College of Education and Human Development
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Item Developing vocabulary in children(CEDER, Texas A&M University-Corpus Christi, 2003) Cassidy, Drew; Garcia, Robert; Olmos, Rick; Swift, Catherine; Garrett, Sherrye; Marroquin, Christine; Peltz, RichardWords seem like such ordinary things, and most of us take them for granted. We carry on conversations without particularly being aware of the words we are speaking and hearing. We rarely stop to think about how we choose the words we use or how we assign meanings to the words we hear. We seem to use words automatically, but words are not as simple as they seem. The complexities of vocabulary are an endless source of intrigue to language scholars, teachers, poets, and authors.Item No student left behind(CEDER, Texas A&M University-Corpus Christi, 2005) Cassidy, Jack; Garrett, Sherrye; Hopkins, Dee; Olmos, Rick; Swift, Catherine; Zunker, Norma; Arnold, Sydna K.; Goad, Dan M.This yearbook is a compilation of select papers presented at the second annual Center for Educational Development, Evaluation and Research (CEDER) conference at Texas A&M University-Corpus Christi. The conference featured the research and program development of the faculty and graduate students in the College of Education. Held at the University Center on the Texas A&M University-Corpus Christi campus on February 28, 2004, the conference was co-sponsored by the Coastal Bend Chapter of Phi Delta Kappa. Over 200 educators from South Texas attended this conference to hear the 37 poster sessions, roundtables, regular sessions and the keynote session. Dr. Dee Hopkins, Dean of the College of Education at Texas A&M University-Corpus Christi was the keynote speaker. The theme of the conference, No Student Left Behind, was obviously based on the No Child Left Behind federal legislation initiated by President George W. Bush in 2001. However, the Bush legislation dealt primarily with the literacy education of very young children; the thrust of this conference was much broader. This conference dealt with the research and program initiatives for students at all levels – pre-school through adult. Furthermore, the conference looked at all the factors that contributed to No Student Being Left Behind - the pedagogical factors, the emotional factors, and, of course, the literacy factors - all of which contribute to students’ success in school and in life. Accordingly, this volume of conference papers is divided into three sections: Teacher Education for Our Students; Counseling Our Students; and Literacy Affecting Our Students. The first section, teacher education for our students, contains chapters dealing with research and practice concerning the retention of teachers, the qualities of a good teacher, and good pedagogical practice. The second section of this volume deals with counseling our students and consists primarily of research done by the faculty and doctoral students in the Department of Counseling and Educational Psychology at Texas A&M University-Corpus Christi. The last section of this paper deals with the literacy issues affecting our students and focuses particularly on the literacy of Hispanic students in South Texas. Special thanks for this volume must be extended to Dr. Bryant Griffith, a professor in the department of Curriculum & Instruction and to Sydna Arnold, Catherine Swift, Norma Zunker and Roberto Garcia, in the doctoral program. Without their editorial work this volume would not have been possible. The Center for Educational Development, Evaluation, and Research at Texas A&M University- Corpus Christi hopes that this yearbook will serve as a resource for all those educators and researchers dedicated to seeing that, indeed, No Student Is Left Behind.Item Supporting student success(CEDER, Texas A&M University-Corpus Christi, 2007) Cassidy, Jack; Martinez, Adam; Swift, Catherine; Inman, Alissa; Chard, David; Lee, Sangeun; Bahnsen, Pamela Anne; Bolick, Margaret; Hill, DeniseThe 2007 CEDER Yearbook is a peer-reviewed compilation of papers delivered at the Fourth Annual CEDER Conference held on February 17-18, 2006. “Supporting Student Success” was the overarching theme and title of the conference, which attracted more than 320 attendees. Three conference sub themes focused on Supporting Academic Success, Supporting Hispanic Student Success, and Supporting Students Emotionally. These sub themes provided the structural division of this yearbook into its three basic parts by the same names. Chapter 1, delivered by Dr. David Chard, one of our keynote speakers, prefaces this volume and is entitled “Fluency and its Relationship to Reading Comprehension: Promoting Success for all Students.” The eighteen papers included in this volume were selected by the Editorial Advisory Committee for the 2007 Yearbook based on a number of criteria, including the importance and timeliness of the topic, theoretical grounding, rationale, and contributions to the field. These manuscripts are intertwined by several distinct threads (literacy; instructional effectiveness; learning theory; teacher preparation; leadership; and student support: motivation and assessment) that weave a framework for Supporting Student Success. Literacy is a central thread or unifying element of Chapters 3, 4, 12, 14, and 15. In Chapter 3, Garrett, Schaum, Zunker, and Crowder address the accessibility of nonfiction texts in the elementary classroom. In Chapter 4, Grote, Pearce, and Marroquin describe the efforts of the America Reads Challenge program at the Early Childhood Development Center at Texas A&M University-Corpus Christi and discuss characteristics of tutoring success and outcomes. In Chapter 12, Crowder and Griffith relate the life-changing power of literacy as experienced by two Hispanic women “of courage.” In Chapter 14, Sarmiento-Arribalzaga presents research on grouping strategies for literacy development of bilingual children. In Chapter 15, Valadez, Ybarra, and Lara address Hispanic children’s literature in the kindergarten to fifth grade classroom. Instructional effectiveness and learning theory are a key focus of Chapters 5, 6, and 13. In Chapter 5, Harris, Skinner, and Stocks describe the evaluation and selection process for textbooks. In Chapter 6, Jones, Torti, and Foote provide research on children’s engagement in authentic learning experiences, inspired by the Reggio Emilia learning theory. In Chapter 6, Lucido presents case study results of three successful dual language programs in three states highlighting the characteristics of the administrators, teachers, and effective instructional practices. Lucido reflects the concerns of the other authors in these threads on instructional effectiveness and learning theory when he poses a final challenging question: “Are we preparing our children to be economically, socially, and linguistically viable in our ‘shrinking’ world?” Teacher preparation and leadership are central threads to Chapters 2, 8, 9, and 10. In Chapter 2, Bolick and Hill present results of Project Teach, a study designed to assess whether teachers are adequately prepared for the classroom and the state exit exams through Centers for Professional Development of Teachers. In Chapter 8, Oliver, Nelson, and Ybanez present the results of a preliminary grounded theory study designed to assist in developing a model for supervision in counseling programs. In Chapter 9, Sailors argues that teachers need situated and contextualized support to help their success at improving literacy development. The paper reports on effective aspects of professional development models and presents an intervention study. In Chapter 10, Sorenson presents analyses of barriers that discourage lead teachers from seeking administrative roles, specifically the principalship, in public schools by “assessing political and institutional context roles,” and he provides research on factors that can contribute positively to “home grown” recruitment. In support of student success, these authors demonstrate a concern and present solutions for improving teacher and leadership preparation. Sailors captures this spirit: “Just as teachers are encouraged to see their students as individual learners and to meet the instructional needs of their students on an independent basis, so too, should teachers be viewed by those who provide professional development for teachers.” Student support, motivation, and assessment are central threads to Chapters 7, 11, 16, 17, and 18. In Chapter 7, Marinak summarizes a multi-year (2001-2006) action research project that includes attributes for design and delivery of a response to intervention model at the middle school level. In Chapter 11, Bohling, Melrose, Bonnette, and Spaniol present research on the efficacy of Bioelectric Impedance Analysis as an alternative method for determining body composition in Hispanic youth, with implications for student success in the well-being of students. In Chapter 16, Hwang presents strategies for motivating at-risk students using the America Reads Program. In Chapter 17, Nelson and Low describe the significance of emotional intelligence and its relationship to college success and conclude with recommendations for additional research. In Chapter 18, Potter presents various categories of teacher behaviors that can influence student motivation and engagement in the classroom. These authors affirm the importance of attention to individual needs in order to facilitate effectively student success and motivation. In conclusion, the manuscripts included in the 2007 CEDER Yearbook reflect research aimed at improving student success. The research presented here is an attempt to begin to address the demographic changes highlighted by Dr. Steve Murdock, one of the conferences keynote speakers and demographer for the State of Texas. Dr. Murdock stated that if one wants to see what the racial/ethnic makeup of the U.S. will look like in the future, one need not look further than to the makeup of Texas today. According to Victor Villaseñor, another one of our keynote speakers, to be successful the educator must get in touch with his or her inner genius and help students access their inner geniuses. To achieve student success, educators must also get to the emotions, and teach with energy. The genius is kindled, says Villasenor, when the teacher is able to reach the very soul of the student.Item Education for a changing world(CEDER, Texas A&M University-Corpus Christi, 2008) Cassidy, Jack; Grote-Garcia, Stephanie; Maxfield, Paul; Inman, Alissa; Krashen, Stephen; Marinak, Barbara; McCollough, Cherie; McDonald, JoAnn; Canales, JoAnn; Lucido, Frank; Marroquin, Christine; Reynolds, Gina; Ymbert, PiedadThe fifth annual conference of the Center for Educational Development, Evaluation and Research (CEDER) was held November 30 and December 1, 2007. The CEDER Conference focused on “Education for a Changing World.” More than 250 educators from around the United States and as far away as Venezuela and South Africa attended. The 2008 CEDER Yearbook is a peer-reviewed compilation of some of the papers delivered at that conference. Chapter 1, entitled, “Free Voluntary Reading: Still a Great Idea,” is presented by Dr. Stephen Krashen, one of the conference’s keynote speakers. He provides a meta-analysis of research linking access to books with child literacy rates and demonstrates that encouraging children to read for pleasure is a key to literacy development. The following 10 articles in this yearbook were selected by the Editorial Advisory Committee based on a number of criteria, including the importance and timeliness of the topic, theoretical grounding, and the contribution made to the field of education. Several themes run through this volume, which, when combined, paint a panoramic and vivid image of education for a changing world. Chapters 2 through 6 examine education for a changing world at the K-12 level. In Chapter 2, Barbara Marinak examines several methods in which the elements of informational text structures can be taught in elementary classrooms to increase reading comprehension. In chapters 3 and 4, the authors explore the implications of bilingual education in a world that is becoming increasingly diverse. Cherie McCollough, JoAnn McDonald, and JoAnn Canales use Chapter 3 to examine the ways in which culturally relevant family science learning events work to engage families in a child’s education. Special consideration is given to non-English speaking parents and family members. In Chapter 4, Frank Lucido, Christine Marroquin, Gina Reynolds, and Piedad Ymbert discuss brain-compatible teaching strategies and practical methods to develop bilingualism in students. Similarly, in Chapter 5, Connie Patchett, and Sherrye Dee Garrett call for the inclusion of more nonfiction in elementary classrooms as a way to overcome the “fourth grade slump” in reading comprehension. They provide several frameworks for the effective use of nonfiction texts with a variety of elementary students. In Chapter 6, Michael Moody takes a look at education in a changing world from an administrative perspective. He explores the relationship between school boards and their superintendants of schools, and the discrepancies in how they prioritize competencies for superintendant success. Chapters 7 through 11 explore higher education in a changing world. In Chapter 7, Teresa Le Sage and Barba Patton promote increasing pre-service teachers’ familiarity with using math/science notebooks to increase their effectiveness in the classroom. In Chapter 8, Kaye Nelson, Marvarene Oliver, and Darwin Nelson provide an overview of counselor education programs’ changes over time in response to the changing needs of a constantly fluctuating population. In Chapter 9, Barba Patton demonstrates the need for greater Internet literacy amongst pre-service teachers in an evaluation of lesson plans found online. Caroline Crawford, Richard Alan Smith, and Marion Smith, in Chapter 10, explore how web-based classes are changing college student perceptions of their instructors. Finally, in Chapter 11, Daniel Pearce, Wally Thompson and Tammy Francis Donaldson explore the effectiveness of a developmental reading class on the academic success of students in higher education. The world is changing rapidly, and it is important that educators adapt to these fluctuating circumstances and contexts. Education in a Changing World is not only about presenting emerging trends, but also about creating educators who are prepared to respond effectively to whatever challenges they may face in the future. Our sincerest thanks go out to everyone who contributed their talents to the creation this yearbook, and to all who participated in the Fifth Annual CEDER Conference.Item Literacy coaching: Research & practice(CEDER, Texas A&M University-Corpus Christi, 2009) Cassidy, Jack; Garrett, Sherrye; Sailors, Misty; Inman, Alissa; Maxfield, Paul; Patchett, Connie; Shanklin, NancyThe chapters in this volume are based on presentations from the First National Literacy Coaching Summit held at Texas A&M University-Corpus Christi on April 3 and 4, 2009. The conference drew more than 400 participants from 21 states, the Virgin Islands, Canada, and Washington, D.C. Keynote speakers included Dr. Nancy Shanklin of the University of Colorado, then-head of the Literacy Coaching Clearinghouse; Dr. Rita Bean of the University of Pittsburgh, a longtime researcher on the role of the reading specialist/literacy professional; Dr. MaryEllen Vogt of California State University Long Beach, an expert on teaching English language learners; and Gary Soto, a noted children’s author. Literacy coaching has been a hot topic in the field for most of the past decade (Cassidy & Cassidy, 2009-10). A literacy coach should be a well-qualified and highly-regarded classroom teacher with advanced training in literacy. Ideally, the literacy coach is assigned to one school and primarily works as a staff developer. However, the International Reading Association recognized the “changing roles … and variety of new titles, such as reading coach and literacy coach, and …the variability in the job descriptions for these coaches” (2004, p. 2). Chapters included in this book represent both research and practice in the field of literacy coaching. The 26 authors hail from 10 different states. These chapter authors are both school-based and university-based professionals. Each of the articles was blindly peer reviewed by at least two literacy professionals. Like the authors, Jack Cassidy & Sherrye Dee Garrett, these peer reviewers were both school-based and university based and came from ten different states. The first chapter introduces the major coaching themes and research presented in this book. The second chapter provides an overview provides an overview of the history and precursors of current literacy coaching. The next five chapters represent some of the research conducted on literacy coaching. Nancy Shanklin’s article begins the research section, and it highlights some of the most significant research on literacy coaching. The second section of the book focuses on specific practices associated with literacy coaching. This chapter opens with a piece by Rita Bean, delineating five lessons from her years working with and observing literacy coaching in schools. The remaining five chapters address specific programs and strategies that have proven effective.Item 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, FrankStudents 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.Item Educational research and innovations(CEDER, Texas A&M University-Corpus Christi, 2012) Ortlieb, Evan; Bowden, Randall; Inman, Alissa; Hu, Bi Ying; Pate, Roberta Simnacher; Gauthier, Lane Roy; Schorzman, Emma M.As we inquire, investigate, and problem solve, we become more aware of how much there is to discover about teaching and learning as well as leading educational systems. The dissemination of research findings is also quintessential; otherwise, we continue to have replication instead of enhancement. Using this philosophy, the Consortium for Educational Development, Evaluation, and Research (CEDER) at Texas A&M University–Corpus Christi issued a call for manuscripts to Colleges of Education throughout the state of Texas and more broadly, the nation. We reviewed 36 manuscripts written by 52 authors. From that group of manuscripts, we selected 13 for publication. Each manuscript considered for inclusion in the 2012 CEDER Yearbook was peer-reviewed by two members of the editorial review board via a double-blind process. The selected set of manuscripts highlights educational research and innovations from acclaimed university scholars throughout the nation. Manuscripts have been categorized into the two following sections: K–12 Education and Higher Education. Within the K–12 area of study, authors present papers on preschool teachers’ perspectives of cultural relevant practices (Hu), effective questioning techniques to maximize student learning (Pate), difficulties associated with reading instruction of students with disabilities (Gauthier & Schorzman), and the nature of dyslexia, past and present, including how classroom teachers can provide necessary accommodations (Culbertson). Caring Organizational Practices that Enhance Success (COPES) provide teachers with transition tools necessary for their middle school students (Paciotti & Evan Ortlieb Hill), while we can also learn about adolescent literacy instruction from already motivated black female readers (Groenke, Bennett, & Hill). We also find that early college high school programs can provide a positive experience for students (Valadez, McDowell, Loveless, & DeLaGarza). Papers within the Higher Education section relate to building teacher preparation programs infused with theory (Chehayl), utilizing technological advances in developmental reading courses (Loveless & Bryant), and combining what we know about oral reading fluency towards understanding electronic texting fluency (Ortlieb). We also investigate the possibilities of using mixed methods in dissertation work (Stoves & Smith), discuss the relative transparency of higher education (Schell), and examine the relationship between English language learners’ underdeveloped first language and teacher certification test performance (Ward & Lucido).Item America’s youngest kindergarteners’ elevated levels of internalizing problems at school entry and beyond: Evidence from the early childhood longitudinal study(Springer, 2012-06-02) Zeng, Guang; Fu, Pingfu; May, Henry; Lopez, Barbara; Suarez-Morales, Lourdes; Voelkle, Manuel; Wang, Chen-Pin; Boruch, Robert F.The study investigated developmental trajectories of internalizing problems from kindergarten to fifth grade in young kindergarteners versus older peers in kindergarten, as well as factors that may be attributed to such differential trajectories. Data on a sample of 9,796 kindergarteners from the Early Childhood Longitudinal Study were analyzed using individual growth curve models. Results revealed that the younger kindergarteners displayed more symptoms of internalizing problems than their older peers at school entry and that such elevated levels of problems persisted into fifth grade. Protective factors included higher socioeconomic status and favorable parental perceptions of child’s abilities to pay attention and solve problems. These findings are informative for school-based early intervention efforts.Item 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 GriffithIt 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.Item A validation study of the Juhnke-Balkin Life Balance Inventory(2012-07-10) Davis, Randy; Richard BalkinLife 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.Item 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 GarrettThis 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.Item A comparison of silent reading comprehension and listening comprehension in fourth, sixth, and eighth grade students(2012-07-12) Verlaan, Wolfram; Daniel L. PearceThis 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.Item 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 GarrettMuch 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.Item Online counseling and online counselor preparation: a mixed methods investigation(2012-07-13) Flores, Serena Ann; Robert SmithThe 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.Item 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. OrtliebTexas 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.Item The integration of spirituality issues in CACREP counselor preparation programs and accredited theological schools(2012-10-04) Pope, John-Nelson B.; Robert L. SmithThe 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.Item 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 KouzekananiThe 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.Item 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 LucidoThe 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.Item The role of vocational technical training in Texas Early College High Schools: a Delphi study(2012-11-02) Simonson, Elizabeth E; Kamiar KouzekananiThe 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.Item Staying power: the relationship of public school superintendent tenure to leadership frames(2012-11-05) Elliff, Doyne Scott; Raul PrezasThe study examined the types of leadership frames (human resource, structural, political, and symbolic) (Bolman & Deal, 1997) most often used by public school superintendents in Texas, the relationship of leadership frames to the length of superintendent tenure in a single school district, and the influence of school district size on the relationship of leadership frames to tenure. The non-probability sample included 212 superintendents from public school districts in nine Education Service Centers in Texas, representing small / rural, mid-sized, and large urban districts. The study was descriptive correlational in nature, utilizing a survey to generate quantitative data. Results revealed that the human resource frame was used most often by superintendents. The only frame statistically correlated to tenure in one district, however, was the political frame (r=.17, p<.05), and this relationship remained statistically significant when controlling for school district size, as measured by student population (r=.17, p<.05). Qualitative data were gathered from two open-response questions asking superintendents to identify factors related to 1) successful leadership of major change in a district and 2) ability to persist in the superintendent position. In response to the question regarding factors enabling leadership of major change in a district, theme analysis revealed overlapping associations to each of the four frames, with an emphasis on the human resource frame. Analysis of responses to the question regarding factors enabling superintendents to persist in their tenure in a school district revealed an emphasis on the human resource frame.