Now showing items 1-20 of 11234

    • Archives Records

      Archives, Special Collections, and Digital Initiatives
      2.71 linear feet of mostly paper materials in two records center boxes and one half Hollinger box; in good condition.
    • Alec F. Thompson Collection

      Thompson, Alec F., 1946-2014
      2.08 linear feet in two full Hollinger boxes and one records center box.
    • Carter and Agnes Morgan Collection

      Morgan, Carter, 1913-2008
      One small box of paper items in good condition.
    • Ferrol Sams Collection

      Sams, Ferrol, 1922-2013
      Eleven archival boxes of mostly paper material.
    • Roy Lee Collins, Jr. Collection

      Collins, Roy Lee, Jr., 1917-2018
      3.25 Linear Feet. Two boxes, one is oversized. Mostly music programs with some objects that are in good condition.
    • First Baptist Church of Alpharetta Collection

      First Baptist Church of Alpharetta
      4.17 linear feet in three records center boxes and one full Hollinger box.
    • Douglas Steeples Collection

      Steeples, Douglas, b. 1935?
      0.21 linear feet in one half Hollinger box.
    • Rufus W. Weaver Collection

      Weaver, Rufus W., 1870-1947
      14.42 linear feet of mostly paper materials in seven records center boxes, one full Hollinger box, and five small, flat boxes.
    • William J. Morcock Collection

      Morcock, William J., 1830-1879
      0.5 linear foot in two medium flip-top archival boxes.
    • Henry Young Warnock Collection

      Warnock, Henry Young, 1908-2007
      Two boxes, one Hollinger box and one small flatbox.
    • James Cullen Williams Collection

      Williams, James Cullen, 1908-2003
      Small ½ Hollinger box.
    • Harold L. Sangster Collection

      Sangster, Harold Lamar, 1927-2011
      1.25 linear feet of mostly paper materials in one records center box; fair to good condition.
    • Georgia Baptist Church Records

      Gardner, Robert G. (2020)
      Located in the Georgia Baptist History Depository, Special Collections Jack Tarver Library, Mercer University, Macon, Georgia. Contact an archivist for assistance.
    • Baptist Association Records

      Gardner, Robert G. (2015)
      All items included in the following lists are located in the Georgia Baptist History Depository, Special Collections, Jack Tarver Library, Mercer University, Macon, Georgia. Please consult an archivist for further information.
    • Forever Imprinted: Understanding the Relationship Between Betrayal Trauma Within Intimate Relationships and Attachment

      Mosley, Tyann L; College of Professional Advancement
      Betrayal trauma from intimate relationships has been found to negatively affect the future intimate relationships of individuals. What is not known, however, is the detailed descriptions of individuals who have experienced betrayal trauma and how this event affected their future intimate relationships and attachment patterns. The purpose of the proposed exploratory mixed methods research study was to explore how individuals describe betrayal trauma as an impactful event in terms of their intimate relationships and attachment. Within the quantitative section of the research the participants completed two surveys: the Impact of Event Scale – Revised (IES-R) and the Adult Attachment Scale – Revised (AAS-R). This part of the study employed a correlation design to address the quantitative research questions and test the corresponding hypotheses. The qualitative portion of the research was a qualitative description research design which was based on the straightforward description of the experiences and perceptions of individuals about a well-defined phenomenon. The qualitative portion consisted of three open-ended questions at the end of the surveys. Participants were asked to discuss the initial physical and mental impact as well as the lasting imprints of their Betrayal Trauma from their intimate relationships. On completion of the surveys all the qualitative data was transcribed. The transcriptions were transferred to the qualitative software, all data was analyzed using Braun and Clarke’s (2006) thematic analysis.
    • The Lived Experiences of Black Families Surviving Child Sexual Abuse by Known Perpetrators

      Dunkley, Danielle Ilene; College of Professional Advancement
      Child sexual abuse (CSA) within Black communities is understudied. Most studies have focused on quantitative data studying the psychological consequences of CSA. Furthermore, many studies do not explore the experience of Black CSA survivors of known perpetrators. This study used interpretative phenomenological analysis (IPA) to interview Black adults who have been sexually abused in their childhood by individuals within their family or who were closely associated with their family. Using semi-structured interviews, participants were asked to share about their experience as a CSA victim, their disclosure process, coping strategies, and the impact of CSA by known perpetrators on their family system. This study used Spaccarelli’s (1994) transactional framework for understanding CSA outcomes. The transactional framework for studying how Black families experience CSA by known perpetrators highlight particular dynamics within Black families that contribute to the propagation of CSA, disclosure or nondisclosure of CSA, its impact on the Black family system, as well as cognitive appraisals and coping strategies utilized by this population. The research findings inform prevention and treatment efforts within Black communities. Findings of this study are specific to the participant group and are not generalizable to all Black families or survivors of CSA. Future research should seek to identify strategies for preventing CSA, eliminating barriers to disclosure, reducing negative impacts of CSA, and increasing resiliency within Black communities. 
    • A Painting of Cultural Mismatch: A Case Study Exploring thee Relationship Between Teacher Perceptions of Black English and Their Instructional Choices

      Evans, Amberly; Tift College of Education
      Most U.S. Black students experience a cultural mismatch when they attend U.S. public schools, which usually subscribe to Eurocentric Anglo-Saxon cultural norms, as seen throughout the curriculum, literature selection, and rules and norms. One consequence of this mismatch is lower mastery level performance of Black students on standardized national reading and mathematics assessments than their White peers. Thus, the current education system is oppressive toward Black students, for it denies access to a culturally and linguistically affirming education that reflects and sustains their cultural ways of being. This research aimed to better understand current teacher perceptions of Black English use in the classroom and how those perceptions influence instructional decisions made by teachers of Black English-speaking students. Applying the principles of a case study with elicitation and traditional interviews and document analysis, the researcher studied six elementary teachers of Black English speakers. The major conceptions identified across participants’ responses were that teachers held positive perceptions of Black English use outside of school but struggled to transfer those same perceptions to their instructional decisions. More often teachers viewed their role as responsible for equipping students for the future and obligated to teach prescribed standards and curricula to promote students’ academic success. As a result, their instructional choices more often privileged linguistic varieties aligned with White Anglo-Saxon norms—the curriculum. Consequently, rather than employing asset-based teaching, they asked Black English speakers to “erase” their Black English use to better meet the expectations of school. This often looked like writing and speaking Mainstream American English rather than Black English. Therefore, teachers’ instructional choices often resulted in deficit thinking results, which notices a cultural mismatch but upholds dominant culture while viewing cultural differences as unsuitable for the setting. Study findings suggest implications for curriculum designers and teachers to create spaces for Black students in the curriculum and classroom to fully see, hear, and represent themselves to take advantage of opportunities to fully be present in their education experience. Future research recommendations include exploration of the role and influence of professional development, curriculum redesign, and teachers’ choices on Black English speakers’ self-development and identity.
    • How Does Using a Trauma-Informed Preaching Framework Influence Hearers' Experience of Shalomic-Healing During The Preaching Event?

      Gill, Tara Ann; McAfee School of Theology
      (Under the direction of Angela Parker, Ph.D.) Ten minority ministers from four Churches of God engaged a three-part sermon series addressing trauma. The sermons exhibited features of the ICONS Trauma-Informed Preaching Framework. This study was designed to determine if people could experience those features of the framework and thereby experience aspects of Shalomic-Healing. The purpose of the study is to determine the efficacy of the framework as a vehicle for mediating Shalomic-Healing and to refine the framework if research findings dictate such. The study shows the promising effectiveness of the ICONS Trauma-Informed Preaching Framework as evidenced by participants experiencing the features of the framework, which is indicative of the in-breaking of Shalomic-Healing.
    • A Quantitative Study Examining Perceptions of Preparedness Among Entry-Level Student Affairs Professionals for an Active Shooter Event on Campus

      Ingoldsby, Carrie; Tift College of Education
      This quantitative, exploratory study examined perceptions of preparedness among entry-level student affairs professionals for an active shooter event (ASE) on campus. Institutions of higher education (IHE) have experienced an uptick of deadly and destructive ASEs in the last two decades. Colleges and universities vary on whether they provide consistent active shooter training to faculty, staff and/or students at all, as well as what level of training and type of training is provided, despite personal safety concerns. A total of 173 entry-level student affairs professionals completed the Entry-Level Student Affairs Professional Active Shooter Preparedness Survey (ELASPS). Spearman’s rank order correlation, t-tests, and ANOVA were utilized to examine perceptions of preparedness and level of efficacy to respond to an ASE in relation to individual and institutional demographics, as well as frequency, type, and content of active shooter training provided to entry-level student affairs professionals. Participants also provided open-ended data on perceptions of preparedness for an ASE, which was examined in relation to quantitative findings. Results indicated that entry-level student affairs professionals who received any amount or type of active shooter training had significantly higher perceived preparedness for an ASE and significantly higher levels of efficacy to respond to an ASE than did entry-level professionals who had no active shooter training. Thus, IHE should provide active, regular, and in-depth training such as drills, exercises, and simulations to allow ELSAP to feel more prepared and experience higher levels of efficacy to respond to an ASE. This study supports current research on active shooter preparedness and presents a strong case to administrators at IHE for the development and implementation of consistent and interactive active shooter training for entry-level student affairs professionals. Future research should focus on a specific area among entry-level student affairs professionals, such as residence life professionals, who are more often involved in direct student training of safety policies and procedures. Additionally, future studies might consider historically and underrepresented populations to better understand connections of ethnicity and perceived preparedness for an ASE.
    • Job Expectancy, Burnout, and Departure: Predictors of High School Principal Turnover

      Ross, Tara; Tift College of Education
      Among the many new educational challenges resulting from COVID-19 and existing learning deficits of students in underserved communities, districts and policymakers must address the school disruption caused by constant principal turnover. Extensive empirical studies on principal turnover continually show that transiting leaders impact staff and students at similar rates each year, further widening the gaps in performance for select subgroups of students and the careers of these leaders. The purpose of this study was to examine the causes of principal turnover in relation to those who stay and leave public education after one and three years with a focus on high school principals from a large metropolitan district in a southwestern region of the United States. The researcher aggregated district and school-level certified personnel data of 339 from approximately 2000 school principals through 2017-2020. The data were compiled into two categories: (a) staying on or leaving the job after one year and (b) staying on the job or leaving after three years. Using binomial logistic regression design, the researcher determined the extent that principals leave their schools based on individual and collective influences in the profession. The construct of job embeddedness was used to define the voluntary principal turnover behaviors for multiple years. The analysis showed a decrease in the principals who stayed at the same school from one to three years, with key variables such as the principal’s age, gender, and subordinate leaders predicting their intent to remain with the institution. The impact takes three to five years to improve the school or return student performance to a certain level. Furthering students’ educational path requires the district and school leaders to develop systematic and supportive processes to decrease principal turnover rate, particularly with minority student populations and inexperienced school leaders. Preventing and predicting involuntary principal turnover is necessary to increase and sustain the achievement and school climates conducive for favorable working and learning conditions. Recommendations included systematic efforts for national, state, and district retention initiatives, ongoing professional development on school improvement cycles, coaching for principals beyond their first two years, and greater autonomy at the school level.