College of Education and Human Development

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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 Macias
The 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.
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, Luis
Instructional 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.
Academic achievement in the eighth grade: can district policy leadership decisions influence high stakes test scores?
(2016-12) Gutierrez, Elodia; Randall Bowden; Israel Aguilar
The 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.
Achievement motivation and resilience among student athletes
(2015-12) Arora, Saumya; Smith, Robert L; Balkin, Richard S; Hollenbaugh, Michelle H; Watson, Joshua C; Sipes, Dan T
College athletes may contend with greater pressure than those of other students. Being involved with collegiate sports requires them to balance both academics and sports. When managing various responsibilities, it is not uncommon for athletes to report physical, psychological, and financial pressures (Gilgunn, 2011). Other challenges reported included issues related to adjustment, emotional imbalance, and psychological or physical symptoms related to stress (Watson & Kissinger, 2007). It was believed that studying variables such as achievement motivation and resilience may provide insight into how athletes manage these varied responsibilities. These variables were studied among other populations including elementary and middle school students. However, there is not a sufficient amount of literature exploring achievement motivation and resilience among college student athletes. A sample of 216 college students from a regional public university in South Texas was utilized to compare achievement motivation and resilience between athletes and non-athletes. This study utilized an exploratory and correlational research design. The data was collected utilizing the Contextual Achievement Motivation Survey, Achievement Thoughts and Behavior Survey, and the Brief Resilience Scale. A MANOVA was conducted to study the differences between student athletes and non-athletes in terms of their levels of achievement motivation and resiliency. A multiple regression utilizing moderation analysis was utilized to explore if athletic status (athlete or non-athlete) had an impact on the relationship between achievement motivation and resilience. Independent-sample t tests were conducted to examine differences in achievement motivation in specific settings among student athletes and non-athletes. Results of the study found differences among athletes and non-athletes in terms of achievement motivation and resilience. It was also found that athletes possessed higher achievement motivation levels in community settings versus school, employment, and family settings. Further, athletic status moderated the relationship between achievement motivation and resilience. A positive linear relationship between achievement thoughts and behavior and resilience was established among student athletes. The study has practical implications for counselors, college counselors, counselor educators, and educators working with college athletes. A program that maybe implemented with college athletes to enhance their achievement motivation and resilience was proposed. Counselors, college counselors, or coaches who work with athletes may utilize this program. Further research is recommended to elaborate and clarify the findings of this study.
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, Gregory
Each 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.
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, Daniel
Previous 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.
Adolescents' academic self perceptions in disciplinary alternative education programs: the impact of a self-affirmation intervention program
(2017-08) Armstrong, Shanice Nicole; Ricard, Richard J.; Hunnicut-Hollenbaugh, K. Michelle; Oliver, Marvarene; Bland, Eugene
Steele and Aronson (1995) described stereotypic threat as the experience of personal distress related to the fear and anxiety that one might confirm a negative stereotype about a meaningful identity group. Adolescents enrolled in Disciplinary Alternative Education Programs (DAEP) face stereotype threat consequences in the form of lowered expectations, increased anxiety, dejection, and frustration which can impact their academic self-concept and self-image (Yeager & Walton, 2011). Exposure to positive and affirming self-affirmation interventions (e.g., SAP; Schmidt & Canela, 2015; Sherman & Cohen, 2006) have been found to be effective for increasing clients’ ability to defend their self-identity and maintain optimism and motivation in the face of stereotype threat (Cohen, & Sherman, 2014; Cook, Purdie-Vaughns, Garcia, & Cohen 2012). There is a dearth of outcome based research with students in DAEP. The purpose of this study was to explore the impact of a self-affirmation program (SAP) in a DAEP setting. Participants in the SAP were students, obtained using non-probabilistic and purposeful sampling methods, aged 11 to 15 years (n = 23) enrolled in a DAEP. A mixed method methodology was utilized wherein quantitative (pre-post) data and qualitative (phenomenological and personal construct) data were collected concurrently, analyzed independently, and compared. Quantitative data were collected to explore changes in student academic engagement, disengagement, behavior, and self-concept change across time. Qualitative data were collected to glean information from participants’ lived experiences of themselves within the academic domain and after exposure to the SAP. Quantitative results indicated statistically significant increases in students’ perceptions of academic self-concept threat over time. Significant results were also found in student behavioral disaffection scores. No significant changes in emotional engagement, disaffection, behavioral engagement, or active disengagement were found. Qualitative findings voiced adolescent characterizations of themselves within the academic domain and reports of attendance in the SAP and the DAEP as helpful. Implications from this study support the self-affirmation as useful for behaviorally disengaged students vulnerable to identity threat. Self-affirmation holds benefits for adolescent students’ academic self-concept and self-identity beliefs. In addition, this research suggests valuable information toward reinforcing positive self-identity and reducing psychological threat of students assigned to alternative education settings.
Aerobic fitness impacts sympathoadrenal axis responses to concurrent challenges
(Springer, 2017-01-04) Webb, Heather; Rosalky, Deena; McAllister, Matthew J.; Acevedo, Edmund; Kamimori, Gary
The combination of mental and physical challenges can elicit exacerbated cardiorespiratory (CR) and catecholamine responses above that of a single challenge alone. Purpose This study examined the effects of a combination of acute mental challenges and physical stress on cardiorespiratory and catecholamine responses. Method Eight below-average fitness (LF VO2max = 36.58 ± 3.36 ml−1 kg−1 min−1) and eight above-average fitness (HF VO2max = 51.18 ± 2.09 ml−1 kg−1 min−1) participants completed an exercise-alone condition (EAC) session consisting of moderate-intensity cycling at 60% VO2max for 37 min, and a dual-challenge condition (DCC) that included concurrent participation in mental challenges while cycling. Result The DCC resulted in increases in perceived workload, CR, epinephrine, and norepinephrine responses overall. HF participants had greater absolute CR and catecholamine responses compared to LF participants and quicker HR recovery after the dual challenge. Conclusion These findings demonstrate that cardiorespiratory fitness does impact the effect of concurrent stressors on CR and catecholamine responses.
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.
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 Stephan; Bryant Griffith; Balkin, Richard; Jeffery, Tonya; McCollough, Cherie
This 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.
An analysis of informal reading inventories for english language learners
(2014-04-18) 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.
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 Aldridge
Since 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.
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, Frank
Improving 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.
Assessing the link between emotional intelligence and online student achievement
(2016-05) Goodwin, William N.; Kouzekanani, Kamiar; Smith, Nancy; Tejeda-Delgado, Carmen; Rodriguez, Stephen
Research 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.
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, Charles
Building 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.
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, Stephanie
As 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.
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, Eugene
The 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.
Assessing the link between time spent on social networking sites and depression among adolescents
(2021-05) Story, Kimberly Michelle; Kouzekanani, Kamiar; Elliff, D. Scott; Lucido, Frank
Since the emergence of portable technology (e.g. smart phones and tablets) and social networking sites, increases in depressive symptoms have occurred. While there is much research regarding depression and time spent on social networking among adults, a systematic review of the literature showed very few studies focusing on younger adolescent students. The purpose of the study was to assess the link between the time spent on social networking sites and depression, as measured by cognitive vulnerability and its adverse impact on performing daily tasks, in a non-probability sample of 9th and 10th graders in an urban school district in south Texas. The inquiry was guided by the Hopelessness Theory of Depression (HTD), which states that highly desired outcomes will not occur regardless of an individual’s skill or expertise (Abramson, Metalsky, & Alloy, 1989). The Social Networking and Depression Questionnaire (SNDQ) was used for the purpose of data collection. Analysis of the data showed that the study’s 85 participants had experienced cognitive vulnerability about once per week with a little impact on completing daily tasks. The results did not support the a priori hypothesis, and it was concluded that there was no statistically significant association between the time spent on social networking sites and depression. A careful examination of the data suggested that the results might have not be the same if (1) the sample were heterogeneous and (2) a different instrumentation had been used to measure depression. Practical implications of the findings were discussed. The study’s findings, delimitations, and limitation were synthesized to recommend further research.
Assessing the relationship between higher education leadership behaviors and professional social media use
(2016-12) Mejia, Alissa; Kamiar Kouzekanani
The 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.
Association between 90o push-up and cardiorespiratory fitness: cross-sectional evidence of push-up as a tractable tool for physical fitness surveillance in youth
(BMC Pediatrics, 2019-12-31T00:00-06:00) Ajisafe, Toyin
Abstract Background Despite being associated with health outcomes like abdominal adiposity, depression, anxiety, and cardiovascular disease risk among youth, largely, clinicians still do not adopt physical fitness testing. A clarion call for increased surveillance was previously issued, in order to address the US population-level lack of knowledge regarding pervasive inactivity among children. Because schools often do not send home annual physical fitness testing results, many lay parents are unaware of their childâ€™s physical fitness or the risk of associated adverse health outcomes. This study investigated associations between musculoskeletal fitness measures (including 90o pushup), cardiorespiratory fitness, and weight status. Methods Two hundred and ten students (9.7 Â± 1.08 years; 138.6 Â± 9.4 cm; 42.3 Â± 14.4 kg) across third through fifth grades were tested for cardiorespiratory (i.e., Progressive Aerobic Cardiovascular Endurance Run (PACER)) and musculoskeletal (90o push-up, trunk lift, sit-and-reach and curlup) fitness. The relationships between measures of musculoskeletal and cardiorespiratory fitness were modeled using a series of linear regression analyses. Models were adjusted for age, sex, and weight status. Significant two-tailed tests were set at p < .05. Results Of the four musculoskeletal fitness measures, only 90o push-up was significantly associated (Î² = .353; p < .001) with PACER test scores (i.e., cardiorespiratory fitness). The related model (R2 = .324; F(4,205) = 26.061; p < .001) accounted for 32% of the variance in cardiorespiratory fitness. 90o push-up was associated with sit-and reach (Î² = .298; p < .001) and curl up (Î² = .413; p<= .001) test scores. When individually modeled, 90o push-up (Î² = -.461; p < .001) and PACER (Î² = -.436; p < .001) were inversely associated with weight status. Conclusions The 90o push-up test (a measure of upper body muscle strength and endurance) was associated with cardiorespiratory fitness, anterior trunk muscle strength and endurance, and lower back and posterior thigh muscle flexibility in youth aged 8-12 years old. Although the current findings do not establish a causal relationship, it is concluded that the 90o push-up test is a tractable tool for physical fitness surveillance by clinicians, parents, and possibly youth themselves.

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