University of West Georgia

Assistant Professor

Abbot worked at University of West Georgia as a Assistant Professor

University of West Georgia

Professor

Teaching Research in Education and Evaluation.

University of West Georgia

Associate Professor

Abbot worked at University of West Georgia as a Associate Professor

Alternative Dispute Resolution in Special Education: A View from the Field

Journal of Special Education Leadership

Mediation was required by the Individuals With Disabilities Education (IDEA) 1997, and resolution sessions were added to the IDEA 2004. This study examines the perceptions of 260 special education directors in Georgia, Massachusetts, Washington, and Wisconsin to determine their perceptions regarding alternative dispute resolutions in which they had been involved between 1997 and 2004. Findings indicate that school districts are less likely to use due process as a preferred method of resolving disputes, are using mediation because they are pleased with the outcome, and will use resolution sessions as an option in the future. In the future, state and local educational agencies need to develop guidelines for, encourage the use of, and implement alternative dispute resolutions to resolve differences as it is a win-win situation for all. (Contains 4 tables.)

Alternative Dispute Resolution in Special Education: A View from the Field

Journal of Special Education Leadership

Mediation was required by the Individuals With Disabilities Education (IDEA) 1997, and resolution sessions were added to the IDEA 2004. This study examines the perceptions of 260 special education directors in Georgia, Massachusetts, Washington, and Wisconsin to determine their perceptions regarding alternative dispute resolutions in which they had been involved between 1997 and 2004. Findings indicate that school districts are less likely to use due process as a preferred method of resolving disputes, are using mediation because they are pleased with the outcome, and will use resolution sessions as an option in the future. In the future, state and local educational agencies need to develop guidelines for, encourage the use of, and implement alternative dispute resolutions to resolve differences as it is a win-win situation for all. (Contains 4 tables.)

Prototype Features of a Statistics Homework Web-Site to Advise Instructors about Student Progress

International Journal of Instructional Media

Instructors teaching any college statistics course hold to a standard practice of assigning homework, grading it, and returning it to students with some form of feedback. However, with a course as difficult, intimidating, or as intense as statistics, students often need help from the instructor during non-office hours. Large class sizes often exacerbate the problem, making the instructor's timely completion of grading even more daunting. The authors explore problems associated with the teaching of statistics using a homework web site in an effort to report on an evolving solution to a teaching and learning problem. (Contains 2 charts.)

Alternative Dispute Resolution in Special Education: A View from the Field

Journal of Special Education Leadership

Mediation was required by the Individuals With Disabilities Education (IDEA) 1997, and resolution sessions were added to the IDEA 2004. This study examines the perceptions of 260 special education directors in Georgia, Massachusetts, Washington, and Wisconsin to determine their perceptions regarding alternative dispute resolutions in which they had been involved between 1997 and 2004. Findings indicate that school districts are less likely to use due process as a preferred method of resolving disputes, are using mediation because they are pleased with the outcome, and will use resolution sessions as an option in the future. In the future, state and local educational agencies need to develop guidelines for, encourage the use of, and implement alternative dispute resolutions to resolve differences as it is a win-win situation for all. (Contains 4 tables.)

Prototype Features of a Statistics Homework Web-Site to Advise Instructors about Student Progress

International Journal of Instructional Media

Instructors teaching any college statistics course hold to a standard practice of assigning homework, grading it, and returning it to students with some form of feedback. However, with a course as difficult, intimidating, or as intense as statistics, students often need help from the instructor during non-office hours. Large class sizes often exacerbate the problem, making the instructor's timely completion of grading even more daunting. The authors explore problems associated with the teaching of statistics using a homework web site in an effort to report on an evolving solution to a teaching and learning problem. (Contains 2 charts.)

Teacher Contract Non-Renewal: Southeast and Midwest Principals

International Journal of Educational Leadership Preparation,

This quantitative study investigated reasons that school principals recommend non-renewal of probationary teachers' contracts. Principals in the Southeast and Midwest completed an emailed survey. The ordinal nature of the data gathered dictated that comparisons be made between groups using the Mann Whitney U. The study investigated the barriers that work against principals addressing ineffective teaching. Results indicated that principals from both regions are more willing to initiate contract non-renewal when there has been an ethical violation or inappropriate conduct. Principals from both regions reported that teacher instructional skills are more important than subject content knowledge and dispositions in teacher contract non renewals. Vast differences in response by region were found, however as Midwestern principals strongly identified the following barriers: "teacher union," "high cost of litigation," "laws protecting teachers," "collective bargaining agreement," and "desire to avoid conflict and confrontation." Both regions identified "time" as a barrier. (Contains 12 tables and 9 footnotes.)

Alternative Dispute Resolution in Special Education: A View from the Field

Journal of Special Education Leadership

Mediation was required by the Individuals With Disabilities Education (IDEA) 1997, and resolution sessions were added to the IDEA 2004. This study examines the perceptions of 260 special education directors in Georgia, Massachusetts, Washington, and Wisconsin to determine their perceptions regarding alternative dispute resolutions in which they had been involved between 1997 and 2004. Findings indicate that school districts are less likely to use due process as a preferred method of resolving disputes, are using mediation because they are pleased with the outcome, and will use resolution sessions as an option in the future. In the future, state and local educational agencies need to develop guidelines for, encourage the use of, and implement alternative dispute resolutions to resolve differences as it is a win-win situation for all. (Contains 4 tables.)

Prototype Features of a Statistics Homework Web-Site to Advise Instructors about Student Progress

International Journal of Instructional Media

Instructors teaching any college statistics course hold to a standard practice of assigning homework, grading it, and returning it to students with some form of feedback. However, with a course as difficult, intimidating, or as intense as statistics, students often need help from the instructor during non-office hours. Large class sizes often exacerbate the problem, making the instructor's timely completion of grading even more daunting. The authors explore problems associated with the teaching of statistics using a homework web site in an effort to report on an evolving solution to a teaching and learning problem. (Contains 2 charts.)

Teacher Contract Non-Renewal: Southeast and Midwest Principals

International Journal of Educational Leadership Preparation,

This quantitative study investigated reasons that school principals recommend non-renewal of probationary teachers' contracts. Principals in the Southeast and Midwest completed an emailed survey. The ordinal nature of the data gathered dictated that comparisons be made between groups using the Mann Whitney U. The study investigated the barriers that work against principals addressing ineffective teaching. Results indicated that principals from both regions are more willing to initiate contract non-renewal when there has been an ethical violation or inappropriate conduct. Principals from both regions reported that teacher instructional skills are more important than subject content knowledge and dispositions in teacher contract non renewals. Vast differences in response by region were found, however as Midwestern principals strongly identified the following barriers: "teacher union," "high cost of litigation," "laws protecting teachers," "collective bargaining agreement," and "desire to avoid conflict and confrontation." Both regions identified "time" as a barrier. (Contains 12 tables and 9 footnotes.)

School Principals and Teacher Contract Non-Renewal

International Journal of Educational Leadership Preparation

In an era of intense state and federal accountability for teaching and student learning, school principals face noteworthy challenges which typically work against recommending contract non-renewal for teachers. School principals confront tremendous pressure from state and federal accountability legislation to produce evidence of student learning on standardized assessments. In this high-stakes accountability environment, principals' decisions play an important part in determining whether teachers are offered contracts. Learning more about the criteria that principals apply to teacher non-renewal decisions affords an opportunity to improve the teacher preparation process. Additionally, identifying the barriers that prevent principals from removing ineffective teachers serves to improve the prospect of learning for all students. Good teaching is a key to student learning. It is unclear if principals have all the tools that they need to work toward having an effective teacher in every classroom. (Contains 7 tables and 8 footnotes.)

Alternative Dispute Resolution in Special Education: A View from the Field

Journal of Special Education Leadership

Mediation was required by the Individuals With Disabilities Education (IDEA) 1997, and resolution sessions were added to the IDEA 2004. This study examines the perceptions of 260 special education directors in Georgia, Massachusetts, Washington, and Wisconsin to determine their perceptions regarding alternative dispute resolutions in which they had been involved between 1997 and 2004. Findings indicate that school districts are less likely to use due process as a preferred method of resolving disputes, are using mediation because they are pleased with the outcome, and will use resolution sessions as an option in the future. In the future, state and local educational agencies need to develop guidelines for, encourage the use of, and implement alternative dispute resolutions to resolve differences as it is a win-win situation for all. (Contains 4 tables.)

Prototype Features of a Statistics Homework Web-Site to Advise Instructors about Student Progress

International Journal of Instructional Media

Instructors teaching any college statistics course hold to a standard practice of assigning homework, grading it, and returning it to students with some form of feedback. However, with a course as difficult, intimidating, or as intense as statistics, students often need help from the instructor during non-office hours. Large class sizes often exacerbate the problem, making the instructor's timely completion of grading even more daunting. The authors explore problems associated with the teaching of statistics using a homework web site in an effort to report on an evolving solution to a teaching and learning problem. (Contains 2 charts.)

Teacher Contract Non-Renewal: Southeast and Midwest Principals

International Journal of Educational Leadership Preparation,

This quantitative study investigated reasons that school principals recommend non-renewal of probationary teachers' contracts. Principals in the Southeast and Midwest completed an emailed survey. The ordinal nature of the data gathered dictated that comparisons be made between groups using the Mann Whitney U. The study investigated the barriers that work against principals addressing ineffective teaching. Results indicated that principals from both regions are more willing to initiate contract non-renewal when there has been an ethical violation or inappropriate conduct. Principals from both regions reported that teacher instructional skills are more important than subject content knowledge and dispositions in teacher contract non renewals. Vast differences in response by region were found, however as Midwestern principals strongly identified the following barriers: "teacher union," "high cost of litigation," "laws protecting teachers," "collective bargaining agreement," and "desire to avoid conflict and confrontation." Both regions identified "time" as a barrier. (Contains 12 tables and 9 footnotes.)

School Principals and Teacher Contract Non-Renewal

International Journal of Educational Leadership Preparation

In an era of intense state and federal accountability for teaching and student learning, school principals face noteworthy challenges which typically work against recommending contract non-renewal for teachers. School principals confront tremendous pressure from state and federal accountability legislation to produce evidence of student learning on standardized assessments. In this high-stakes accountability environment, principals' decisions play an important part in determining whether teachers are offered contracts. Learning more about the criteria that principals apply to teacher non-renewal decisions affords an opportunity to improve the teacher preparation process. Additionally, identifying the barriers that prevent principals from removing ineffective teachers serves to improve the prospect of learning for all students. Good teaching is a key to student learning. It is unclear if principals have all the tools that they need to work toward having an effective teacher in every classroom. (Contains 7 tables and 8 footnotes.)

Teacher Contract Non-Renewal: Midwest, Rocky Mountains, and Southeast

International Journal of Educational Leadership Preparation,