TAMU-CC Theses, Dissertations, and Other Projects

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Find theses, dissertations, and other projects completed by students of Texas A&M University-Corpus Christi. Associated files for theses, dissertations, and other projects, such as data sets and Honors Projects of Excellence, can also be found within this community.

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DISTRIBUTION AND DIVERSITY OF OCTOCORALS IN THE GULF OF MEXICO
(11/11/2014) Etnoyer, Peter; T. C. Shirley
Octocorals are broadly distributed throughout the world’s oceans, from the shallow intertidal zone to deeper than 5800 meters. Fishermen refer to large colonies as ‘trees’. This is appropriate because colonies provide complex structural habitat for associated species, they are broadly distributed, and they are threatened by industrial practices, such as bottom trawling. Below the warm water layer (50 – 70 m deep), octocorals are presumed to be cosmopolitan in the West Atlantic, with a broadly homogenous distribution. This creates a problem for conservation and management because it is difficult to justify conservation of one place, if all others are the same. This dissertation tested the null hypothesis of no difference in octocoral assemblages at the three spatial scales (referred to as basin, region, and site scale) through meta-analysis of two large, original datasets. The first was 1881 records of octocoral occurrences in the Gulf of Mexico from cruise reports and museums. The second was 8495 seafloor images from six outer continental shelf banks, and one site between banks, in the northwestern Gulf region. Univariate, multivariate, and spatial analysis techniques were used to compare genera, depth zones, regions, and banks within a Geographic Information System framework.Octocoral assemblages in the Gulf of Mexico differed significantly between depth zones and regions, but there was no difference in diversity between depth zones less than 800 m, due to species replacement. Composition of octocoral assemblages varied significantly between sites, and hotspots for richness and abundance were evident within sites. Null hypotheses of no difference between banks, depth zones, and regions were rejected with confidence. The findings support the broad distribution of octocorals in the Gulf of Mexico, but not homogeneity of octocoral assemblages. Based on these results, place-based conservation of deep octocoral habitat is justified, because some sites have higher diversity and abundance of octocorals than others.
Biological productivity associated with the serpulid reefs of Baffin Bay, Texas
(1997-08) Hardegree, Beau; McKee, David A.; Prouty, Jennifer S.; Tunnell, John W.; Dunton, Kenneth H.
The upper Laguna Madre and Baffin Bay-complex has long been noted for its abundant finfish populations despite its generally persistent hypersaline condition. The purpose of this present study was to determine the contribution of the serpulid worm reefs to the productivity of Baffin Bay. The primary focus of this thesis was to test the hypothesis that fish were larger and found in higher concentrations near the serpulid worm reefs in Baffin Bay, and to quantify the abundances of potential prey items associated with the reefs. In addition, I measured the productivity (by O2 evolution) of the epiphytic algae growing on the reefs and compared it to published seagrass studies in the upper Laguna Madre. Lastly, I examined the dependence of consumers on carbon fixed by these primary producers using stable carbon isotope ratios as tracers. A total of 5,396 individuals representing 35 fish species, were collected by trammel net during the study. Seven fish species (Mugil cephalus = 27.3 o/q Pogonias cromis = 20.2 %, Cynoscion nebulosus = 15.2 %, Leiostomus xanthurus = 12.1 %, Arius felis = 10.7 %, Lagodon rhomboides = 2.3 %, and Sciaenops ocel/atus = 1.1 %) comprised 89.0 % of the total catch. The overall ichythyofaunal catch rate was not significantly different between reef and non-reef sites and only a seasonal effect in the catch rate data was observed. Seasonal differences can be explained by the recruitment of fish into the bay in Spring and Summer. These seasonal peaks can be attributed to three species: Arius felis, Pogonias cromis, and Leiostomus xanthurus. No strong evidence was found to support the hypothesis that larger fish congregate around the serpulid worm reefs.
“Mom, I’m gay.” Homosexual language used in the coming out process and its effect on the family relationship
(2/11/2013) Ramón, Erika K.; Virginia E. Wheeless
Communication between homosexuals and heterosexuals has been examined by communication scholars since the gay revolution of the 1970’s. Communication scholars have sought to understand how homosexuals communicate with one another and heterosexuals. The current study examined the language used by homosexuals during the coming out process and the affect that language has on the family relationship after learning of a family member’s homosexuality. Participants included (38) homosexual students and faculty who attended a midsize university in the southern Midwest, as well as they were sought through other means (word of mouth from students, Facebook) and they completed an online survey. Results indicate that homosexuals converge their language to a heterosexual language when coming out to their parents. Use of heterosexual language and disclosure of homosexuality increased satisfaction within the family relationship. Also, relational communication about coming out was positively correlated with the relationship satisfaction of the family. Social penetration theory, communication privacy management theory, communication accommodation theory, and uncertainty reduction theory were utilized as a theoretical framework. Findings of this study suggest further attention should be given to homosexual language and the usage of it in communication with others. In addition, this study adds to the research on homosexuals by looking at how language impacts satisfaction with the family relationship.
Love: A Contextual, Ontological Form in the Classroom
(2/18/2020) Holliman, Jennifer
This research uses Hermeneutics as a qualitative method for exploring the historical conceptions of love in relation to current ideations of love among pre-service teachers. Additionally, by use of an ontological inquiry, this research examines love as an ontological form in the classroom.
Finding a voice in the digital classroom: The effects of asynchronous discussion on language acquisition and communication apprehension among secondary ESOL students in South Texas
(2010) Hill, Laura A.; Sherritt, Caroline; Griffith, Brian; Kouzekanani, Kamiar; Lucido, Frank
Students who are classified as ESOL at the secondary level may face various factors that prevent participation in class thus inhibiting second language acquisition. The purpose of the study was to determine if asynchronous discussions (ASD) affected the second language acquisition of secondary ESOL students. The researcher examined the effects of ASD in an online ESOL language community (All English All the Time) on improving writing skills and communication apprehension of a non-probability sample of English Language Learners at the secondary level. The results of the study confirm the fact that ASD may encourage informal communication and that further study on various forms of computer assisted language learning may prove useful to the successful acquisition of a second language.
Accumulation of epiphytes on Halodule Wrightii in response to nutrient enrichment in East Flats, Corpus Christi Bay and Nighthawk Bay, Upper Laguna Madre, Texas
(2010-08) Sweatman, Jennifer L.; Cammarata, Kirk; Smee, Lee; Shirley, Thomas; Withers, Kim; Mott, Joanna; Pezold, Frank
Increased epiphyte abundance on seagrasses is often associated with anthropogenic eutrophication of estuarine ecosystems, but the quantitative relationships are complex and not fully understood. A nutrient enrichment experiment was conducted at two sites during three seasons to measure epiphyte accumulation on Halodule wrightii and artificial seagrass substrates. A novel fluorescence imaging technique, based on excitation of phycobilin and fucoxanthin accessory pigments, was used to quantify epiphyte abundance. For natural seagrasses, significant dose-dependent increases in epiphyte accumulation occurred due to the introduction of nutrients at East Flats, during early summer and fall sampling seasons. Significant nutrient responses were also detected during late summer at East Flats, and during early summer and fall only at a hypersaline lagoon site, Nighthawk Bay. Additionally, nutrient enrichment caused significant decreases in combined seagrass and epiphyte biomass across all seasons at Nighthawk Bay, and during late summer at East Flats. At East Flats, biomass increased with increasing nutrient treatments during early summer and fall seasons. Artificial substrates failed to corroborate results of the natural seagrass experiment; however, a change in species composition was evident, but results were inconsistent across seasons and sites. These findings imply that epiphyte abundance is sensitive to nutrient enrichment under a wide range of ambient conditions, including different predominant grazer abundances, and is likely to increase with eutrophication.
Effects of foliarly applied amino acids on sunflower tolerance to arsenic and molybdenum, and DNA methods to characterize associated rhizosphere bacterial communities
(2011-08) Riis-Due, Stephanie; Cammarata, Kirk; Mott, Joanna; Buck, Gregory; Balasubramanya, M.K.; Pezold, Frank
Arsenic contamination of soil is a worldwide concern due to its impact on human health and agriculture. Phytoremediation is an emerging technology that uses plants to remediate metal contaminated sites in situ. Helianthus argophyllus is a sunflower plant that is native to South Texas, and is currently under study as a promising prospect for phytoremediation. This investigation focused on the use of foliarily applied amino acids, glycine or a mixture of cysteine and glutamate, to enhance the tolerance of Helianthus argophyllus to weekly treatments of arsenic+molybdenum (2 mM each). Plants typically died over a treatment period of 2-5 weeks, but foliar applications of glycine, in particular, reduced the yellowing of leaves and delayed the onset of toxicity symptoms and death. Other data suggests that the foliar amino acid effects are due to enhanced exclusion of the metalloids from the above-ground plant parts, possibly implicating amino acid-altered plant-rhizosphere interactions The second component of this study developed methods for the comparison of the rhizosphere communities of sunflower plants among the various treatment groups by using PCR amplification of 16S rRNA followed by denaturing gradient gel electrophoresis. Two DNA extraction kits were compared for their effectiveness at extracting amplifiable DNA from sandy and organic soils. Two sets of primers were also compared. Universal rRNA primers failed to produce any bands by DGGE. However, DGGE banding patterns form a second eubacteria-specific primer set revealed a more complex profile, including a number of unique bands, for a growth chamber soil containing a sunflower plant compared to a growth chamber control soil (without a plant) and a wild sunflower sample.
Constructing voices through lived-experiences: a phenomenological study of novice reading teachers' personal understanding of pedagogical ownership and professional identity
(2012-06-25) Durham, Patricia; Bryant Griffith
It is in the best interest of the American educational system that novice reading teachers be provided with the opportunity for ownership of their pedagogy and be enabled to forge an identity that legitimatize them as an integral part of the educational arena. Nurturing a teacher's critical self and critical pedagogy will address the needs of the novice reading teacher and increase our understanding of a reading teacher in the 21st century. The purpose of this phenomenological study was to explore the ways in which five South, Southeast and West Texas reading teachers constructed personal understanding of their pedagogical development and professional identity from their experiences during their novice years of teaching. Findings from the rich and compelling stories of the participants uncovered six core themes commonly shared by the participants. Novice reading teachers experienced: (a) using prior lived-experiences to impact reading pedagogy, (b) concern for students' social, cultural, and academic well-being, (c) active reflection, (d) making pedagogical and professional connections through specific reading support systems which developed their philosophy for reading, (e) awareness of growth as a result of these systems, and (f) recognition of strengths attributing to their professional and pedagogical identity. The six themes have implications for the novice teacher, teacher education programs, and professional trainings and trainers. To aid in forming their reading teacher identity, novice reading teachers need to look inward at their biographical stories to first know themselves and the critical incidents that have made a positive or negative impact on their literacy lives. Teacher educators should continue to evolve reading teacher coursework by weaving in current components of teacher development theory into its curriculum to aid preservice teachers in becoming self aware of their growth and development. Professional training should be professional, not just something to attend arbitrarily. Professional trainers can learn from this study that training needs to be redesigned to treat the audience as active-thinking participants rather than passive receivers of knowledge. Suggestions for further research are included to help deepen the understanding of the 21st century reading teacher.
A validation study of the Juhnke-Balkin Life Balance Inventory
(2012-07-10) Davis, Randy; Richard Balkin
Life balance was investigated as a unifying construct of wellness and found to be a significant, holistic concept among a variety of counseling professionals. The life balance construct is described as multifaceted and individually defined with elements of agency and autonomy. Assessment of the construct may yield information useful in supporting client change. Normative samples were drawn from both clinical and nonclinical settings (N = 346) and included both males (n = 178) and females (n = 168) with an age range of 18 to 67 (M = 30.28, SD = 10.64). Primary foci of this study included establishing initial evidence of validity of the internal structure of the Juhnke-Balkin Life Balance Inventory (JBLI), an instrument designed to assess life balance. The JBLI was tested for evidence of concurrent and discriminate validity with the OQ45.2 via multiple regression analysis and t tests of clinical and nonclinical samples. Using exploratory factor analysis (N = 346), 11 factors were retained accounting for 49% of variance in the model and corresponding scales were developed. Factors were identified based on factor loadings of .40 or greater. Reliability analysis was conducted on each scale, yielding adequate (.76) to high (.91) estimates of reliability for the 11 scales. Six of the 11 were identified as discriminant between clinical and nonclinical populations. Evidence of relationships to other variables was established between 9 of the JBLI scales and the three OQ45.2 scales. Post hoc analysis was conducted and the original factor structure was retained with an increase of 2% for a total of 51% of variance explained in the model. Results from the study serve as initial evidence of validity and reliability for an assessment instrument designed to measure life balance.
History of standardization of English language arts: an analysis of the foundation and focus of English language arts
(2012-07-10) Culbertson, Deborah Jean; Sherrye D Garrett
This dissertation analyzed English language arts standards for changes in the focus and foundation of English language arts content, which added a new dimension to existing research. The population of the study included primary and secondary documents, including nationally published standard documents for 9th - 12th grade, the setting is 1894 - 2010. Brief histories of the American high school and standardization are woven into the development of high school English. The research methodology includes a combination of interim analysis of the literature and the standards, and a content analysis of the foundational standards. A philosophical inquiry of key terms was included in the analysis because terms changed meaning as time passed. The researcher developed detailed semantic maps to demonstrate the changes in the standards. Through these maps and the amended setting, a foundation of standards became apparent. The implications of the foundation standard study are: Media standards should align to visual literacies instead of quick changing technologies; motivation in reading is from self selection which should be reflected in the standards; developmental reading and ways of reading should be defined in the standards; more research in grammar- current grammar instruction is consistently listed as invalid; and elaboration on the impact of political decisions on English language arts. English educators yearn for an answer to the dichotomy in their content; a look at the history may provide some basis for change.
A comparison of silent reading comprehension and listening comprehension in fourth, sixth, and eighth grade students
(2012-07-12) Verlaan, Wolfram; Daniel L. Pearce
This study investigated the relationship between listening and reading comprehension to determine: (a) if there has been a change in the equalization age for these two modalities from what was theorized by Thomas Sticht; and (b) to determine if there are interrelationships between proficient reading and listening comprehension, gender, and/or SES. The study employed a cross-sectional correlational design to test the listening and reading comprehension of 945 participants in two South Texas school districts; 223 fourth-, 354 sixth-, and 368 eighth-grade students participated in the study. Students were administered the Reading Comprehension sub test of the Gates-MacGinitie Reading Test Fourth Edition (GMRT-4) Forms S and T to measure both reading and listening comprehension. Mean reading scores significantly exceeded mean listening scores at the fourth-grade, t(222) = 6.13, p < .001, d = 0.41, sixth-grade, t(353) = 11.63, p < .001, d = 0.62, and eighth-grade levels t(367) = 17.19, p < .001, d = 0.90, indicating a possible change in the age at which reading and listening comprehension had previously been theorized to equalize. In addition, results indicated that reading comprehension and listening comprehension were highly correlated at each of these grade levels with correlation values ranging from .62 to .64. This study also found an even higher correlation between listening comprehension and reading comprehension for proficient readers (students reading at or above grade level) with correlation values ranging from .65 to .74. Proficient reading was related to gender at the sixth-grade level and to SES at the eighth-grade level. Because the relationship of proficient reading to either SES or gender did not extend across more than one grade level, no firm conclusions regarding these factors could be reached.
The state of education for students of Mexican descent on the Texas/Mexico border: then and now
(2012-07-12) Thompson, Wally D.; Evan Ortlieb; Sherrye Garrett
Much of the territory from the Sabine River, the border between present day Texas and Louisiana, to the Pacific Ocean was occupied by persons of Mexican descent long before it became part of the United States. There are still many persons of Mexican descent in that area, and it is the education of their children, as well as the education of students of Mexican descent in the entire United States, which is the focus of this investigation. There are two principal reasons for singling out this population. The first is that persons of Mexican descent compose a very large segment of the population of this country: just over ten percent of the population of the entire United States (Ennis, Rios-Vargas, & Albert, 2010, p. 2) and almost forty percent of the population of the state of Texas (Texas Quick Facts, 2010) are of Mexican descent. The second is that there is an extraordinary need. Nearly all indices of educational problems; absenteeism, retention, and attrition, to name but a few indicate that students of Mexican descent have greater difficulties than their Western European descent counterparts (Arias, 1986; Kohler & Lazarin, 2007; National Center for Educational Statistics, 2003). These obstacles possibly contribute to the discrepancy between the academic performance of students of Mexican descent, and students of other ethnicities (Hess, 2000; Matute-Bianche, 2008). To approach this problem, the researcher investigated the total educational milieu of students of Mexican descent of two periods of time which are separated by thirty years: 1975 and 2005. Researching documents, reading school board minutes, and talking to students from those eras developed a picture of the educational environment of those times and allowed for a comparison. The analysis of the assembled data revealed two significant findings. The first finding is that factors external to the Mexican-descent community, such as racism and segregation, have been affected by federal regulations, and no longer are present in the educational system to an ascertainable degree. The second finding is that several components of the community’s culture have survived and appear to be influencing the education of Mexican-descent students both positively and negatively. The primary societal value which is present in the interviews of all of the time periods which are included in this study is familism. It is this feature of the community which appears to have a lasting impact on education. These findings will benefit classroom teachers across America who teach students of Mexican descent. Knowing what aspects of the Mexican descent culture relate to their educational success, or lack thereof, is important and will contribute to teachers being better prepared to teach this large and growing population.
Online counseling and online counselor preparation: a mixed methods investigation
(2012-07-13) Flores, Serena Ann; Robert Smith
The purpose of this sequential mixed methods study was to examine the perceptions of counselor educators toward online counseling services, and the training of online counselors. Sixty-four counselor educators affiliated with the Council for Accreditation of Counseling and Related Educational Programs (CACREP) were asked to complete a survey and demographic questionnaire. Participants’ attitudes toward online counseling were measured using the Online Counseling Attitudes Scale (OCAS). Data from the survey and a demographic questionnaire were obtained using an online survey program. In addition to obtaining and analyzing quantitative data, the researcher gathered in-depth qualitative data through a brief survey, semi-structured interviews with four purposefully selected subjects, and from the researcher’s journal. Four participants interviewed and surveyed were selected based on their familiarity with online counseling and online counselor training. Quantitative and qualitative findings from this study provided insight of the status of online counseling and online counselor preparation as seen by counselor educators. Significant results were found using a quantitative analysis investigating counselor educators’ value of online counseling and discomfort with online counseling. Qualitative findings revealed four major themes using interviews with current counselor educators. Discussion concluding awareness of online counseling, online counselor preparation, online counselor policy, and client accessibility to counseling via the internet as four areas of implications were uncovered.
Perspectives and practices of successful teachers in diverse rural South Texas high-performing high-needs elementary schools
(2012-07-27) Pate, Roberta Simnacher; Daniel Pearce; Evan T. Ortlieb
Texas rural schools, educating more than half a million students annually, and rural schools across the nation have been under scrutiny for the inability to provide quality education through course offerings, facilities, and qualified teachers. To address this issue, the investigator utilized Spradley’s (1980) seminal work, Participant Observation, as a guide to examine two third-grade and two fourth-grade effective teachers within two high-performing, high-needs rural South Texas elementary campuses. Data collection included interviews of principals and teachers as well as classroom observations focused on classroom management, instructional approach/style, reading/writing instruction, and assessment over a five-week period during reading and writing class instruction. The application of Spradley’s 12-step method, Developmental Research Sequence, revealed that effective rural reading/writing teachers used motivational techniques, scaffolded and extended lessons beyond the scripted curriculum prompting critical thinking skills, authentic reading/writing literature and experiences to promote student success, and data analysis and self-reflection to meet the diverse needs of their students while maintaining the place of community. Implications from the study are relevant to administrators, educators, and community members, as these successful rural schools with vested and effective teachers are models of how rural education can meet and exceed the needs of its students.
The integration of spirituality issues in CACREP counselor preparation programs and accredited theological schools
(2012-10-04) Pope, John-Nelson B.; Robert L. Smith
The study utilized a sequential, mixed methods design comparing how the Council for Accreditation of Counseling and Related Educational Programs (CACREP) accredited counselor preparation programs and the Association of Theological Schools (ATS) accredited institutions understand, interpret, and implement spirituality concepts within their programs. There were 511 invitations sent to faculty/department heads to participate in the online survey in both CACREP (n = 250) and ATS (n = 261) graduate programs. Ninety-nine completed the survey. Eleven participants, selected from the survey, agreed to be interviewed during the qualitative phase of the study. Chi square test for independence was conducted to determine if there was a relationship between institution accreditation (ATS vs. CACREP) and incorporating training in spirituality into the curriculum. Results of this analysis revealed a significant relationship between the two. Cross tabulation analysis revealed that more ATS accredited programs (93.2%) were prepared to teach/train students in spirituality than CACREP (68.2%) accredited programs. There was strong agreement among respondents from both CACREP and ATS accredited institutions that spirituality concepts should be infused throughout the course of study, M = 4.15, SD =1.14. To a lesser degree, there was agreement among the respondents that spirituality concepts should be taught through infusion and specific courses in the counselor training process, (M = 3.97, SD = 1.16). Interviewed participants described the infusion of spirituality competencies into their teaching, either in terms of their own theoretical orientation, practice, and personhood or as a curriculum requirement, that is, in accreditation standards. Respondents from theological schools reported that they prepared themselves to teach spirituality through theological reflection and experiences within ecclesiastical settings and were supported by their departments. Respondents from secular programs reported they did not experience that same level of support, although they did not encounter hindrances. When asked about what most hindered their successful teaching of spirituality concepts, respondents stated their students were reluctant to examine their beliefs. Conversely, respondents stated that their greatest success of teaching spirituality concepts occurred when their students became more open and accepting of others' belief systems and who deepened their ability to reflect about spiritual issues. The majority of accredited programs incorporate training in spirituality into the curriculum. Faculty are trained properly regarding spirituality concepts and the common methods they use in the classroom, and had no plans to increase their coverage of such concepts in the near future. The religious and spiritual beliefs and religious affiliation of respondents who participated in the survey and interviews corresponded with the general population of the United States.
The relative roles of salinity stratification and nutrient loading in seasonal hypoxia in Corpus Christi Bay, Texas
(2012-10-09) Nelson, Kevin K.; Montagna, Paul A.
Hypoxia (low dissolved oxygen concentration) is known to occur in the southeast corner of Corpus Christi Bay, Texas, USA each summer since its discovery in 1988. In 2006, ongoing field research discovered that the hypoxia area has a greater extent spatially and temporally than previously thought. Although it was known that hypoxia was associated with salinity stratification, it was not until 2007 that it was discovered that salty water from both Oso Bay and Laguna Madre were contributing to this stratification. This is interesting because there are three wastewater treatment plants that empty into Oso Creek and to Oso Bay, so there is a source of nutrients as well as salt. The purpose of the current study was to determine the spatial and temporal extent of hypoxia, to explore the role of nutrients and bay currents in the formation and frequency of hypoxia, to determine what, if any role small rain events play in the formation of hypoxia, and to test the feasibility of disseminating the data collected in this study and others to the public via the use of a standardized database schema and web services. Hypoxia was found to begin as early as the first week of June, and occur as late as the last week of August, i.e. stops when wind stops. Hypoxic conditions can extend from Ward Island to Shamrock Island, and area estimated to cover 80 km2. Nutrient concentrations are not at high levels however, ammonium levels are higher in the hypoxic zone, likely due to anaerobic remineralization of organic matter. Even small-scale rain events appear to flush nutrients from Oso Bay however, this does not appear to affect hypoxia in Corpus Christi Bay. Differences in acoustic opacity, current velocity, and current direction, and salinity between the bottom waters and those above may all be contributing to stratification, known to cause hypoxia. Hypoxia also appears to be influenced by the fortnightly lunar cycle, bathymetry, and bottom composition. Attempts to transform data from this project into a standard database schema were successful. However, not all of the complexities of biological nomenclature, multivariate data structures, and laboratory information requirements could be met with the system under study.
Self-efficacy, stress, and acculturation as predictors of first year science success among Latinos at a South Texas university
(2012-10-26) McNamara, Mark; Kamiar Kouzekanani
The study tested the hypothesis that self-efficacy, stress, and acculturation are useful predictors of academic achievement in first year university science, independent of high school GPA and SAT scores, in a sample of Latino students at a South Texas Hispanic serving institution of higher education. The correlational study employed a mixed methods explanatory sequential model. The non-probability sample consisted of 98 university science and engineering students. The study participants had high science self-efficacy, low number of stressors, and were slightly Anglo-oriented bicultural to strongly Anglo-oriented. As expected, the control variables of SAT score and high school GPA were statistically significant predictors of the outcome measures. Together, they accounted for 19.80% of the variation in first year GPA, 13.80% of the variation in earned credit hours, and 11.30% of the variation in intent to remain in the science major. After controlling for SAT scores and high school GPAs, self-efficacy was a statistically significant predictor of credit hours earned and accounted for 5.60% of the variation; its unique contribution in explaining the variation in first year GPA and intent to remain in the science major was not statistically significant. Stress and acculturation were not statistically significant predictors of any of the outcome measures. Analysis of the qualitative data resulted in six themes (a) high science self-efficacy, (b) stressors, (c) positive role of stress, (d) Anglo-oriented, (e) bicultural, and (f) family. The quantitative and qualitative results were synthesized and practical implications were discussed.
Quality of life changes in adult literacy learners: understanding the perceived impact of an adult literacy program in South Texas
(2012-10-28) Gleason, Mary Viola; Daniel Pearce; Frank Lucido
The multiple-methods research study explored how adult-literacy learners perceive the impact of their literacy instruction and how it relates to outcomes in their lives. Maslow's hierarchy of motivation and needs guided the study. The non-probability sample consisted of 76 adult literacy and English learners in a community-based organization (CBO) who completed a questionnaire about how their lives had changed with regard to socioeconomic well-being, community involvement, and self-esteem. For the qualitative portion of the study, information was collected through three focus groups, two of which included learners who had completed the quantitative questionnaire, and another consisting of teachers, tutors, and staff of the CBO. Participants perceived changes in their lives in the areas under study. The salient finding was that participants experienced growth in independence and self-reliance. The study provides a way of understanding the perceived value of literacy instruction in the lives of adult learners.
The role of vocational technical training in Texas Early College High Schools: a Delphi study
(2012-11-02) Simonson, Elizabeth E; Kamiar Kouzekanani
The study was conducted to document the role of vocational training programs in Early College High Schools (ECHS) and to identify the barriers which may hinder the implementation of robust vocational training programs in ECHS. The study was descriptive in nature, employing a mixed methods model. Specifically, the Exploratory Sequential Design: Instrument Development Variant was used. The researcher had hypothesized that in the context of ECHS, specific roles for vocational training programs as well as barriers which may hinder the implementation of such programs existed. On the basis of qualitative results, which were derived from a 3-round Delphi study, it is concluded that the hypothesis is tenable, as eight roles and fifteen barriers were identified. On the basis of quantitative results, it is concluded that the practitioners involved in ECHS tend to agree with the roles and barriers. Theoretical and practical implications were discussed.
The impact of a STEM program on academic achievement of eighth grade students in a South Texas middle school
(2012-11-05) Olivarez, Norma; Kamiar Kouzekanani
The primary purpose of the study was to examine the impact of a science, technology, engineering, and mathematics (STEM) educational program on academic achievement. The study was delimited to 8th graders and outcome measures of mathematics, science, and reading. An ex-post facto, causal-comparative research design was employed. The characteristic-present group consisted of 73 eighth grade students in a STEM academic program. The comparison group consisted of 103 eighth grade students in a non-STEM academic program. On the basis of the centroids, the STEM group outperformed the non-STEM group on all outcome measures. It is concluded that participation in a STEM academic program, where teachers use Project-Based Learning (PBL), collaborative learning, and hands-on strategies, positively impacted eighth grade students' academic achievement in mathematics, science, and reading.

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