College of Education and Human Development Theses and Dissertations
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Browsing College of Education and Human Development Theses and Dissertations by Department "Educational Leadership, Curriculum & Instruction"
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Item The 40 developmental assests program and its potential impact on academic achievement among 8th grade hispanic students: an ex post facto inquiry(2016-12) Alarilla, Margarita MaciasThe 40 Developmental Assets program’s mission is to develop relationships and opportunities along with personal qualities in adolescents. The purpose of the study was to examine the impact of the Assets on science, mathematics, and reading achievement of 8th grade students. The study was guided by the Ecology of Human Development theory. The study was an ex-post facto inquiry, using a causal-comparative design, and delimited to Hispanic 8th grade students. The characteristic-present groups consisted of non-probability samples of 145, 113, and 145 students in science, mathematics, and reading, respectively, who had incorporated the Assets program in their daily school-related activities. The comparison group included 149, 137, and 154 students in science, mathematics, and reading, respectively, who had not been introduced to the Assets program. The State of Texas Assessments of Academic Readiness (STAAR) was used to obtain the outcome measures and Texas Education Agency provided the existing data. Due to non-experimental nature of the study, no causal inferences were drawn. It had been hypothesized that the students in the Assets program would outperform the students in the non-Assets program on the basis of academic achievement in science, mathematics, and reading. Results showed that the Assets group outperformed the comparison group on all four science categories, namely, 1) Matter and Energy, 2) Force, Motion, and Energy, 3) Earth and Space, and 4) Organisms and Environments); one of the four mathematics categories (Computations and Algebraic Relationships), and all three reading categories: 1) Understanding/Analysis Across Genres, 2) Understanding/Analysis of Literary Texts, and 3) Understanding/Analysis of Informational The results supported all hypotheses and it was concluded that Assets program has the potential to impact academic achievement. Initially, the Assets program should be presented to the administrators and staff of all elementary, middle, and high schools as a tool to support the academic life of students. For successful implementation, training for the program should be two-fold: training for the administration/teachers and training for the parents/guardians. The implementation of the Assets would benefit greatly from parental support, or at minimal, the parental knowledge of the program.Item The abilities, attitudes, and perspectives of foreign language teachers toward instructional technology: an explanatory sequential mixed methods inquiry(2018-05) Sullivan, Nilsa Becho; Kouzekanani, Kamiar; Pearce, Daniel; Griffith, Bryant; Cifuentes, LuisInstructional technology is not going away any time soon and neither are the demands and expectations for teachers to incorporate it and for students to learn using it. Instructional technology is the hardware or software that teachers use to deliver content to their students. The primary purpose of the study was to address the abilities, attitudes, and perspectives of foreign language teachers toward instructional technology. The study was guided by the theory of Fluency with Information Technology, focusing on continuously learning and adapting to apply technology in one’s personal or professional undertakings. The mixed methods explanatory sequential study was conducted to explore and interpret the attitudes and abilities of a non-probability sample of foreign language teachers in Texas regarding the classroom use of instructional technology. Quantitative data were collected from 37 participants via an online survey that collected demographic data as well as responses to attitudinal statements to measures the variables of interest. A focus group was conducted to collect the qualitative data from five foreign language teachers. The study’s external validity was limited to the participants. Due to non-experimental nature of the study, no causal inferences were drawn. The quantitative results showed that foreign language teachers across the state were using instructional technology for a variety of reasons, but their experience and purpose of use varied greatly. Most of the respondents felt that they were confident enough to incorporate instructional technology in their classes, having learned how to use it for themselves. The focus group participants noted that the availability of instructional technology was still not on pace with core classes or with the government’s recommended standards for high speed Internet access. Their overarching concern was the possibility of being negatively evaluated by their administrators for not using instructional technology, despite not having it readily available to them. The survey respondents and the focus group participants did agree that their teacher education programs did not sufficiently prepare them for incorporating instructional technology in the classroom. The results of the study have implications for teacher education programs, school districts, and foreign language teachers. It is important to note that school administrators take a vital role in the selection and integration of instructional technologies, not only for foreign language teachers, but also for all other teachers. There must be equality in the distribution of the new technologies so that all teachers may have adequate access to them. Administrators must pay attention to the needs of foreign language teachers and realize the importance of adequate professional development opportunities for teachers that must include the technicalities of the integration of new technologies and the related pedagogical concerns.Item Academic achievement in the eighth grade: can district policy leadership decisions influence high stakes test scores?(2016-12) Gutierrez, Elodia; Randall Bowden; Israel AguilarThe growing sentiment that American schools were falling behind in global economic competition was confirmed with the release of A Nation at Risk (1983). Since then, waves of school reform have swept across the country resulting in standardized, high stakes testing. To meet the increasing performance standards on standardized tests, educators have continuously searched for an effective intervention that can impact teaching and learning. A policy decision was made by district leadership at a large school district to implement Varied Strategic Learning (VSL). The VSL is an intervention to develop academic concepts and close achievement gaps for struggling learners. The study examined the effects of the policy decision to implement VSL for mathematics and reading achievement of 8th grade students. The ex post facto study employed a causal-comparative research design. The independent variable is the VSL program with two levels: (a) VSL; and (b) no VSL. The characteristic-present group consisted of 8th graders utilizing the VSL. The 8th graders not receiving the VSL formed the comparison group. The outcome measures were the State of Texas Assessments of Academic Readiness (STAAR) mathematics and reading achievement scores. There were four research questions. Multivariate analyses of the data were completed to measure the relationship for each research question and the results showed the VSL groups performed at a lower academic level than the non-VSL groups in the majority of the outcome measures. The analyses indicated the VSL, overall, did not have a positive influence on the standardized test STAAR. However, standard deviations did show the potential for high scores. Thus, students may not have performed at the rigor required on STAAR but data showed an increase in general knowledge of mathematics and reading. Continued participation in the VSL program will likely benefit students if the district will focus on the aspects of the program that led to the higher scores. By cultivating those areas of high performance, district leadership can more closely align the VSL with standardized testing. Then, the VSL will be able to reach those higher levels of academic rigor required on STAAR leading to higher student achievement and the potential to meet accountability standards.Item The act of becoming a college student: a case study of student veterans' experiences pre-during-post military service(2017-05) Walburn, H. Lincoln; Hemmer, Lynn; Smith, Nancy; Lucido, Frank; Reuter, GregoryEach year the number of individuals who join the military is around 150,000, and many only spend four to eight years in the military before leaving to find their next career as a civilian. Many of these veterans enroll in higher education and begin to utilize the educational benefits they earned through their military service. Student veterans represent a growing demographic within higher education. Officials at these institutions need to gain new knowledge of the veteran experiences and how those experiences inform their perception of self as a college student. The purpose of this qualitative study was to understand the transitional and transformational experiences of military veterans who are now college students. More specifically, the purpose of this case study (Creswell, 2007; Yin, 2003; Merriam, 2004) was to explore the experiences of five student veterans in three universities and two states (Texas and Ohio) to understand how they created a connection between their pre-during-post military experiences, how they managed the process of change from military personnel to college students, and the act of their transformation. This study employed constructivism (Christ, 2011) as its methodological framework. Using Schlossberg’s Transition Theory (Schlossberg, Waters & Goodman, 1995) and Mezirow’s Transformational Learning (Mezirow, 1996) as the theoretical frames, with interviews (Qu & Dumay, 2011) as the primary source of data collection, An inductive analysis (Saldaña, 2011) was conducted to analyze the data to conduct the case study with findings presented as rich descriptive narratives (Creswell, 2007). After the interviews were completed and the analysis of individual cases conducted, a case analysis (Yin, 2003) resulted in six themes: the path is not straight, environments of learning, disorienting dilemma, uncompromising mindset, a part of the whole, and a shared sense of self. This study informs university administrators and faculty about the unique student veteran demographic. The implications apply to higher education administrators as they prepare for the increased number of veterans who will be entering higher education in the future and higher education faculty as they prepare for unique instruction that these veterans expect.Item Acts of the imagination: an inquiry in using Collingwood's Historical Methodology in Texas History classes(2019-05) Carbajal, Mark; Valadez, Corinne; Bruun, Faye; Smith, Nancy; Jorgensen, DanielPrevious research has focused on various methods, strategies and concepts that impact the teaching of history in classrooms (Brush & Saye, 2002; Hicks, Doolittle & Ewing, 2004; Levstik & Barton, 2011; Shepherd, 2010). However, research that examines the practice of using the reenactment process in regard to teachers’ beliefs and perceptions is missing in today’s literature. The theoretical foundations of this study were grounded in the social constructivism of Vygotsky (1978), Bower & Lobdell (1998) along with the substantive framework of Collingwood’s (1946) reenactment process. The purpose of this study was to investigate the ways in which Texas history teachers used the reenactment method in their classrooms. The investigation took place at a Texas coastal school district where the participants were Texas history teachers at the local junior high. This multi-case study was informed by an interpretivist framework and emphasized the substantive framework of Collingwood’s historical reenactment thinking strategy. Finally, a cross-case analysis was used to perform a thematic analysis around the three individual cases. The findings indicate that all of the participants shared different experiences while integrating the reenactment process into their classrooms. These different experiences were unique and indicative of each of the participant’s case write-ups. They were further supported in the thematic patterns that emerged by way of cross-case analysis: (a) There’s More Than One Path to Historical Literacy: But They’re not always paved in Gold, (b) Levels of Engagement: At What Cost? and (c) Can we all Get Along? Searching for a Happy Medium. The findings also showed that each of the participants experiences with the reenactment process provided a good foundation for the delivery of a critical thinking strategy in the classroom. The research in this study revealed various implications for secondary social studies classes and their use of the reenactment method. There is potentially here, a significant opportunity to improve the acquisition and understanding of historical events at all secondary levels of social studies classes. There is, in my opinion enough qualitative evidence to recommend additional studies behind the reenactment method.Item An analysis of factors that influence secondary science teachers in an urban school district in South Texas to remain in the teaching profession(2015-05) Montoya, Bonnie; Bryant GriffithThis quantitative study is an examination of personal and professional factors that contribute to science teachers continuing to teach science in an urban area in South Texas despite the growing demands of the profession. This study examines why teachers in general leave the profession but focuses on what factors influenced these teachers to stay. Personal retention factors measured included being an effective teacher and positive rapport with students. Professional retention factors included administrative support and adequate time to meet professional obligations. There are 149 secondary science teachers in this large urban school district. Data was gathered from 109 of these educators to analyze factors personal and professional factors in regards to why these teachers remain in the field. For the purposes of this study a secondary science teacher will be any teacher who teaches science in grades 6-12, which is considered middle (6 through 8) and high school (9 through 12) in this area. The data for this quantitative study was collected by a paper survey (N=109) that was distributed at a professional learning session at the beginning of the school year. A Principal Component Analysis was run followed by three multiple regression analyses of the pertinent components to determine if there is any relationship between the demographics of the participants and personal and professional factors that cause these teachers to remain in the field. The results of this study will contribute to the literature regarding teacher education and theory that examines teacher practice affecting change. The results showed that professional factors like the amount of resources and the quality of those resources to assist teachers with job efficacy mattered as much as the personal factors such as positive teaching experience and an intrinsic sense of being an effective educator. Further implications of this study include an exploration of Generalist certifications at the middle grades compared to content specific requirements at the high school level. Also an inquiry into whether or not the Bachelor's degree and teacher certification area matter to their level of self-efficacy and job satisfaction in the field of science they have been assigned to teach.Item An analysis of informal reading inventories for english language learners(7/24/2014) Boatright, Carmen Ramirez.The changing demographics in today's classrooms continues to transform school practices and programs as efforts increase to promote academic achievement of all students. The research examined the various ways in which informal reading inventories demonstrated an increasing awareness of assessment for English language learners (ELLs). In addition, the development of informal reading inventories was traced in relation to the historical and political contexts of Bilingual/ English as a Second Language (ESL) education. The guiding questions for the study included: (1) What materials and procedures of the Informal Reading Inventories align most closely with assessment practices for English language learners? (2) How has the content of Informal Reading Inventories been impacted by the historical and political contexts of Bilingual/ESL education? The results of the study showed that the authors of the Classroom Reading Inventory and the Bader Reading and Language Inventory, demonstrated an increased awareness of the needs of ELLs. Of the two, the Bader Reading and Language Inventory included ELLs as a population that was addressed in the instructions for administration and interpretation of results. The results of the historical analysis showed that the additions, modifications, and/or deletions made to the individual instruments reflected trends in the literacy field, as opposed to political and theoretical constructs of Bilingual/ESL education.Item Assessing the Impact of Academic Placement on Academic Achievement Among 5th Graders with Disabilities: A Causal-Comparative Inquiry(2017-05) Rivera, Roana Kasandra; Kouzekanani, Kamiar; McCaleb, Karen; Young, Chase; Sanford, Amy AldridgeSince the mid ‘70s, school districts have been trying to place students with disabilities in the least restricted environment. As governments strive to create a more inclusive society, an inclusive academic setting for students with disabilities has become a priority. The purpose of the study was to examine the impact of academic setting on academic achievement in reading, science, and mathematics among 5th grade students with disabilities. The hypotheses were that 5th graders with disabilities receiving academic instruction in a segregated setting perform differently in reading, science, and mathematics than do those receiving instruction in an inclusive setting. The study utilized an ex post facto, casual-comparative research design. The independent variable was the educational placement with two levels. The segregated level was identified by only the students with disabilities. The comparison level consisted of students with disabilities in the general education setting. The outcome measures were academic achievement in reading, science, and mathematics. The characteristic-present group consisted of a non-probability sample of 20 5th grade students with an instructional arrangement code of 42; indicating 21% to less than 50% of the academic school day is spent in a special education setting, receiving direct instruction from a special education teacher. The comparison group consisted of 50 5th grade students with an instructional arrangement code of 40; indicating 0% of the academic school day is spent in a special education setting. Due to the non-experimental nature of the study, no causal inferences were drawn. Due to the non-probability nature of the sampling technique, external validity was limited to the study’s participants. After adjusting the data on the basis of gender, which was a confounding variables, it was concluded that academic achievement in reading and mathematics was not impacted by academic setting. Academic achievement in science was impacted by the intervention and favored the inclusive setting. All effect sizes were meaningful and favored the inclusive setting. A series of power analysis showed that the small sample of the subjects in the characteristic-present group could have contributed to the lack of statistical significance in the findings. It was also concluded that gender must be taken into consideration in designing instructional settings for children with disabilities. Students with disabilities, who are receiving special education services, are not only held accountable for the same academic standards within the academic setting, but are also held accountable for meeting state standards on the STAAR assessments. The results of the study may provide an understanding of what adjustments need to be made to be sure students with disabilities are receiving the best education possible.Item Assessing the impact of recess on academic achievement in mathematics and reading among third and fourth graders: a causal-comparative inquiry(2018-08) McMath, Barbie; Kouzekanani, Kamiar; Lucido, Frank; Elliff, D. Scott; Spaniol, FrankImproving students’ achievement scores has been a critical issue for both educators and legislators. Eliminating or reducing recess to increase instructional time has become a common practice. The purpose of the study was to examine the impact of recess on the academic achievement in reading and mathematics among third and fourth grade students. The study employed an ex post facto, causal-comparative/group comparison research design and included two elementary schools in Northeast Texas. The characteristic-present group consisted of a non-probability sample of 168 third and 167 fourth grade students at elementary school “A” that incorporated recess as part of the daily master schedule in 2016-2017. The comparison group consisted of 165 third and 170 fourth graders at elementary school “B” that did not incorporate recess. State of Texas Assessments of Academic Readiness (STAAR) scores were used to measure academic achievement. A detailed analysis of the data, which included univariate, multivariate, and co-variate statistical techniques, as well as an examination of the practical significance of the findings, did not indicate that recess participation was associated with academic achievement. Although at the fourth grade, the recess group outperformed the no recess group based on one STAAR mathematics category, the randomness of the finding could not be ruled out. The results of the study support the notion that the conversation about recess and the role of free play in the development of children and school schedules should be continued. Even though the results did not support the a priori hypotheses, favoring recess, it is important to remember that recess participation did not appear to hinder the students’ academic performance. Policy makers, parents, and educators must review policies and procedures regarding recess, and note the role recess plays in the social and emotional well-being of children. Therefore, this study must be reviewed in relation to the existing body of literature, and hopefully, researchers will continue conducting scientific inquiries in assessing the role of recess in school. As school districts are asked to make data-driven and research-based instructional decisions, it is important to consider recess in the development of master schedules and plans of action.Item Assessing the link between emotional intelligence and online student achievement(2016-05) Goodwin, William N.; Kamiar KouzekananiResearch on the success of online students has focused primarily on the characteristics of students that predict success or failure in the online learning environment. Emotional intelligence (EI) can be instrumental in addressing the challenges related to the lack of personal interaction in online environments. Research points at EI as a means of supporting the development of transformational leadership behaviors and leadership success, possibly contributing to business student success. The study was guided by the following research question: To what extent does a business student’s level of emotional intelligence, as measured by interpersonal, leadership, self-management, and intrapersonal competencies, explain academic success in online business courses? The study employed a correlational design. Data were collected electronically, using an online survey instrument. The non-probability sample consisted of 198 undergraduate students enrolled in an online business program at a university in Texas. Due to the non-experimental nature of the study, no causal inferences were drawn. Univariate and multivariate statistical techniques were used to analyze the data. The results indicated that the emotional competency of self-management was endorsed the most, followed by leadership, interpersonal, and intrapersonal competencies. The best predictors of academic achievement were interpersonal and leadership competencies. Accommodator was the most popular learning style, followed by Converger, Diverger, and Assimilator. The EI and Grade Point Average (GPA) differences among the learning styles were statistically significant. Emotional intelligence skills can be used to predict student success in online business education, particularly the skills related to leadership and interpersonal competencies (social awareness, empathy, decision making, effective communication, emotional self-control, and understanding differences in others). Because research has shown that EI can be taught and integrated into the curriculum, EI skill development may serve to support the education and development of more effective business leaders. Future research, examining the potentially interconnected roles of the EI, transformational leadership development, and student achievement in business education, may suggest a mediating role of one of the variables. Specifically, the author recommends examining the EI as a potential mediating variable on the impact of transformational leadership skills supporting student achievement.Item Assessing the link between grit and academic achievement in reading, mathematics, and writing among 4th graders: an explanatory sequential mixed methods inquiry(2017-12) Barrington, Melissa M.; Kouzekanani, Kamiar; Lucido, Frank; Edwards, Dessynie; Etheridge, CharlesBuilding a culture of success in schools has been a goal in Texas public schools since standardized tests were developed in 1979. Many schools have begun instilling grit in the classrooms in hopes of increasing student achievement and teaching students how to push themselves through difficult tasks. The primary purpose of the study was to assess the link between grit and academic achievement on standardized academic achievement in reading, mathematics, and writing in a non-probability sample of 4th graders. The explanatory sequential mixed methods study was conducted in a rural elementary school in South Texas. The State of Texas Assessments of Academic Readiness (STAAR) scores of 78 4th graders were used for the quantitative component of the study. A focus group (n = 4) was conducted to document the perspectives of grade four teachers regarding the academic achievement of students that have grit. Quantitative results showed that the study’s 4th graders demonstrated grit; however, it was not statistically associated with academic achievement in reading, mathematics, and writing. Qualitative data resulted in three themes, namely, Student Perspectives, Teacher Presentations, and Understanding Failure, and suggested that grit has the potential to positively impact academic achievement. The study’s results have the potential to provide educational leaders and other concerned individuals with the opportunity to learn if non-cognitive skills may play a role in the academic success of students. The results of this study may persuade school administrators and personnel to take a closer look at students and grit. Even though the quantitative and qualitative results did not complement each other, there were reasons to believe that there could be a link between grit and academic achievement and that other factors (e.g., socioeconomic status) must be taken into consideration in designing and conducting interventional programs that may enhance the development of grit. The study’s results add to the body of knowledge about mindsets, grit, and academic achievement.Item Assessing The Link Between Learning Assistance Programs and the Retention, Probation, and Grade Point Average of Freshman University Students(2017-05) Ballmer, Noelle C.; Griffith, Bryant; Kouzekanani, Kamiar; Pearce, Dan; Moreno, Gerardo; Rodriguez, StephanieAs the push towards lowering attrition of university students intensifies, particularly for first-time-in-college freshmen, administrators and campus leaders are increasingly designing and implementing co-curricular programs to support this population in order to positively impact student outcomes, namely, the grade point average, student retention rate, and academic probationary status. The purpose of the study was to determine the extent by which the Learning Assistance Programs (LAP) usage, in conjunction with gender, ethnicity, and admission status, predict GPA, retention, and probation. The correlational study took place in a Hispanic Serving Institution (HSI) of higher education in South Texas. The non-probability sample consisted of 2,925 first-time-in-college (FTIC) freshmen student. Existing data were used. Due to non-experimental nature of the study, no causal inferences were drawn. The study was conducted to answer three research questions: (1) To what extent do learning assistance programs, in conjunction with gender, ethnicity, and admission status, predict the retention of first-time-in-college freshman students?; (2) To what extent do learning assistance programs, in conjunction with gender, ethnicity, and admission status, predict the probation status of first-time-in-college freshman students?; and (3) To what extent do learning assistance programs, in conjunction with gender, ethnicity, and admission status, predict the GPA of first-time-in-college freshman students? The binary logistic regression (for retention and probation) and hierarchical multiple regression (for GPA) analyses showed that, after controlling for gender, ethnicity, and admission status, the use of LAP was useful in predicting retention, probation, and GPA among FTIC freshman students at a regional HSI university in South Texas. There were more females, non-Hispanics, standard admits, and LAP users who were retained than were males, Hispanics, alternative admits, and LAP non-users. There were more females, non-Hispanics, standard admits, and LAP users who were placed on probation than were the students in comparison groups. Females scored higher on GPA than did males. Non-Hispanics had higher GPAs than did Hispanics. Standard Admits had higher GPAs than did alternative admits. The students who had used the LAP had higher GPAs than did those who had not used the LAP. Theoretical and practical implications are discussed.Item Assessing the link between learning modes and social media use for learning in first-year undergraduate students(2019-05) Brott, Jan Brashears; Kouzekanani, Kamiar; Lucido, Frank; Elwood, Susan; Bland, EugeneThe purpose of the study was to examine the relationship between learning modes and the use of social media for learning in undergraduate college students. Social media use among students has continued to grow for the past 10 years, yet, not many have been exposed to using it in an academic setting. The study was guided by Kolb’s (1984) Experiential Learning Model, which categorizes learning mode preferences into a cycle of concrete experience (CE), reflective observation (RO), abstract conceptualization (AC), and active experimentation (AE). The non-probability sample included 143 undergraduate students enrolled at a federally-designated Hispanic-serving institution of higher education in South Texas. The study was correlational and retrospective in nature. A paper-based survey instrument was used to collect the data. The results showed that participants aligned most frequently with the concrete experience mode as a predictor of using social media to support learning. Google and YouTube were the most frequently used social media platforms that were utilized passively to search for information to support learning. Participants were least likely to use social media to collaborate with others or create their own content. While passive use of social media can be helpful in gaining academic information, its social aspect should be further explored. Integrating social media use in the classroom may provide the skills students need to fully realize its use as a collaborative and creative tool.Item Assessing the relationship between higher education leadership behaviors and professional social media use(2016-12) Mejia, Alissa; Kamiar KouzekananiThe purpose of the study was to examine the relationship between professional social media use and leadership frames among higher education leaders. To do so, data on specific leadership frames and social media use were collected and analyzed. The study employed Bolman and Deal’s (1997) Four-Frame Model (FFM), an analysis technique that consolidates major schools of thought about leadership into four perspectives: human resource, structural, political, and symbolic. The non-probability sample consisted of 122 administrators and faculty members employed at a federally-designated Hispanic-serving institution of higher education in South Texas. The study was correlational and retrospective in nature. An online survey instrument was used to collect the data. Participants in this study were most likely to align with the human resource frame and least likely to align with the political frame. The human resource frame was a statistically significant predictor of social media use in support of professional and/or institutional goals among faculty and administrators combined, as well as among faculty members alone. Among administrators alone, however, none of the frames was a statistically significant predictor of social media use. Among the eight social media services studied, Facebook was most commonly used on a daily basis in support of professional and/or institutional goals, followed by YouTube, LinkedIn, and Twitter. Participants’ most frequent purpose of using social media was to consume content created by others. The next most frequent purpose was to share content created by others. The least frequent purpose was to post original content created by the participant. Results indicated that at the study’s site, the majority of higher education leaders’ professional use of social media is passive, meaning that they consume information but are less likely to engage in active use such as posting original content. Increasing social media activity by higher education leaders in support of professional and/or institutional goals can have the positive effects of personalizing higher education and improving the industry’s reputation to members of the public.Item Attitudes toward bilingual education as perceived by Hispanic teacher candidates seeking bilingual certification: An exploratory inquiry(2019-08) Pena, Mayra Lee; Pletcher, Bethanie; Lucido, Frank; Kouzekanani, KamiarThe demographics of the education system are quickly shifting and demonstrating a significant increase in the number of English learners in schools. Due to the exponential growth across the country and the state of Texas, it is evident the linguistic diversity of students is an area of interest to educators and educator preparation programs. Regardless of the type of learner in the bilingual setting, the benefits, or the type of program implemented, it is essential to consider attitudes toward bilingual education. The purpose of this study was to examine the attitudes of teacher candidates seeking bilingual certification enrolled in an educator preparation program. In addition, the study sought to examine whether there is a difference in attitudes based on selected demographics, such as knowledge base and field experiences. Theories of second language acquisition from Jim Cummins and Stephen Krashen provide the context for understanding the role of second language acquisition in bilingual education. The research design for this study was descriptive in nature, using quantitative methods to assess the attitudes of teacher candidates seeking bilingual certification. The study took place in a south Texas university where the accessible population included teacher candidates seeking bilingual certification in an educator preparation program. A 2-part survey questionnaire, Attitudes Toward Bilingual Education (ATBE), was developed. Descriptive statistics, namely, frequency and percentage distribution tables, measures of central tendency, and measures of variability were used to summarize the data. The results showed that teacher candidates seeking bilingual certification, regardless of age, semester credit hours in bilingual education, and proficiency in another language agreed with underlying principles in bilingual education. This agreement was more pronounced among those who had completed more than 60 hours of field experiences. The Attitudes Toward Bilingual Education (ATBE) survey provides data with the potential to inform educator preparation programs. Results from this study suggests that educator preparation programs have the potential to impact attitudes by implementing field experiences to include activities where teacher candidates can develop instructional strategies based on second language acquisition processes. The major contribution of this study is that it provides findings on teacher candidates who are of the same minority group as the students they are working with.Item Bad kids gone good: a narrative inquiry study of alternative education graduates(7/24/2014) Watson, MichaelThe purpose of this narrative inquiry study was to conduct an in-depth exploration of the perceptions of two students who graduated from an alternative education program. Perceptions of the students were focused on what they attributed to as contributing reasons for their graduation from the program. This qualitative study was conducted with purposeful and criteria-based sampling selection. Participants selected belonged to a population of students who were labeled as at-risk and transitioned to an alternative education program from a traditional high school. Narrative inquiry was used as a framework to understand the participants' experiences prior to being in the alternate education program, their experiences within the program, and their reflections about the program after graduation. Participants' narrative construction was influenced by the bildungsroman structure of storytelling to depict coming of age and character development. Findings indicate that at-risk students may experience limited access to alternative education programs due to a false binary relationship between traditional and alternative education. Findings also indicate that while the students are in an alternate education program, they are less likely to behave in manners that contributed to their at-risk status, and demonstrate intrinsic motivation and perseverance to complete their coursework. Additionally, findings reveal that upon graduation, participants were able to utilize various skills learned in the alternative education program while attending community colleges. Such skills included time management, focused attention, and balancing work and academic responsibilities. This study raises implications about conversations that need to occur between administrators and teachers in traditional and alternate education programs to evaluate the best ways in which students' learning needs can be served. Implications can also be raised for advocating for more resources for alternative education program so that it would be equitable, instead of scarcely resourced. Finally this study raises implications for the importance of the perspectives of students who graduate from alternate education program to not only challenge the negative stereotypes of alternate education, but to also offer a counter narratives to the dominant discourse that paint an inaccurate picture of the types of students who attend and value alternate education.Item Barriers to Implementing K-12 Virtual Education: A Study of School District Online Technology Coordinators in the State of Texas(9/16/2014) Hill, William R.The use of virtual education to augment the traditional education system has become prominent in the hopes of solving educational problems that the traditional venue cannot address. Regardless of aspirations, roadblocks to K-12 online learning persist. The purpose of the study was to identify the main transitional barriers and perceptions that accompany the implementation of K-12 online learning and virtual education. The researcher used descriptive methodology, using an internet based questionnaire to gather quantitative data. The statistics were used to summarize and organize the data. In all, technology coordinators and/or others who were responsible for online education were invited to participate in the study. At both the item and scale levels, the mean scores were used to rank order the individual and scale barriers. To answer the second and third research questions, a series of one-way analysis of variance were performed. In all analyses, the homogeneity of variances assumption was met, using the Levene's test. Cronbach's coefficient alpha was used to estimate the internal consistency of the scale scores. Quantitative data revealed that at the item level, regardless of the size (small, medium, or large) or type (urban, suburban, or rural) of the school district, implementation funding was the strongest barrier in implementing K-12 virtual education as reported by a non-probability sample of educators in Texas. The barrier which seemed to be the weakest was professional organization or union contracts. At the scale level, faculty compensation and time was the strongest barrier, while legal issues seemed to have been the weakest barrier. Analysis of data showed that differences among various district sizes and types on the basis of scale scores measuring the barriers were not statistically significant. The implications of this study reveal the need for new and proper methods of funding that will benefit the bourgeoning online programs and facilitate successItem The beady eye of the professional development appraisal system: a Foucauldian cross-case analysis of the teacher evaluation system(3/3/2013) Torres, Dalia; Kakali BhattacharyaThe purpose of this deconstructive case study was to conduct a Foucauldian power/knowledge analysis constructed from the perceptions of three teachers at an intermediate school in South Texas regarding the role of the teacher evaluation process and its influence on instructional practices. Using Foucault's (1977a) work on power/knowledge, of special interest were issues of surveillance, binary relationships, discipline and punishment, and accommodations and resistance. Grounded in the history and politics of evaluation in public education, this study situates the role of Professional Development Appraisal System (PDAS), which is the teacher evaluation system in Texas on instructional practices. The findings indicate that PDAS has served to generate a strong oppressive network of power relations wherein the participants continually struggle between resisting and realigning themselves to the grand narrative of what it means to get the desired label assigned to them through the evaluation checklist system. The strength of the network has impacted the participants to the extent that they have become institutionalized in their instructional practices, disciplined themselves even when not needed, and surrendered their agency repeatedly. Consequently, the teachers became similar to each other in appearance, much like widgets. The implications for this study reflect the role various stakeholders and power relations can play in the teacher evaluation process, including teachers, administrators, teacher educators, and educational leaders.Item Beyond the moniker: an in-depth analysis of faculty roles in shared governance when research 1 institutions receive a Hispanic serving-institution designation(2020-08) Gutierrez, Jocelyn; Banda, Rosie M.; Philips, Clarenda; Edwards, Dessynie; Flowers, Alonzo M.; Forgione, BunnyMinimal research exists for critically examining assistant tenure-track faculty roles in shared governance when Research 1 Institutions receive a Hispanic-Serving Institution federal designation. Additionally, literature is scarce in understanding how department policies at R1s ensure institutional alignment of the HSI designation, or how classroom equity is enacted as it pertains to Latina/os students’ success outcomes. When R1 institutions operate independently from an HSI designation, they perpetuate the cycle of inequity and inequality found within traditional higher learning institutions. Under the guise of organizational theory, undergirded by critical theory and critical consciousness, this study examined the role of 10 assistant tenuretrack faculty at R1 institutions with an HSI designation. Utilizing a qualitative case study approach the findings suggested that assistant tenure-track faculty do have a role in shared governance when R1 institutions are granted a HSI federal designation as well as additional findings in relation to departmental policies and equity in pedagogy as it relates to Latina/os students’ success. The study concludes with the implications of findings and recommendations for future studies.Item Bridging the gap - using simultaneous multi-patient simulations to improve nursing competency and transition to practice: a causal-comparative inquiry(2017-12) Fomenko, Julie Ann Schwein; Griffith, Bryant; Valadez, Corinne; Gonzalez, Elsa; Greene, Pamela; Hill, AnitaTwenty-first-century healthcare is a complex and demanding arena. Today’s hospital environment is more complex than in previous years while patients move through the system at a much faster pace. Newly graduated nurses are challenged in their first year with the healthcare needs of complex patients. Nurse educators and nurse leaders differ in opinions regarding the readiness of newly licensed nurses. Despite these opposing views, there is no argument that today’s hospitalized patients need expert nurses to care for them. This study explores the development of competence in newly graduated nurses using simultaneous multi-patient simulations (SMPS). This quantitative study analyzed several program outcomes at a south Texas baccalaureate nursing program utilizing SMPS in the final course. The outcomes measurements included the results of a computerized adaptive exam, a comprehensive exit examination, first-time NCLEX-RN® pass rates, and results of the Performance-Based Development System (PBDS) assessment evaluation of newly licensed nurses at a local South Texas hospital system. There were 600 participants divided into two groups, those who underwent the SMPS and those who did not. Groups were then compared for group differences in exam scores and NCLEX-RN® pass rates. Additionally, a smaller subset of participants employed at a local hospital system utilizing a critical thinking assessment tool was evaluated for group differences between those who participated in the SMPS and those who did not participate during their undergraduate nursing education. The findings revealed that students who undertook SMPS scored significantly higher on the computer adaptive test when compared to students who did not participate in the SMPS. The SMPS group also passed the NCLEX-RN® on the first attempt at statistically significantly higher rates. Scores of the comprehensive exit examination demonstrated higher results in the group exposed to SMPS but were not found to be significant differences. The PBDS assessment did not show significant differences between the groups. In related data analysis, the comprehensive admission testing scores were positively correlated to passing the computerized adaptive exam, the exit examination, and passing the NCLEX-RN® exam on the first attempt. The findings of this study have implications for nursing programs and their use of simulations. Multi-patient simulations are an expensive, time-intensive teaching strategy but demonstrate positive student outcomes in this study and are believed to be worth the time and expense; simultaneous multi-patient simulations, even more so. Recommendations for future research include a qualitative study to provide a further understanding of the transition to practice for newly graduated registered nurses to assist nursing programs with teaching strategies and innovations designed to improve overall nurse performance and competency.