Electronic Theses and Dissertations (2010 - Present)
Permanent URI for this communityhttps://hdl.handle.net/10657/1
The University of Houston Libraries collect and make publicly available all electronic theses and dissertations (ETDs) produced in UH graduate and PhD programs through the UH institutional repository. ETDs become available after the student submits them to the UH Graduate School, the document is approved by all appropriate parties, and any embargo on the document expires.
Collection Scope
UH Libraries began publishing ETDs from several UH Colleges in 2010. As of Summer 2014, all UH Colleges that require a thesis or dissertation for graduation began submitting these documents in electronic format. Below is a list of UH Colleges that currently participate in the ETD program and their coverage dates in this repository.
UH College | Coverage Dates |
---|---|
C.T. Bauer College of Business | 2010-Present |
Cullen College of Engineering | 2012-Present |
Conrad N. Hilton College of Hotel and Restaurant Management | 2015-Present |
College of Education | 2010-Present |
College of Liberal Arts and Social Sciences | 2012-Present |
College of Natural Sciences and Mathematics | 2012-Present |
College of Optometry | 2010-Present |
College of Pharmacy | 2010-Present |
College of Technology | 2012-Present |
K. G. McGovern College of the Arts | 2016-Present |
G. D. Hines College of Architecture & Design | 2016-Present |
Graduate College of Social Work | 2012-Present |
Additional Information
- Online access for content outside these coverage dates may be available electronically through ProQuest.
Note: As of Fall 2017, all theses and dissertations produced at UH will be submitted to ProQuest. Additionally, some UH Colleges have contributed content to ProQuest at different periods of time in the past. - For print theses and dissertations found outside these coverage dates, please consult UH Libraries’ catalog.
- Additional information on submitting ETDs can be found at the UH Graduate School.
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Browsing Electronic Theses and Dissertations (2010 - Present) by Department "Curriculum and Instruction, Department of"
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Item A Case Study of English Learners' Acquisition of Academic Vocabulary in a High School English 1 for Speakers of Other Languages Classroom(2020-08) Diaz, Beatrice Theresa; Hutchison, Laveria F.; Hale, Margaret A.; Alarcón, Jeannette D.; Cooper, Jane M.Background: Recently, 9.6% of public-school students in the United States were identified as English learners (ELs), nearly doubling from 4.9% in 2000. The U.S. Department of Education reports that the graduation rate for ELs is 66%, compared to the national rate of 85%. Low academic achievement and low performance on state-mandated tests reveal that ELs are lagging behind their monolingual peers, causing the achievement gap to widen and seem impossible for students who see dropping out as their only option. Given this rapidly growing demographic, it is imperative that high school ELs are provided effective content and language instruction utilizing methods that support the acquisition of academic vocabulary deemed essential at the secondary level. Purpose: The purpose of this action research study was to determine what instructional practices contributed to the acquisition of academic vocabulary of ELs. The research question guiding this study was: What practices increase academic vocabulary growth among high school English learners? Methods: A qualitative research approach was employed by the researcher, who was also the teacher of record, to garner a better understanding of what instructional practices positively affected learning of academic vocabulary. The key idea in this design was to develop an in-depth analysis of a group of students and to explain how they built vocabulary knowledge. Participants included five newcomer ELs enrolled in an English 1 for Speakers of Other Languages (ESOL) course that provided sheltered instruction to promote the development of English language proficiency, incorporating elements such as building background knowledge and integrating speaking, listening, reading, and writing skills into each lesson, for students that had been in the country for less than a year. These students were selected through purposeful sampling based on their enrollment in the course at the beginning of the school year. Examined techniques that the teacher-researcher used to teach vocabulary included explicit, systematic instruction that focused on cognates, repeated exposure to key words, and pre-teaching essential vocabulary. Over the course of a five-week period, the teacher-researcher collected data through observation notes, including a reflective journal documenting daily interactions and instructional practices, artifacts consisting of weekly student work samples, and numerical data in the form of a pre-test and two-unit quizzes. The researcher manually coded data as themes arose, allowing codes to emerge during the data analysis. Triangulated data from these sources was reviewed by the ESL Coordinator who determined themes resonated with her experience in the area, thus serving to increase the validity of the study and ensure the absence of bias on the part of the teacher-researcher. Results: The results showed that the greatest factor contributing to an increase in vocabulary acquisition was the co-construction of meaning that took place among participants during independent work activities, including creating vocabulary books and writing original sentences incorporating new vocabulary words by sharing and discussing their work with each other. This student to student interaction served to build students’ confidence in their ability to read, write, and speak in English. Results also revealed that instruction that focused on recognizing cognates facilitated cross-linguistic transfer in students’ learning of English academic vocabulary. Conclusion: The findings suggested that explicit vocabulary instruction enhanced students’ second-language acquisition empowering them to become more confident in their ability to speak, read, and write in English.Item A Case Study of Middle School Discipline Referrals by Gender, Grade Level, and Consequence(2011-05) Stephenson, Kristine 1969-; Freiberg, H. Jerome; Busch, Steven D.; MacNeil, Angus J.; Amine, RayyanThe purpose of this study is to determine if office discipline referrals differ significantly by gender and grade level for middle school students, and to determine if a relationship exists between gender, discipline reason, and discipline consequence. The literature review consistently shows that boys are referred to the office and receive consequences at a much higher rate than girls, especially minority boys and those from economically disadvantaged backgrounds (Freiberg, Stein, & Parker, 1995; Jordan & Anil, 2009). Boys are also expelled and subject to zero tolerance policies at a much higher rate than girls (Planty et al., 2009; Freiberg & Reyes, 2008). The sample population for this study was drawn from Jefferson (pseudonym) Middle School which has over 1,200 students in grades 6-8. Archival PEIMS data provided by the school district for the 2009-2010 was analyzed to determine the outcomes of office discipline entries from Jefferson Middle School. Descriptive statistics were utilized to analyze the number of referrals broken down by gender and grade level and found that males receive more referrals than females in 6th, 7th, and 8th grade. Descriptive statistics also determined that the highest 5 reasons for discipline referrals overall were being tardy to class, disrupting class, language in the form of refusal, refusing to work, and failure to attend discipline assignment. The highest 4 consequences issued to students were Discipline Management Class, Detention Hall, Out of School Suspension, and Saturday Detention. A Chi-square test for independence indicated a significant association between gender and reason for referral as well as between gender and discipline consequence in all grade levels. A post hoc Cramer’s V indicated a small effect size between each of the variables. Implications of this study suggest that further analysis is necessary to address the association between gender, discipline referrals, and discipline consequences and to examine methods of creating positive school climates in order to impact student behavior and reduce the amount of students referred to the office.Item A CASE STUDY OF THE EFFECTS OF CLASSROOM MANAGEMENT OF COOPERATIVE LEARNING ON STUDENT ON-/OFF-TASK ENGAGEMENT IN FIVE HIGH SCHOOL MATHEMATICS CLASSROOMS(2011-05) Kendall, Monica 1963-; Freiberg, H. Jerome; Craig, Cheryl J.; Warner, Allen R.; Weeden, Tracy L.Cooperative learning is one active learning strategy that creates an opportunity for students to work together to acquire both cognitive and affective skills. However, observations of secondary classrooms reveal that students seldom experience cooperative learning. Moreover, when they do, classroom management often becomes a barrier to student academic engagement. This case study evolved from a previous pilot study of an eighth-grade Algebra I teacher whose classes were observed three times over a six-month period. This study includes data collection of five high school mathematics teachers over an 11-week period to determine if classroom management of cooperative learning may affect on-/off-task student engagement. This study utilizes a mixed methods design to address the following questions: (1) Does classroom management of cooperative learning in five high school mathematics classrooms affect student on-/off-task engagement? (2) Do students from the study classrooms confirm what observers report as on-/off-task behavior? To address the first research question, data from a fixed category classroom observation system that focuses on classroom management and instruction and data from this researcher’s field notes and teachers’ written reflections during post-observation debriefing/coaching sessions have been collected. To address the second question, student survey data have been collected and audio-recorded student interviews have been conducted. The field notes, combined with the student survey and interview data, have been used to triangulate with the classroom observation data. The findings from this study indicate that student off-task behaviors during cooperative learning increased from the first to the second observation, and decreased from the second to the third observation. In addition, the student survey and student interviews confirmed the observation data, with the interviews having a higher confirmation rate than the survey. The survey, interviews, and written reflections triangulated with the observation data to provide a confirmatory data set.Item A Case Study on Administrative Perspectives of Student Relationships on a Rural Middle School Campus(2018-08) Parker, Michelle Renae; Hutchison, Laveria F.; McAlister-Shields, Leah; White, Cameron S.; Thompson, Amber M.; Mountain, LeeBackground: Relationships forged at school can aid or hinder development in regards to learning and behaviors. These relationships are critical at the middle school level when adolescents are beginning to form their own personal identities, personalities, values, and behaviors. Much of the prevailing research indicates there is a strong correlation between student relationships with teachers and student success related to school work and state assessments. However, limited research is found regarding the impact of student relationships with administrators. There is, also, a lack of literature that provides a discussion of how student relationships relate or tie into the behaviors observed on middle school campuses. Purpose: The aim of this research was to identify connections between student-administrator relationships and student behavior. Methods: This was a qualitative case study within one rural middle school, servicing grades 6-8. Three campus administrators directly involved with students were interviewed. Interviews were conducted to determine themes concerning administrator perspectives on student behaviors in connection to their relationships with students. A second round of interviews followed to dissect the prevalent themes and determine if positive relationships with administrators equate to positive behaviors in students. Results: Administrators identified time was a prevalent factor. With adequate time to build relationships throughout the year, administrators also felt their efforts to build strong positive relationships with students did promote and encourage more positive behaviors. Additionally, one administrator felt it depended more on the individual student, rather than relationships. Conclusion: The results of this study indicated there were several areas to investigate and determine a connection between student administrator relationships and student behaviors. Further research could examine these relationships in a larger district.Item A Case Study on Teacher and Tutor Perceptions of the Influence of Peer Tutoring in the Newcomer English Learner Mathematics Classroom(2019-12) Phlegm, Denetria; Hutchison, Laveria F.; White, Cameron S.; McAlister-Shields, Leah; Reis, NancyBackground: Research studies have shown that Latino immigrants entering secondary U.S. classrooms have lower academic achievement, higher rates of absenteeism, and reported higher levels of stress in their communities, peer groups, and families in comparison with other high school students (Fry & Passel, 2009; Lopez, 2009; Patel et al., 2016; Roosa et al., 2012). Considering these circumstances, it is critical for schools to intervene on behalf of this growing student population in need of academic support systems. In order to do this, schools could consider developing prevention and intervention strategies that foster positive relationships and integrate peer groups to promote students’ mutual peer respect and academic engagement. Secondary Algebra I and Geometry classrooms for newcomer English learners provide an ideal setting for an intervention program such as peer tutoring to be a powerful support for this student demographic’s academic success. Peer tutoring provides multiple opportunities for newcomers to enhance their academic skills while working alongside a more knowledgeable peer (Vygotsky, 1978, 1987) in a low-anxiety environment (Krashen, 1981, 1982). Purpose: The purpose of this study was to explore the academic and affective influences of peer tutoring on 9th and 10th grade newcomer English learners in an Algebra I and a Geometry classroom in a typical urban high school located in the nation’s fourth largest city. Research Question: How might peer tutoring influence the academic achievement and affective stance of 9th and 10th grade newcomer English learners in a mathematics classroom? Methods: Participating tutors and teachers volunteered for inclusion in the peer tutoring program. Tutors were selected based on their demonstrated competence on a state Algebra I assessment as well as their expressed interest to tutor. Tutors were simultaneously scheduled in the mathematics classrooms that they supported providing support from three to four and a half hours per week. This qualitative study adopted a case study design. The qualitative approach was appropriate for this study because the data collected and analyzed was in text format. Qualitative data points included written feedback from the study’s three peer tutors, three participating classroom teachers, and one mathematics instructional specialist who also worked closely with the peer tutoring program, teachers, and identified classrooms. Participating tutors were asked to write open-ended reflections about their experiences in their assigned classrooms at the end of each of the three semesters. Data also included the researcher’s classroom observations and journal notes. Feedback from the teachers and specialist was collected during and after the peer tutoring intervention. Qualitative data were holistically coded (LeTendre & Lipka, 2000) which included chunking all written text and analyzing for emerging themes. Findings were debriefed with participants and critical friends to check for accuracy and researcher bias. Results: Feedback from participating tutors and teachers related to the peer tutoring program was positive. Overall, the three peer tutors had positive experiences in their respective classrooms. Peer tutors felt that they learned as much or more from their tutees as the tutees learned from the tutors. Being current and former English learners and immigrants themselves, the two male tutors identified with the current circumstances of their tutees expressing empathy and support for their peers. The female tutor’s experience varied in that her assigned classroom was larger and she occasionally experienced some behavioral issues with some tutees. The participating teachers unanimously agreed that peer tutoring positively affected student performance and attitudes toward content based on classroom assessments and teacher observation. Teachers indicated that having tutors who shared a common native language with their tutees and had a sincere willingness for working with diverse students was significant to the program’s overall success. Conclusion: Schools looking to replicate a similar peer tutoring program would do well to actively recruit a variety of students who have the affective willingness and academic capacity to support students who are challenged with mastering mathematics content in a new language. Thus, for the newcomer classroom especially, we would recommend tutors who speak the native language of the tutees with whom they will work. Finally, the initial and ongoing training and monitoring of selected peer tutors is critical to achieve desired results.Item A Case Study on Video-based Professional Development(2018-08) Winton, Stephen J.; Hutchison, Laveria F.; White, Cameron S.; McAlister-Shields, Leah; Thompson, Amber M.Pearson and Gallagher’s (1983) Gradual Release of Responsibilities Model suggests the starting point of teaching is modeling. As teacher expertise is essential in supporting good instruction, teachers need modeling of best-practice instruction. Video-based demonstration lessons allow for on-demand modeling opportunities in a variety of settings. The aim of this study was to examine the perceptions of district-level curriculum staff at an urban school district who created a series of video-based demonstration lessons to support a balanced literacy initiative. The following research questions were addressed in this study: (1) What are instructional coaches’ perceptions of the design, content, and implementation of Thinking Made Visible, a series of video-based demonstration lessons? and (2) What are instructional coaches’ perceptions of the impact of Thinking Made Visible on teacher capacity? A collective case study was utilized and interviews along with a focus group of secondary district-level literacy and English language arts instructional coaches who experienced the video-based demonstration lessons was conducted. The constant comparative method was used to analyze interview data and develop themes. Instructional coaches in this study perceived that Thinking Made Visible provided modeling, offered the authenticity of a district classroom setting, supported the district’s vision of instruction, contained choice of accessible videos, was of use in instructional coaches’ work, and positively impacted teacher capacity. Examining these perceptions and how one district implemented video-based demonstration lessons offered insights into how this process could be replicated or adapted. This study suggested that the model of Thinking Made Visible offered a useful tool in implementing a district’s instructional vision and building teacher capacity.Item A Case Study: Developmet of Critical Skills Curriculum For Post 9/11 Veterans Transitioning to Civilian and Higher Education Lifestyles(2014-08) Whittredge, Gary; MacNeil, Angus J.; Busch, Steven D.; Emerson, Michael W.; Borneman, Robert C.; McGlohn, RobinThis case study focuses on curriculum development for creating critical skills enhancement curriculum that qualifies for the Post 9/11 Government Issued (GI) Educational Bill, as well as providing a cohort structure that helps deal with Post Traumatic Stress Disorder (PTSD) and lifestyle transitional related issues. Not all returning Post 9/11 veterans are seeking a two or four year college degree in higher education. What those veterans need is a way to transition their Military Occupational Specialty (MOS) skills into jobs that are in demand within the current business environment. That transition of skills can range from basic business courses to refresher courses in math and soft computer skills. Returning veterans trying to acquire these critical skill enhancements find that these types of courses do not meet the requirements set forth by the current GI bill. The current Post 9/11 GI Bill will only pay for educational courses that leads to a two or four year degree or courses that fulfill a job license requirement. This study provides a framework for addressing this problem and makes recommendations for changes in procedures and curriculum that can be supported by the current Post 9/11 GI Bill. The results of this case study suggests that developing a condensed curriculum provides Post 9/11 veterans with the skills needed to secure gainful employment in a minimal timeframe. The condensed curriculum follows the course requirements for an undergraduate degree and thus qualifies for the Post 9/11 GI Bill Educational Benefits. The Post 9/11 GI Bill Educational Benefits provides the veteran with tuition assistance, books, housing and living allowance during their skills enhancement training. This case study also suggests that the development of a veteran’s cohort greatly reduces transition anxieties as well as the anxieties associated with PTSD and other closely associated mental disorders. The findings of this case study points to the fact that universities and colleges need to change their curriculum to address the Post 9/11 veteran’s educational needs.Item A Case Study: Embedding Disciplinary Literacy Strategies in a Pre-Advanced Placement Biology Class(2021-12) BEAVER, BRYAN Douglas; Hutchison, Laveria F.; White, Cameron S.; Cooper, Jane M.; Cederstrom, Eric J.Background: The No Child Left Behind Act mandates the raising of academic achievement levels for all students, including students with learning challenges, traditionally low-performing students, and students of color. The improvement of literacy initiatives, often through the implementation of content-area literacy programs, has been viewed as the primary mechanism for doing so despite current studies showing such programs have struggled to improve student literacy growth and test scores nationwide. Research has concluded that for students to be successful using literacy to access knowledge within specific disciplines, content-area teachers should provide explicit instruction of literacy within their content areas. However, due to increased emphasis for students to demonstrate growth on summative state assessments, many content-area teachers neglect literacy instruction within their subjects. Disciplinary Literacy (DL) represents an alternative to failing literacy initiatives by approaching students’ literacy acquisition in the content areas through apprenticing students in the practice of thinking and using literacy as content experts. Purpose: The purpose of this study was to develop a classroom culture rich in disciplinary literacy ideology and strategy usage to observe the overall result such practices have on student literacy growth and teacher instructional practices. Students learned to navigate Biology in a pre-advanced placement classroom within the framework of an inquiry-based instructional approach highlighted with disciplinary literacy strategies. The following research question was used for this study: How do disciplinary literacy strategies affect student literacy growth and inform teacher practices? Methods: This study employed a qualitative case study approach to collect and analyze data from both the principal researcher, serving as the teacher of record, and twenty-nine students participating in lessons built around disciplinary literacy strategies. Data collected included an initial and final Metacognitive Awareness Inventory, a 52-item true/false survey administered to identify knowledge and regulation of metacognitive skills, researcher reflections captured in a weekly journal, classroom observations conducted by the researcher, student exit-tickets, and student work samples. Twelve DL lessons were developed to examine student growth in disciplinary reading, writing, thinking, and communicating and were implemented by the researcher over the course of thirteen weeks. A thematic analysis approach (Creswell, 2002) was used to analyze all data sources and to allow themes to emerge. Three peers, with science experience and from diverse educational backgrounds, reviewed findings to guard against researcher bias. Results: The study found that the consistent use of Disciplinary Literacy strategies improved some students’ literacy growth and significantly informed teaching practices. Analysis of data revealed three emergent themes: 1.) DL strategy implementation resulted in instances of both very positive and negative student and teacher engagement; 2.) DL strategy implementation resulted in growth of student and teacher metacognitive awareness through the development and use of interim texts; and 3.) DL strategy implementation resulted in an increase in the frequency, comfort level, and sophistication of academic conversations for the teacher and students. Student cell phone use emerged as the primary avoidance behavior observed when students were presented with DL strategies. Conclusion: DL strategies have a positive impact on both student and teacher metacognitive and literacy development. DL strategies also have a positive impact on teacher efficacy.Item A Comparative Analysis of Resident and Faculty Responses to the Internal Gme-Administered and External ACGME-Administered Surveys at One Sponsoring Institution(2015-12) Burt, Trevor Michael; Watson, Margaret; Boone, Timothy B.; McNeil, Sara G.; Robin, Bernard R.Graduate medical education residency and fellowship training programs across the United States rely upon the annual survey data that comes from the Accreditation Council for Graduate Medical Education survey to identify their impact on overall resident satisfaction, program quality, training environment, and differences in perception of these areas by core faculty in the training program. In 2006, Houston Methodist Hospital supplemented the annual ACGME resident survey with an internal GME survey. However, the ACGME did not survey faculty until 2013. The 2013-14 academic year marked the first year in which both residents and faculty in all ACGME-accredited programs at Houston Methodist participated in both surveys. The study was designed to identify variances between the resident and faculty surveys on two primary, correlational items: overall satisfaction with the program and whether the resident/faculty would refer a friend to the program, on the 2013-14 annual survey documents. The hypothesis was that variances between resident and faculty responses would be present and meaningful. In addition, the research sought to identify differences in response to survey items on the ACGME versus the GME-initiated survey. The novel data identified program-specific areas for concentration on teaching and resources to improve training in only one out of 15 programs surveyed.Item A Comparative Case Study of All-Girls Schools' Commitment to Motivating Females in Pursuing Science, Technology, Engineering and Math (STEM) Careers(2013-05) Alleyne, Camille Wardrop 1966-; Warner, Allen R.; Hutchison, Laveria F.; Craig, Cheryl J.; Busch, Steven D.This comparative case study compared key elements of four all-girls schools that are committed to motivating females to pursue STEM majors and careers. The selected schools serve a demographic of girls from underserved communities. The study examined each school’s mission and its influence on academic program design, recruitment and selection of students, unique measures that were implemented to meet the needs of minority girls and an assessment of the STEM faculty professional development. The key design elements that were identified included governance and strong mission statement, academic STEM program, external partnerships and STEM engagement, project-based learning, integrated remediation, technology integration, leadership development, service learning and professional development. The findings will assist and influence educational leaders and policy makers to expand and to fund educational models that are shown to be effective in increasing the enrollment of females in STEM fields and building the technological capability and capacity of all citizens.Item A Comparative Study of Two Professional Development Models' Impact on Preschool Teachers' Classroom Practices(2011-12) Spillman, Sharon; Andrews, Nicole L.; Horn, Catherine L.; Houston, W. Robert; Edgar, TeresaA convincing body of research supports the significant nature of high quality child care. Yet, the quality of child care programs across the United States vary greatly and can be considered mediocre at best (Belsky, Clarke-Stewart, McCartney, Vandell, & Owen; Burchinal, 2007; Pianta, Barnett, Burchinal, & Thornburg, 2009). This can be largely attributed to the preparation of the workforce. The preparation offered to child care teachers is minimal. Child care licensing agencies vary in their staff qualification requirements and other structural factors associated with higher quality early care and education. Most states have no requirements for pre-service training and a high school diploma or its equivalency is usually sufficient. In reviewing the literature on child care quality, it is evident that public policy and research in this area are not aligned. There is a gap between “what is” and “what we know” about the education and care of young children. Child care continues to be the “stepchild” of our early education system (Pianta et al., 2009). However, researchers have found that professional development can be a promising method for improving teachers’ classroom practices regardless of their uncoordinated and minimal preparation (Arnett, 1989; Fiene, 2001; Zaslow, 2009). The focus of this study was to build on the limited but emerging research that evaluates the effectiveness of multiple forms of professional development when combined into comprehensive professional development models. United Way Bright Beginnings (UWBB) has provided ongoing professional development to staff working in child care centers since 2002. Two distinct models of professional development have been used over the years (Tier II and Tier IV). Both models combined specialized training and on-site coaching into a cohesive professional development approach. A third component, collegial small groups, was added to the Tier IV model. This component promoted a more collaborative and collegial approach to the professional development process. To determine the impact of the two professional development models, the classroom practices of 29 preschool teachers were investigated. The study examined archival data collected as part of a larger longitudinal study. Utilizing descriptive analysis and independent samples t-tests, the study compared participants’ pretest and posttest mean scores on the Infant/Toddler Environment Rating Scale-Revised ([ITERS-R] Harms & Clifford, 1990) and Early Childhood Environment Rating Scale-Revised ([ECERS-R] Harms, Clifford, & Cryer, 1998). Overall, descriptive results indicated that the components and format of both professional development models had an impact on improved classroom practices for teachers participating in the UWBB program. However, participants of the Tier IV professional development model showed higher gains in total mean score growth for both ITERS-R and ECERS-R than the Tier II group. Utilizing a t-test, mean differences between classroom ratings for both models were examined and results indicated that no apparent statistically significant differences between the two professional development models existed. Further analysis at the subscale level determined that there was a statistically higher difference in gains on the ITERS-R and ECERS-R Activities subscales for one professional development model. No other significant differences were found.Item A Comparison of Principals' and Assistant Principals' Perceptions of the Characteristics of a Good School and Culture(2013-05) Muraco, Jennifer Winans; Emerson, Michael W.; MacNeil, Angus J.; Busch, Steven D.; Fernandez, Julie; Borneman, Robert C.; Terrier, ByronThe purpose of this study was to compare the principals’ and assistant principals’ perceptions of the characteristics of a good school and culture. This study is significant because of the expectations school leaders face today in improving student achievement as measured by the new State of Texas accountability assessment. Research indicated that improving the school’s climate and culture will increase student achievement (Hoy and Tarter, 1997). Research also stated that school leaders have a great impact on school climate and student achievement (Guthrie and Schuermann, 2011). Principals and assistant principals work together to create quality schools and build school cultures. This study was composed of archival data collected by interviewing 311 campus principals and 371 assistant principals in the Gulf Coast Region of Southeast Texas. This study examined the responses from two open-ended questions part of a larger, multiphase study. The results from both research questions identified five major characteristics by principals and assistant principals. The characteristics were (1) student achievement and academic focus, (2) professional development and professional learning communities, (3) parental and community involvement, (4) positive climate and (5) strong leadership. In this comparative study, the researcher used a descriptive model to compare the perceptions that principals and assistant principals have regarding good schools and cultures.Item A COMPARISON OF THE ACADEMIC PERFORMANCE OF NATIVE AFRICAN AMERICAN STUDENTS AND IMMIGRANT AFRICAN AMERICAN STUDENTS IN MATH AND READING: IMPLICATIONS FOR SCHOOL LEADERS(2013-05) Augustus, Lorena Denise; Amine, Rayyan; Busch, Steven D.; Emerson, Michael W.; MacNeil, Angus J.; Fernandez, Julie; Fridge, LesliDespite the emphasis on student achievement over the past 30 years, principals, teachers, and school leaders continue to make a concerted effort to address the definitive achievement gap, specifically between African Americans and Whites. While the gap may be narrowing, African American students underperform their peers and the opportunity for achieving at the same level as or better than their White, Hispanic, and Asian counterparts has continued to elude African American students. In a myriad of studies, the African American group encompasses the performance of all African American students, whether they have recently immigrated from Africa or other countries. This study compared the academic achievement of elementary-age African American students on TAKS. The findings indicate Immigrant African American students perform better than Native African American students in reading; and in math, Native African American students perform better than Immigrant African American students. There were areas where the results were statistically significant.Item A COMPARISON OF THE TWO WAY DUAL AND DEVELOPMENTAL BILINGUAL PROGRAMS ON TAKS READING ACHIEVEMENT: IMPLICATIONS FOR SCHOOL LEADERS(2013-05) Olivares, Josefa G. 1976-; Freiberg, H. Jerome; Amine, Rayyan; Busch, Steven D.; Emerson, Michael W.; Stiles, Ann B.The achievement gap between English language learners (ELLs) and English only students has been documented for decades. A study of the National Assessment of Education Progress in 2005 highlighted a 46% gap between English language learners and English-only students (NCES, 2006). With the Hispanic population growing at a rapid pace, meeting the needs of English language learners is essential. The study includes a sample of 147 students in the 5th grade who are identified as Limited English Proficient and were receiving services from either a Two Way Dual or a Developmental Bilingual Program. The sample will include the following 5th grade students who meet the following conditions: (a) students continuously enrolled in the district during the 2010-2011 school year, either in Two Way Dual or Developmental program, (b) who have been tested on the 2010 and 2011 TAKS reading test, (c) non-English language students who have been tested on the 2010 and 2011 TAKS reading test, (d) who have not been retained and (e) who did not receive special education services. The data for the 2010-2011 reading TAKS 5th grade test were retrieved from the research department of the study District. The study used an Analysis of Variance (ANOVA) to compare the means of the dependent variable (2011 TAKS Reading Test) in the independent variables three groups (Two Way Bilingual Program, Developmental Bilingual Program and the non-ELL program) and their impact at the fifth grade reading levels. The study used Chi Square analysis with Bonferroni Alpha Adjustment test to determine if there were significant differences with the dependent variable (2011 TAKS Reading Test) in students meeting the passing standard for the independent variables three groups (Two Way Bilingual Program, Developmental Bilingual Program and the non-ELL program). The Statistical Package for the Social Sciences (SPSS) version XXI was used to process and analyze the achievement data. The study will provide district administrators, principals, and policymakers’ important perspectives on the role the two programs play in the reading achievement of English language learners. The research was a quantitative study using archival reading TAKS scores. The research provided insight into which language program produces greater academic gains for English language learners, Two Way Dual or Developmental over the same time periods. The study showed the Two Way Dual Bilingual program had significantly greater gains in the 2011 reading TAKS compared to the Developmental Bilingual Program. ELL students who are in classes with non-ells students achieve at a higher level in the reading TAKS. The Chi Square analysis with Bonferroni Alpha Adjustment for RQ1 indicated that they were significant differences at p < .025 between two groups of the independent variable the Two Way Dual and the Developmental Bilingual Program in the dependent variable (2011 TAKS Reading test scores) at p < .001. The Chi Square analysis with Bonferroni Alpha Adjustment for RQ2 indicated that they were no significant differences at p < .025 between the independent variable with three groups (Two Way Dual, Developmental and non-ELLs and the dependent variable (2011 TAKS Reading test scores) at p =.048. The ANOVA for RQ1 indicated that they were significant differences at p < .007 on the TAKS Reading Test scale scores between the ELL students served in the Two Way Dual and Developmental Bilingual Programs in the 5th grade with the Two Way Dual Bilingual program showing a greater gain in reading achievement. The ANOVA for RQ2 indicated that they were significant differences at p < .030 between the 2011 TAKS Reading test scale scores of the non-ELL students and ELL students served either in a Two Way Dual or Developmental Bilingual Programs in the 5th grade. This information will benefit school leaders, teachers, researchers, policy makers, and community leaders. This study may serve as means to make changes in the types of bilingual programs being offered in schools.Item A COMPARISON STUDY OF HOME AND SCHOOL PERSPECTIVES ON PARENT ENGAGEMENT IN CHILD CARE(2012-12) Maima, Judith; Andrews, Nicole L.; Day, Susan X.; Edgar, Teresa; Mountain, LeeOverwhelming evidence has documented the large achievement gaps that persist between children from families that are poor, less educated, immigrants, and members of minority racial groups on one hand, and children from families that are middle or high income, educated, and members of the majority racial and linguistic groups on the other. However, an increasingly sophisticated body of research has documented that parent engagement in their child’s education can have a significant impact on student learning. Despite agreement on the importance of parent engagement, home-school partnerships continue to be weakened by varying definitions and perceptions of what constitutes effective parental engagement. Current literature suggests that parent and school perspectives and definitions on parental engagement need to be in concert to strengthen this collaboration. Research that compares the perspectives of teachers and families on parent engagement, based on family engagement frameworks, has shown to be effective in enhancing children’s learning and socio-emotional development. This study examined parent and teacher perceptions regarding the role and engagement of parents in four child care centers. The study also examined parent engagement perceptions differentiated by two demographic variables, ethnicity and gender of the parents’ child. The alignment of these perceptions was examined with a research-based parent involvement framework (Hoover Dempsey and Sandler, 1995, 2005). A mixed method sequential exploratory design employing surveys and focus group interviews was used. Multivariate analysis of variance (MANOVA) determined statistically significant differences between teacher and parent perspectives for four of the six motivational variables. Findings also revealed statistical significant differences in parent perspectives by ethnicity for two out of the six motivational variables. No statistical significant differences in parent perspectives by the gender of the parent’s child were found. The qualitative analysis resulted in several overall emergent themes including family responsibilities and conflicting work schedules. Both parents and teachers perceived communication as the key to successful partnerships. The results from this research study provide useful empirical data that suggests the need for conversation between home and school to share one another’s thoughts and beliefs. Also suggested is the need for schools to focus on implementing programs that help parents overcome challenges posed by contextual variables. Significant differences found in perceptions regarding involvement between Blacks and the two other ethnic (Whites and Hispanics) groups suggest that portions of the framework may be useful in identifying the most important constructs for specific populations. The possibility that parental family structure could potentially explain a portion of the low levels of parent involvement is also a topic worth of further study. This information can be used by schools, teacher education programs, and professional development programs to inform future teachers and current teachers that different perspectives do exist, and that there is value in creating forums for sharing those perspectives. Improving relationships and methods of involving parents will enhance student outcomes.Item A Hip-Hop Inspired Art Curriculum: A Pedagogical Tool for Developing Urban Youth's 21st-Century Skills of Critical Thinking, Creativity, Communication, and Collaboration(2020-05) Xian, Xiaoyuan; Chung, Sheng K.; White, Cameron S.; Hutchison, Laveria F.; Li, MiaoBackground: Today, American schools face the challenge of a narrowed art curriculum that focuses on the high-stakes-tested subjects of reading, writing, and mathematics. Teachers want to engage their students in active learning but lack the pedagogical tools to do so. Purpose: This study explored the perceptions of in-service art teachers who implemented a hip-hop inspired art curriculum in an urban high school setting for developing youth’s 21st century learning and innovation skills of critical thinking, creativity, communication, and collaboration (the 4Cs). Critical hip-hop pedagogy (CHHP) and culturally relevant teaching were the conceptual foundations of the study. The main question was: What are art teachers’ perceptions of the implementation of a hip-hop inspired art curriculum? Moreover, this research explored two sub-questions: (SQ1) What are the art teachers’ strategies to integrate hip-hop elements into a high school art curriculum? (SQ2) How does a hip-hop inspired art curriculum help to foster critical thinking, creativity, communication, and collaboration? Methods: This qualitative study used phenomenology as a research method to understand and discern the basic underlying structure of the meaning of participants’ perceptions and experiences. Data were collected from a combination of interviews, classroom observations, and open-ended surveys. Interview data were gathered from three art teachers in an urban high school, who had implemented a hip-hop inspired art curriculum. Observations were conducted and audio-recorded in three hip-hop inspired art classrooms, and open-ended surveys were collected from the participants. Results: The data interpretation yielded four general themes based on the findings of three interviews and observations: (1) reflection on teaching a hip-hop inspired art lesson, (2) teaching strategies, (3) instructional value and authenticity, and (4) relevance to the 4Cs of 21st century learning and innovation skills. The first of these themes was found while studying eight sub-themes, including (a) hip-hop’s role in the classroom, (b) storytelling, (c) self-expression, (d) perspectives in multicultural diversity, (e) learning style, (f) ways to increase a sociopolitical consciousness, (g) development of an in-depth understanding of art content, and (h) inspired learning. The second theme was found among three sub-themes: (a) diversifying instruction, (b) classroom management, and (c) culturally relevant teaching. The findings indicated that hip-hop competencies were possessed by art educators who assisted in providing an equitable education for developing urban youth’s critical, creative, collaborative, and communicative skills. The third theme included one sub-theme about the effective pedagogical tool, based on the findings of instructional value to specific practices of the hip-hop art curriculum. The findings indicated opportunities for educators to implement hip-hop culture as a pedagogical tool into art teaching. The fourth theme focused on answering the second sub-question about how hip-hop inspired art curriculum helped to foster critical thinking, creativity, communication, and collaboration. The findings indicated that there were the 21st century skills and knowledge attached to the hip-hop subjects that could be utilized in art classroom settings. Conclusion: Hip-hop inspired art curriculum can build opportunities for students to develop their critical voices and free space for artistic expression and creativity. Critical consciousness, collaborative engagement, artistic expression and creativity, and communicative approaches are all key factors of the hip-hop instructional value to help students share their opinions, open their critical voices, and tell authentic stories through hip-hop pedagogy in the classroom practices. At the end of this research, the use of hip-hop inspired art curriculum for the improvement of future implementation in urban high school settings was evaluated.Item A Longitudinal Study of the Success of Response to Intervention for Educational Leaders(2012-05) Voltz, Teressa J.; MacNeil, Angus J.; Busch, Steven D.; Emerson, Michael W.; Anderson, AngelineThe Individuals With Disabilities Education Improvement Act (2004) and the No Child Left Behind Act (2002) focused districts on early intervention in order to assist struggling students as soon as they entered school to accelerate learning and success. A three-tiered model is used in most districts involving three tiers of intervention. Tier 1 lays the foundation of quality, rich instruction with scaffolding and differentiation. Tier 2 is targeted to specific needs and is delivered in small groups. Tier 3 is intensified by lowering the group size and adding intervention time. Through these tiers interventions occur to target students’ needs. Students may be served for a single year or multiple years depending on need and sustainability of progress. The purpose of this study was to determine the impact of Response to Intervention on students entering kindergarten during the 2007-2008 school year. This study longitudinally examined if the intervention for students who entered RTI in kindergarten and exited at the end of kindergarten sustained success over time using the 2010-2011 TAKS test scores from third grade. The study investigated if students who entered RTI in kindergarten and remained in intervention for any of their schooling in kindergarten, first, second, and/or third grade sustained success over time using the 2010-2011 TAKS test scores. A mixed methods study was used to gauge the perceived success of the RTI program. A focus group of randomly selected reading specialists was conducted by the researcher. The focus group concentrated on how participants felt about the success of the program based on their experience. This study also utilized archival data obtained from the 2010-2011 TAKS assessment in reading. This study found that early intervention brings the most success in students longitudinally. The statistically significant difference was in only one year of service occurring the first year. The number of students served decreased each year with the passing rate by third grade being 90.08% and commended rate 33.59%. The focus group findings confirmed results including necessary early intervention for success. Coaching and small group instruction was prominent in the discussion concentrating on student success. RTI supports struggling students.Item A mixed-method study exploring Latinx families' beliefs about school involvement, the use of social media and actual involvement.(2022-08-08) Usero Gonzalez, Francisco; Li, Miao; Zhang, Jie; Lee, Mimi Miyoung; Tajani, Neelofer; Andrews, Nicole L.Background Problem: The evidence is clear that school children who have involved parents perform better academically. Yet, little is known about Latinx family school involvement despite academic challenges faced by many Latinx children or about efforts to intervene, including the use of social media to involve parents and improve academic outcomes for their children and youth. Purpose: The purpose of this dissertation was to explore Latinx-American parent school involvement by examining parent use of social media and perceptions of social media use to communicate with the schools and teachers about their child’s education. Method: This study used a mixed-methods explanatory sequential design. In this design, both the quantitative and qualitative parts of the study had equal importance and were implemented and collected sequentially. Both quantitative and qualitative parts were analyzed separately then combined for synthesis of both parts. Participants were recruited from six elementary schools in a small Southeast Texas school district. Quantitative data sources included a customized demographic survey, a family involvement questionnaire, and a customized measure to assess parent digital literacy and perceptions and use of digital media. The qualitative data sources consisted of transcripts of two focus groups of five and three parents respectively. In the first phase, consistent with the sequential nature of the design, quantitative data (i.e., questionnaires) were collected first and analyzed using descriptive statistics and simple linear regression. In the second phase, data patterns from the quantitative phase were examined to develop a focus group protocol to be conducted in Spanish. Results. Parents’ reported experiences using social media in terms of usefulness and importance predicted the likelihood of using social media to communicate with the school for educational purposes if allowed. Parents’ reports of using social media to communicate with the teacher and other families to understand their child’s school experiences predicted the likelihood of using social media to communicate if the teacher created a social media platform. The qualitative analysis revealed the emergence of three basic categories of social media’s effects: affective, behavioral, and cognitive consequences. Conclusion. Social media use among schools, teachers, and families appears to form and strengthen community networks of parents and teachers who share information and problem solve in supporting their children’s educational success.Item A Mixed-Methods Exploration of Scaffolded Co-Constructive Interactions with Informational Texts in a Middle-Grades Classroom(2020-12) Pauloski, Gwendolyn Jordan; Hutchison, Laveria F.; Hale, Margaret A.; Jimerson, Lanette; Alarcón, Jeannette D.Background: As documented by state and national reading assessments, many middle school students have comprehension deficits that leave them unprepared for the reading demands of high school, college, and beyond. In contrast, seventh graders in one southwest Houston middle school made notable progress on state reading assessments. Their English Language Arts teacher facilitated application of comprehension strategies during shared text studies through modeling, discussion, and process writing. Research has demonstrated that co-constructive, text-centered comprehension strategy instruction can help improve adolescents’ comprehension skills. Research Question: This study explored the following question: How can scaffolded text-centered interactions in a co-constructivist learning community support adolescent students’ comprehension of informational texts? Purpose: The participant-researcher examined students’ internalization of strategies during scaffolded text-centered interactions. The investigation yielded pedagogical insights for the participant-researcher and other educators and researchers who serve and study adolescent literacy. Methods: The participant-researcher conducted a mixed-methods study with the purposeful sample of two seventh-grade Pre-Advanced Placement English Language Arts classes, employing a multi-phase explanatory/exploratory design. Data were collected for six weeks during three informational text studies. In the first analysis phase, the participant-researcher mapped the instructional sequence in 14 lessons after coding whole-class transcripts and analyzing instructional artifacts. In the second phase, the participant-researcher analyzed the cohort’s growth in informational text comprehension. Scores were analyzed for six comprehension assessments (baseline, pre-test, post-test, two selection tests, and a delayed post-test), using descriptive statistics, data visualizations, and Wilcoxon signed-rank tests. In addition, four sets of student-composed summaries were scored with researcher-developed rubrics. The participant-researcher employed descriptive statistics, data visualization, and two-tailed t-tests to compare students’ coverage of controlling ideas, key ideas, and key terms in the first and last summaries. In the third phase, the participant-researcher returned to previously analyzed data and investigated additional data to contextualize tentative findings with three student cases selected via opportunistic sampling. Results: Students made statistically significant gains from pre-test to delayed post-test, aggregate starting points to aggregate endpoints, and Selection Tests 1 and 3. The median pre-test and post-test ranks were not statistically different. Students made statistically significant gains in summary rubric scores in terms of their coverage of controlling ideas, key ideas, and key terms. The participant-researcher scaffolded cognitive, metacognitive, and discourse strategies that supported mental model co-construction. These scaffolded interactions among the teacher, students, and text facilitated students’ uptake of strategies and ideas. The participant-researcher frequently adjusted instructional moves and strategy focus, providing contingent support. The participant-researcher constructed elaborated textbases along with students. This co-construction prompted a reconceptualization of Kintsch’s Construction-Integration model to more fully capture how readers co-construct meaning with informational text and other readers. Conclusion: Study findings suggest shifts in adolescent comprehension instruction: (a) greater emphasis on the co-construction of elaborated textbases; (b) explicit teaching of an expanded suite of cognitive, metacognitive, and discourse strategies conducive to informational text comprehension; (c) embedded strategic instruction within shared informational text studies; and (d) responsive scaffolding during whole-class, team, and individual text-centered interactions. Further research and educator development in these areas will continue to inform and improve pedagogy.Item A Narrative Exploration of Offering Theatre Arts Education to Low SES Students(2012-05) Burrow, Lauren 1981-; Olenchak, F. Richard; Craig, Cheryl J.; Horn, Catherine L.; Lee, Mimi MiyoungThis narrative inquiry attempts to explore the researcher’s passion and connection to theatre arts education, the review of literature that supports the need for the study, her personal struggle to present significant qualitative research in a quantitative world, and a synopsis of what The Fifth Ward Project --- a theatre program in a low socioeconomic (SES) elementary school setting --- meant to those who experienced it. Its primary purpose is to answer the overarching question of what meanings did the participants of The Fifth Ward Project make of their lived experience. By examining previously presented quantitative survey data (which explored the overall academic impact of the project) in combination with new qualitative interview and written materials data, the researcher hopes to extol the merits of theatre arts education (especially for low SES students) while also offering a revelatory look at the reality and obstacles of implementing said education in a low SES setting. Finally, as an emergent researcher and lover of the arts, she also considers the sub-textual question of whether or not the meanings made were enough. This research can be used to add to the advocacy for the inclusion of theatre arts in the school curriculum and a starting point for discussion of what to be aware of when pushing for said implementation. This is a story of hopes and hindrances from the voices of those who shared in the experience of The Fifth Ward Project.