Welcome to Vtext at Valdosta State University
Vtext is Valdosta State University's institutional repository, providing open access to the scholarly, creative, and administrative works of the University community. It also houses digitized materials from the VSU Archives and Special Collections.
Faculty, students, and staff can register and deposit their work directly into Vtext, ensuring that it is securely preserved, permanently accessible, and discoverable worldwide. Each item receives a stable, citable URL designed for long-term reliability—supporting both academic visibility and digital preservation for years to come. Please contact the VSU Archives and Special Collections for more information.
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Recent Submissions
Item Hahira Gold Leaf, February 10, 1972(Valdosta State University Archives and Special Collections, 1972-02-10)Digitized surrogate of the *Hahira Gold Leaf* newspaper for February 10, 1972, from the Hahira Historical Society Collection at Valdosta State University Archives and Special Collections.Item Hahira Gold Leaf, February 3, 1972(Valdosta State University Archives and Special Collections, 1972-02-03)Digitized surrogate of the Hahira Gold Leaf newspaper for February 3, 1972 from the Hahira Historical Society Collection at Valdosta State University Archives and Special Collections.Item Investigating the Differences Between Mentorship, Advanced Degrees, and Career Advancement Among Mid-Level Black Women Administrators in Higher Education within the Southeastern Region of the United States(2026-06-02)The purpose of this study was to examine differences in career advancement among mid-level African American women administrators in higher education based on educational attainment and institutional type, and to assess the extent to which mentoring predicts career advancement. Data were collected from mid-level African American women employed at colleges and universities in the southeastern region of the United States including, Alabama, Georgia, Florida, Mississippi, North Carolina, South Carolina, and Tennessee. A quantitative, non-experimental design was employed, using a survey instrument to collect data on participants’ educational attainment, years of professional experience, position classification, institution type, mentoring experiences, and perceptions of career advancement. Descriptive statistics, one-way analysis of variance (ANOVA), and simple linear regression were used to analyze the data. The findings indicated no statistically significant differences in years of professional experience and academic degree attainment. However, statistically significant differences in career advancement opportunities were found based on institutional type. In addition, mentoring was not a statistically significant predictor of career advancement. These findings suggest that, while mentoring is often emphasized as a key support resource, broader structural and organizational factors may play a more influential role in shaping career advancement among mid-level African American women administrators in higher education. The findings have important implications for institutional leaders seeking to support career advancement of mid-level African American women administrators and highlight the need for future research that incorporates qualitative or mixed methods approaches to better understand the lived experiences underlying these outcomes.Item Community Building within Corequisite Support: Faculty Perception of Corequisite English Education at Georgia Gwinnett College and Valdosta State University(2026-06-01)This thesis examines faculty perception of the corequisite Learning Support course, ENGL 0999 within the University System of Georgia. Through interviewing five instructors of the course at Georgia Gwinnett College and Valdosta State University, this thesis evaluates four main thematic aspects of the course that were recurring throughout the series of interviews. There are four categories: (1) Community within the corequisite classroom, (2) Assignments and assignment prompt design, (3) student motivation and attendance, and (4) the emotional impact of teaching corequisite courses. To establish these themes, this thesis utilizes thematic coding to best convey the instructors’ thoughts and options without the chance of misconstruing them. Finally, this thesis analyses the interviews to determine the theoretical best practices to ensure student success within the corequisite support class.Item Literacy Professional Learning: A Qualitative Study Among Elementary School Teachers(2026-06-01)This qualitative study used narrative inquiry to examine the experiences of K-3 teachers as they completed the Georgia Literacy Academy online professional development program. Through in-depth interviews with eight Georgia elementary teachers, the study explored how educators made meaning of the required online training, how the program influenced their instructional confidence and literacy practices, and what professional needs remained unmet after completion of the modules. The narratives highlighted teachers’ perspectives as they navigated the implementation of a major statewide literacy initiative within their K-3 classrooms. Findings indicated that the training validated many existing classroom practices while also encouraging teachers to incorporate new instructional strategies aligned with literacy instruction and the Science of Reading. Many participants reported how completion of the modules strengthened their confidence, preparedness, and self-efficacy in teaching literacy. At the same time, teachers identified a continued need for sustained support beyond the online coursework, particularly through opportunities for collaboration, modeling, and practical application. Implications of this study suggest as school districts work to strengthen literacy instruction aligned with the Science of Reading, ongoing and job-embedded professional development is essential to support effective classroom implementation. Additionally, because self-efficacy influenced how teachers engaged with and applied the training, districts should intentionally design professional development experiences that build teachers’ confidence through supported practice, peer feedback, collaboration, and opportunities to observe student growth and instructional impact.