

Dr. Ann Marie Smith

Assistant Professor, University of Texas of the Permian Basin

Ann Marie Smith is an assistant professor at University of Texas of the Permian Basin where she teaches adolescent literature and literacy education courses in the College of Education.  Her scholarship interests include gender and adolescent literature, critical literacy, and strategies for teaching adolescent literature.

Dr. Claytisha Walden

Clinical Supervisor, Western Governors University 

With over fifteen years in the field of education and youth development, Claytisha Walden has served as a school principal, college professor and currently serves in the New York State Education Department. She holds advanced degrees in education and leadership with a  Doctor of Education in Educational Administration from California Coast University and as well as a Doctor of Philosophy in Christian Education from Newburgh Theological Seminary

Dr. Mary Webb

Assistant Professor, Texas A & M University-Commerce

Dr. Webb has thirty-eight years of experience in public education as a teacher, an elementary principal, and a superintendent.  Presently, she is an Assistant Professor for the Texas A&M – Commerce Campus in the Educational Leadership Department.  She enjoys teaching online and getting to know her students. 

 

 

 

Call for Manuscripts

For the 2015 Winter issue, the journal is soliciting articles designed to promote student achievement through the effective preparation and retention of new teachers.


Guidelines:

  1. Manuscripts should not exceed 15 typewritten pages, including references, charts, and tables.
  2. All manuscripts should conform to the Publication Manual of the American Psychological Association (2009, 6th ed.), including an abstract of 100-150 words.
  3. Authors must submit a cover letter explaining the relationship of the article to the journal’s purpose. The author must indicate that the manuscript represents original material and is not currently under consideration by any other publication.
  4. A cover page should include the following: title of the manuscript, author’s name and affiliation, contact information (email, phone, address), and a brief bio of the author(s), not exceeding 50 words per author.
  5. No identifying information (last name, affiliation) should be included beyond the cover page.
  6. Please include page numbers.

Submission Deadline:

Submissions are due by November 1, 2014 and should be made electronically to journalofteach@gmail.com.

The Journal of Teaching Effectiveness and Student Achievement editorial team will evaluate articles submitted for publication consideration. Manuscripts must adhere to the guidelines above, and authors should expect to receive notification of the publication decision within 6 weeks of the deadline. The editor reserves the right to make editorial changes, but any significant proposed changes will be discussed with the primary author prior to publication.

Reviewer Info

If you are interested in serving as a reviewer for the Winter 2015 issue, please send an email indicating your interest, as well as a copy of your vita and review experience, to Dr. Amy Williamson, Editor, at amy.williamson@angelo.edu, or Dr. Blake Hightower, Assistant Editor, at blake.hightower@angelo.edu.  

 

The following timeline is expected for the 2015 Winter Issue:

Deadline to apply/volunteer as a reviewer for the 2015 issue         October 15, 2014

Manuscripts Due                                                                              November 1, 2014

Editorial Board Reviews                                                                   November 2014

Authors Contacted with Editorial Decision                                       Early December 2014

Editing and Final Changes Due                                                       Mid-January 2015

Winter Issue Available                                                                      Late February/Early March 2015


 

 

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