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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THE IMPACT OF THE SAFE SCHOOLS HEALTHY STUDENTS INITIATIVE ON ACADEMIC ACHIEVEMENT OF HIGH SCHOOL STUDENTS
(11/10/2014) Riojas, Jesse G.
One premise for students to experience academic achievement is the need to have a safe school environment. The Safe Schools Healthy Students (SS/HS) initiative was established by the Department of Education to provide support for creating an educational setting that gives an opportunity for every student to prosper. It involved the implementation of a comprehensive community-wide partnership plan of action focused on establishing healthy childhood development to provide the students with skills needed to address alcohol abuse and domestic violence. The initiative serves as the basis for the study to investigate its impact on the academic achievement of high school students in mathematics, reading, science, and social studies. The Maslow's Hierarchy of Needs and Bandura's Self-efficacy Theory guided the study. The study focused on students in two rural school districts in South Texas. The analysis focused on students for whom the data was available who had participated in the 2009, 2011, and 2012 administration of the Texas Assessment of Knowledge and Skills (TAKS) tests during the funding duration of the SS/HS grant and passed all sections at the first administration. The students were divided into two groups-those that participated in the initiative, characteristic-present (N = 31-34) and a comparison group (N = 44-48). An ex post facto, causal-comparative design was employed. No causal inferences were drawn due to the non-experimental nature of the study. The initial results of the study showed that the characteristic-present group outperformed the comparison group in all subject fields. When the outcome measures were adjusted on the basis of at-risk status of the students, however, the analysis showed that group differences were not statistically significant. Thus, the findings suggest that the SS/HS students could have benefited from the additional programs that focused on environmental concerns, domestic violence, alcohol and drug abuse, mental health concerns, and violence prevention programs. Participants in the study were less likely to be academically at risk than were the students in the comparison groups who had not received the additional program support. The SS/HS initiative can be instrumental in providing the structure which enables the students to be in a safe learning environment that promotes academic success.
WRITING INSTRUCTION AT THE EARLY CHILDHOOD LEVEL: TEACHERS' USE OF INDIVIDUAL STUDENT WRITING CONFERENCES AND OTHER STRATEGIES TO MOTIVATE STUDENTS TO WRITE
(11/10/2014) Elliott, Jeannette O.
The quality of students' writing in kindergarten has a great effect on their future writing ability during the elementary years (Kissel, 2008). Because students begin kindergarten at various levels of writing ability, more knowledge on kindergarten writing instruction is necessary in order to meet the needs of all kindergarten students and to provide quality writing instruction at the kindergarten level. Thus, the purpose of the qualitative study was to examine teachers' perceptions regarding the use of individual student writing conferences and other writing instruction strategies in five kindergarten classrooms using a collective case study approach. A purposeful sample of five kindergarten teachers from a South Texas suburban public school pre-kindergarten and kindergarten campus were the participants for the multiple case study. The researcher explored teachers' writing instruction in the kindergarten classroom through pre and post teacher interviews and two open-ended classroom observations over a seven-week period. The results of the interview data yielded six themes: social interaction, effective learning environment, student writing abilities, student progress toward independent writing, student motivation through praise, teacher self-efficacy. Findings from the observations supported the themes that emerged from the interviews. The findings of the study provide a deeper insight into how to effectively produce writers in the kindergarten classroom and can inform other teachers of ways to meet the individual student needs within a classroom of diverse emergent writers at varying levels of abilities. The descriptions presented in this study regarding writing instruction at the kindergarten level have implications for providing effective instruction to kindergarten students in order to empower their writing success during the elementary years. One recommendation for future research would be a similar study with teacher reflection included, with teachers thinking about their instructional practices, thinking about their desired goals, and thinking about how to adjust their instruction in order for those goals to happen. A second recommendation for future research is to conduct the study allowing for more than seven weeks. One last recommendation for future research would be a similar study using a quantitative research design in order to report on student growth in writing.
DISCARD MORTALITY, RECRUITMENT, AND CONNECTIVITY OF RED SNAPPER (LUTJANUS CAMPECHANUS) IN THE NORTHERN GULF OF MEXICO
(11/10/2014) Curtis, Judson Matthew
Red Snapper (Lutjanus campechanus) is the most economically important reef fish species in the Gulf of Mexico. Despite being intensively managed, stocks have been slow to recover from overharvest and the population is still rebuilding. One possible reason is that Red Snapper experience high discard mortality after catch-and-release. Additionally, there is a decoupling of the stock-recruit relationship in the fishery with high levels of recruitment despite low spawning stock biomass. This dissertation addressed these gaps in knowledge in three principal chapters. In Chapter II, I evaluated if certain release methods reduced discard mortality of Red Snapper at different depths and temperatures. I used acoustic telemetry to determine the best-release practices for enhancing survival and to estimate the extent of delayed mortality. Venting and rapid recompression release methods were more beneficial for enhancing survival, and delayed mortality events occurred within a 72-hour time period. In Chapter III, I used novel acoustic transmitters to analyze the post-release behavior and activity patterns of Red Snapper that survived catch-and-release. Red Snapper had different acceleration and depth activity over diel time periods, and increases in acceleration were correlated with higher depth in the water column. Release treatments did not affect long-term behavior and activity. In Chapter IV, I examined the stock-recruit relationship for the Red Snapper fishery by assessing whether localized cryptic spawning stock biomass is responsible for maintaining high recruitment levels. Acoustic telemetry and catch data were used to show that large, sow Red Snapper have high site fidelity and residency patterns in the western Gulf of Mexico, suggesting high recruitment observed in the stock may be originating locally from non-targeted sites. By identifying the source of the high spawning stock biomass, protection measures and regulations can be implemented to ensure that the current high recruitment to the fishery is sustained. Determining the best-release practices to enhance survival of discarded fish will result in larger stock sizes. Ultimately, implementation of findings from this dissertation into the management process will further assist and expedite the rebuilding of Red Snapper stocks and promote the recovery towards sustainability in this historically important Gulf of Mexico fishery.
INTERACTIONS BETWEEN SUSPENDED SEDIMENTS, NUTRIENTS AND
(11/10/2014) Paudel, Bhanu
The objectives of the present study were to identify the effects of freshwater inflow (FWI) on sediment transport and nutrients supply to estuaries, and the effects of sediments on nutrient supply at sediment-water interface. The Nueces River and its estuary, the Guadalupe River and its estuary, and the Lavaca-Colorado Estuary were selected for field studies. Laboratory experiments were conducted to test the study hypotheses, and data was analyzed using multivariate modeling and statistical approaches. In the Guadalupe Estuary, variability of suspended solids and nutrients were correlated with FWI, whereas in the Nueces and Lavaca-Colorado Estuary they were related with seasonal differences. Suspended solids in the estuaries increased during frontal events and during windy days. In some of the field samplings, stations closer to the Gulf of Mexico had higher suspended sediments than the stations closer to the river. The increase in suspended sediments increased ammonia concentration in the Guadalupe Estuary, phosphorus and silicate concentrations in the Nueces Estuary, and silicate concentration in the Lavaca-Colorado Estuary. The presence of silicate minerals in the estuaries maintains silicate concentration as well. Organic matter and calcium carbonate shells in sediments of the estuaries can bind phosphate, thus, may have played role in decreasing phosphate concentration in the water. Guadalupe River sediments, when transported to the estuary, can release ammonia at higher concentrations the river water concentration. Salinity in the estuary, thus, has a significant role in controlling nutrient concentrations. The release of ammonia by organic matter decomposition was lower in the Guadalupe Estuary than in the Nueces Estuary. The high inflow volumes in the Guadalupe Estuary may have washed away organic matter from the sediments and may have disturbed bacterial community resulting in the lower release of ammonia from Guadalupe Estuary sediments. The research performed here demonstrates the importance of sediments, organic matter, and inflow in maintaining nutrient concentrations in estuaries. Fluctuation of these nutrients can affect water quality, and hence, may influence the ecology of the estuary.
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.
Importance and effectiveness of student health services at a south Texas university
(2/24/2014) McCaig, Marilyn
None submitted.
Perceptions of wellness from adults with mobility impairments
(2/24/2014) Snook, Joy-Del T.
There is limited information available concerning the perceptions of adults with mobility impairments regarding wellness. The purpose of the present qualitative study was to describe the perceptions of wellness from adults with mobility impairments utilizing phenomenological-heuristic inquiry. The grand tour question was, How do mobility impaired adults perceive wellness? Eight individuals agreed to participate and were interviewed. Six core themes emerged in relation to the perception of wellness from adults with mobility impairments: overcoming barriers, pain management, psychological wellness, physical activity and nutrition, social connectedness and family support, and spirituality. The number of people with mobility impairments is on the rise. As a result, counselors and counselor educators regardless of their fields will be asked to provide services and/or educational instruction to clients and students with various types of disabilities at some point during their careers (Smart & Smart, 2006). Implications for current and future counselors and counselor educators as well as suggestions for future research were presented.
An examination of how community of inquiry relates to student performance in an online community college course
(2/24/2014) McWhorter, Robert Rowe.
Research has revealed that students in online classes may have higher rates of attrition than those in traditional face-to-face classes. Effective teaching and learning in an online environment requires different pedagogical skills than those used in traditional face-to-face classes. Online courses must focus on the quality of interaction. As an exploratory study, the purpose of this study was to examine the relationship between students' perceived community of inquiry and learning outcomes as indicated by (a) course retention, (b) final grade, and (c) students' perceived quality of learning in a community college online environment. Community of inquiry, a theory of online interaction, was indicated by (a) social presence, (b) cognitive presence, and (c) teaching presence. The study also looked at how demographics affect learning outcomes. The study used a non-probability sample consisting of 52 students (26 students in each of two sections of an online Principles of Accounting I course). The students self-enrolled for the fall 2012 semester at a community college. One of the sections (treatment group) had additional interactive activities. The study used a survey instrument that was validated and operationalized. Statistical analyses were conducted with t-tests and correlations. Between group t-test results were not statistically significant for course retention. Correlation results for community of inquiry to grade were not statistically significant, with one exception: one's grade was correlated to cognitive presence with the treatment group. Correlation results for community of inquiry to quality of learning were statistically significant in both the treatment and non-treatment groups with one exception: quality of learning was not correlated to cognitive presence in the treatment group. Correlation results for quality of learning to grade were statistically significant only for the treatment group. Results suggest two major implications. First, interaction is critical for student outcomes. The treatment group reported higher performance ratings in all areas. Second, getting students involved in high interaction early in a course may include completion of low stakes assignments. Future studies could focus on the ability of educators to utilize technology to increase the amount of interaction in the virtual classroom.
"We are the change we've been waiting for.": A rewriting of self through the social-intellectual spaces of service
(2/24/2014) Winans, Jaime
This year-long qualitative case study investigates how service-learning may enable self-direction and the development of a critical consciousness for marginalized high school students by exploring the dynamics of service-learning through a theoretical framework of critical theory. A central aim among critical theorists is the empowerment of marginalized groups who are disempowered through the current structure of schooling. Service-learning, an instructional approach that integrates meaningful community service with instruction and reflection, is theorized to counter the oppressive nature of schooling as defined in critical theory; however, little research exists to clarify the implications of service-learning on student empowerment. The intention of this study was to consider the negotiation of power and knowledge occurring in the open spaces of community that may empower students, redefining their experience of schooling and their identities as learners. By exploring processes of empowerment and the social structures created through service-learning, the study documents students' self-authorship as they negotiate learning spaces within community. Through this case study, three marginalized, male, urban high school students described their development as learners and as change agents within the context of service and community need. Data analysis of interview transcripts, field notes, and documents revealed how service-learning offered a transformative experience to culturally non-dominant students which legitimized lived experience and enabled the re-writing of self through the construction of new social/intellectual spaces. Overall, the findings provide a holistic account of the spaces, relationships, and identities constructed by participants through service-learning. Service-learning positioned participants to encounter social injustices in new ways that facilitated their re-authoring of self and community identities. This widening intellectual space permitted participants' development of their own evolving interpretations and informed actions upon the world for challenging and transforming social and political inequalities. Participants' identities expanded as they critiqued arrangements of power infusing social structures while recognizing the ways their own narratives maintained harmful arrangements of power. The findings also demonstrate the possibilities for engaging diverse learners whose life experiences and cultural forms of knowledge have been delegitimized through schooling. By providing insight to how empowerment and self-authorship can become central to schooling, this study offers a way to address the opportunity gap which disproportionately affects low-income students of color. Participants' experience offers insight to the pedagogy of service-learning that documents a framework for encountering transformational moments between self, society, and other. Further research exploring the perspectives of marginalized students who are reluctant to engage in service-learning would bring an array of viewpoints to the research purpose.
Comparing marital satisfaction, acculturation, and personality across Asian-mixed couples and Asian couples in the United States
(2/24/2014) Lee, ShinHwa
As a relatively new but increasing issue, cross-cultural relationships are an area in need further study and understanding for counselors who work with couples and families. Most previous research in this area has been focused on conflicts and issues among cross-cultural couples due to cultural differences; other possible factors or issues, such as personality characteristics, are limited. Moreover, only limited research studies were conducted with Asians involved cross-cultural couples despite the growing population. The purpose of this study was to compare marital satisfaction, acculturation, and personality characteristics across Asian-mixed couples and Asian couples in the United States through examination of (a) the relationship among the level of acculturation, personality, and the level of marital satisfaction of Asians in Asian couples and Asian-mixed couples, (b) the level of acculturation based on their gender and marriage types, (c) the level of marital satisfaction based on their gender and marriage types, and (d) personality characteristics based on marriage types. The sample included 92 Asian and non-Asian individuals in Asian couples and Asian-mixed couples (22 Asian males and 27 Asian females having an Asian partner, 4 Asian males and 23 Asian females having a non-Asian partner, and 14 non-Asian males and 2 non-Asian females having an Asian partner). The findings in this study include (a) no relations among the acculturation level, personality, and the marital satisfaction level of Asians in Asian couples and Asian-mixed couples, (b) significantly higher levels of acculturation in Asians in Asian-mixed couples, (c) no differences in the level of marital satisfaction among individuals in Asian couples and Asian-mixed couples, (d) significantly higher levels of openness, conscientiousness, and extraversion in individuals in Asian-mixed couples. Implications from this study for counselor educators, practitioners, and future counselors working with Asian-mixed couples include (a) being aware of several personality characteristics of Asian-mixed couples that possibly work as strengths and protective factors in their marriage, (b) opening and exploring issues based on wider and holistic views rather than only focus on cultural differences, (c) avoiding stereotypes and pre-assumptions, and (d) understanding basic Asian values.
The impact of project-based learning on mathematics and reading achievement of 7th and 8th grade students in a South Texas school district
(2/24/2014) Cervantes, Bernadine Munoz
The study examined the impact of Project -Based Learning on reading and mathematics achievement of 7th and 8th grade students. Project-based learning deviates from the customary school practices and is an innovative strategy used in the curriculum to engage students in solving authentic problems for deeper learning experiences. The association between a student's participation in PBL and achiement in reading and mathematics shows that PBL does make a difference and would likely hold up to the demands of accountability.
The impact of mindfulness training on therapeutic alliance, empathy, and lived experience: a mixed methods study with counselor trainees
(2/24/2014) Schomaker, Stefani
Proponents of mindfulness practices have suggested that this method provides counselors a means to cultivate therapeutic relationship skills and improve client outcomes. Consequently, a 6 session mindfulness training program was conducted over a 6 week period with counselor trainees (n = 9) engaged in clinical practice. Quantitative data were collected to explore changes in counselor and client therapeutic alliance as well as counselor empathy and mindfulness levels. Qualitative data were gleaned from participants' lived experiences as they learned and implemented mindfulness practices. While no significant change in client alliance scores was recorded, counselor trainee results indicated that mindfulness training could be an effective method to improve mindfulness, empathy, and therapeutic attunement. Furthermore, participants reported that mindfulness enhanced their lives in physical, affective, cognitive, and behavioral domains. Implications for counselor training, practice, and research were discussed.
The relationship between the emotional intelligence of secondary public school principals and school performance
(2/24/2014) Ashworth, Stephanie R.
The study examined the relationship between secondary public school principals' emotional intelligence and school performance. The correlational study employed an explanatory sequential mixed methods model. The non-probability sample consisted of 105 secondary public school principals in Texas. The emotional intelligence characteristics of the principals were documented. Analysis of the quantitative data showed that the relationship between principals' emotional intelligence and school performance was not statistically significant. Analysis of the qualitative data resulted in two themes, namely, 1) strong interpersonal and intrapersonal skills and 2) positive leadership. The principals believed that raising school performance happens over time and that key factors related to affecting school performance include building relationships, motivation, inspiration, organizational skills, emotions (knowing one's own emotions and the emotions of others), and communication skills. The results showed that a principal's awareness of his/her emotions as well as other's emotions and how to deal with them are vital to relationship building and positive leadership. The quantitative and qualitative results were synthesized and discussed. The practical implications of the study are to develop, strengthen, and enhance a principal's emotional intelligence skills in order to become a more effective administrator. The skills can begin to be taught and developed to aspiring principals enrolled in a Master's degree program. Emotional intelligence skills can also be developed, strengthened, and enhanced through professional development opportunities like continuing education classes, staff development, and workshops.
The impact of a first year development course on student success in a community college: an empirical investigation
(2/24/2014) Garza, Edgar
This study focused on the impact of a Student Development Course (SDEV 0170), a part of an overall First Year Experience program at the college of interest, on the achievement and retention of participants. It examined the effect of the relationship of achievement (GPA) and retention (enrollment in a subsequent semester) to (a) the successful completion of the SDEV course, (b) the instructional method (face-to-face and online), (c) gender, and (d) ethnicity. This study included 1557 participants enrolled in the SDEV 0170 course: 1508 participants in the face-to-face course and 48 participants in the on-line course. The group was comprised of 47% males and 53% females with an ethnic breakdown of 2% Asian, 6% Black, 61 % Hispanic, and 24% White with the remaining 7% unreported. This study found that successful completion of the SDEV course was statistically significant with both achievement and retention. The impact of instruction method of the SDEV course was not statistically significant with either achievement or retention. The impact of successful completion of the SDEV course and gender had mixed results with achievement; however, the successful completion of the SDEV course and gender was not statistically significant with retention. The impact of successful completion of the SDEV course and ethnicity was statistically significant with both achievement and retention. Retaining current students, as opposed to recruiting new ones, is generally considered an economically sensible strategy. Beyond the financial considerations, institutions of higher education, especially community colleges with their open enrollment policies, have an implicit commitment to provide students with academic and social development in addition to supporting their transition to college. There is a need for the identification of programs that have demonstrated effectiveness in enhancing academic success and retention, which can be applied to similar populations at other institutions.
Literacy coaching in the Texas Coastal Bend: a retrospective diary study of literacy coaches and elementary teachers
(2/24/2014) Puente, Norma
School districts across the nation are hiring literacy coaches, but there is little empirical evidence with regard to the effectiveness of coaching influencing teacher practice in literacy instruction. The purpose of this study was to examine the role of literacy coaches in the Texas Coastal Bend schools and their perceived influence on the self-efficacy of teachers for literacy instruction. The literature review is organized in three themes: (a) the literacy coach defined; (b) the evolution of the role, responsibilities and qualifications of literacy coaches; (c) teachers' sense of efficacy. The data tools for this quantitative study utilized telephone interviews of 11 elementary literacy coaches in the Texas Coastal Bend. The elementary literacy coaches, and classrooms teachers with whom they work, took the online survey, Teachers' Sense of Efficacy for Literacy Instruction Scale (TSELIS), to determine the influence of literacy coaches' work with teachers as perceived by the teachers. The results of this indicate that literacy coaches influenced teachers' overall literacy instruction and ability to provide differentiated instruction (M = 3.60) but did not provide enough support in writing strategies. These findings have implications for the need to hire qualified literacy coaches who spend more time providing job-embedded coaching for teachers. The results also show a need to provide formal training for literacy coaches in reading and writing instruction to have a better impact on helping teachers increase their ability to help students read fluently and provide better writing instruction. This study provides information to school administrators, because in this time of resource challenges, it is important for administrators to know how to use elementary literacy coaches in the best, most efficient manner. Recommendations for future research include examining the long term effects of literacy coaching on student achievement, and what kind of training is most effective to develop a successful literacy coach.
Sex-role egalitarian attitudes and gender role socialization experiences of African American men and women: a mixed methods paradigm
(2/24/2014) Heard, Courtney Christian Charisse
The purpose of this study was to assess the sex-role egalitarian attitudes and gender role socialization experiences of African American men and women. A sequential mixed-methods design was employed to research this phenomenon. The Sex-Role Egalitarianism Scale-Short Form BB (SRES-BB) was utilized to assess sex-role egalitarian attitudes (King & King, 1993). A total of 183 participants, 86 males and 97 females, completed the SRES-BB. Results revealed statistically significant differences in male and female total scores on the SRES-BB. Participants were purposefully selected to engage in the follow-up interview process. There were a total of eight participants. Eight themes were identified that depicted the perceived gender role socialization experiences of the participants: instillation of religious/spiritual values, familial generational socialization, gender role flexibility, male gender role norms, female gender role norms, ethnic cultural differences in gender role socialization, the influence of educational accomplishment on gender role socialization, and the influence of society and social networking on gender role attitudes. Overall the results depicted the African Americans in this sample as less egalitarian than asserted in much of the literature (Bryant & Beckett, 1997; Davenport & Yurich, 1991; Stanik & Bryant, 2012). The interviews supported and expanded existing literature on themes relevant to understanding the gender role socialization experiences of some African Americans to include installation of religious values, diversity in roles assumed by African American women, and perceived ethnic cultural differences in the gender role socialization experience. Results of this study provided several implications for counselor educators and practitioners: the relevance of broaching race and gender when working with African American clients, or students, awareness of the perception of privilege for middle and upper-class Whites highlighting the importance of exploring the intersectionality of status variables (e.g. race, gender, religion, etc.), and considering gender role socialization experiences when providing counseling and supervision to African Americans individually, as couples, and families.
An investigation into reading habits of Texas middle and high school english language arts teachers
(2/24/2014) Donaldson, Tammy Cene Francis
Throughout the history of education, it has been noted that teachers are influential people in lives of children (Applegate & Applegate, 2004; Daisey, 2010; Gambrell, 1996; Ruddell, 1995). Children spend one-third (or more) of the day with teachers; and as they enter into adolescence, children come in contact with more and more teachers during day. Teachers are in a position to influence children's academic and personal lives positively or negatively (Applegate & Applegate, 2004; Ruddell, 1995). When we look for ways to motivate students as readers, improve literacy instruction, and raise academic achievement, the teacher is an important factor. "Teachers are often well positioned to do so" (Applegate & Applegate, 2004, p. 555) by sharing and valuing reading inside and outside the classroom. While literacy is a multi-faceted feature, it seems logical to state that teachers are the common reading models for school aged children across the United States. Linda Gambrell (1996), stated that, "Teachers who love reading and are avid readers themselves have students who have higher reading achievement than do the teachers who rarely read" (p. 20). This study examined one aspect of the growing body of research exploring English Language Arts teachers' personal reading experiences and how that affects their attitude toward the teaching of reading, specifically in the modeling practices in the classroom. Participants in this study included 158 Secondary English Language Arts teachers currently teaching in grades 6-12 in the state of Texas. The participants completed an online questionnaire, through a web-based tool. Respondents were asked a series of demographic questions followed by questions about their personal reading practices outside the classroom and their modeling practices in the classroom. The participants' answers to the questions in survey provided descriptive data to explain the way things are or describe the characteristics of a whole group by using part of it without any experimental manipulation (Borg & Gall, 1971; Duke & Mallette, 2004, Kamil, Langer, & Shanahan, 1985). The majority of the secondary English Language Arts (ELA) teachers that responded to the survey claimed to be readers. ELA teachers with graduate hours were readers and better reading models. Also, the teachers at schools that received performance ratings of the "Recognized" and "Exemplary" reported implementing more modeling practices. These findings are intended to start conversations and encourage social reading experiences both among content area educators, as well as in classrooms, between educator and student. Suggestions are made for further research using both qualitative and quantitative methods to explore the reading and modeling practices in the content area classroom.

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