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Analysis of STEM Vocational Social Networks Within Award Winning Young Adult LGBTQ+ Literature
Full text linkThe purpose of this study was to examine the presence of STEM and STEM-related occupations in Stonewall and Lambda Award-winning books. Another objective was to evaluate the social network structure of main characters that were identified as having STEM or STEM-related occupations. The study focused on vocational anticipatory socialization as part of the research within the networks. The research was completed in the fall of 2024 with a total of 29 books evaluated. Books were evaluated for qualitative and quantitative data collection with the coding content analysis form. Social network metrics such as degree, betweenness, and closeness centrality were obtained as well as network densities
Impact of Causal Attribution Upon the Exclusionary Discipline Assignments for Junior High Students
Full text linkThis study seeks to provide a lens regarding the impact of causal attribution upon teacher response to perceived problem behavior of students with a specific focus on junior high school students. Student behaviors perceived as disruptive or inappropriate to the classroom environment can prompt school staff to remove the offending student from the learning environment (Curran & Finch, 2020; Gillies, 2017; Irwin et al., 2021;Tyler & Perez, 2015). This removal may result in a disciplinary assignment of one or more days outside of students’ scheduled classes, missed initial instruction opportunities, as well as decreased capacity to advance connection/belonging to the learning environment (Curran & Finch, 2020; Gillies, 2017; Irwin et al., 2021; Tyler & Perez, 2015). Growing research confirms there is expansive harm from exclusionary discipline practices upon the individual student as well as their community (Nese et al., 2021; Smolkowski et al., 2016). Opportunity to address negative outcomes and to reverse what scholars like Gregory et al., (2010) regard as a broadening racial discipline gap, may begin with understanding how students are moved out of the classroom and are placed within the discipline structure of schools. Teacher perception of the causes for perceived student misbehavior and the resulting discipline response may prove crucial in reversing the current, detrimental, exclusionary discipline course within U.S. school
A Study of Factors that Affect the Mathematics Teaching Efficacy of Early Childhood Educators
Full text linkThis study of inservice elementary teachers in Texas investigated which individual demographic and school culture factors (if any) lead to higher levels of mathematics teaching efficacy and growth mindset scores and the relationship between mathematics teaching efficacy and growth mindset. It was found that age was a significant predictor of both mathematics teaching efficacy and growth mindset and that growth mindset score is a significant predictor of mathematics teaching efficacy. Additionally, the mathematics learning experiences of teachers, how they feel their experiences translate to their
mathematics teaching, and what teachers feel they need to increase their mathematics teaching efficacy were studied. Three common themes emerged: negative experiences in
the mathematics learning process contributed to lower mathematics teaching efficacy scores; current inservice teachers mostly learned mathematics through traditional
classroom strategies but now teach in a more constructivist learning environment; finally, teachers feel they need resources, curriculum support, more time, collaboration, coaching, and targeted professional learning opportunities to increase their mathematics teaching efficacy. An interview with a first-grade teacher provided confirmation and
deeper context to the study’s findings. The study includes potential strategies that can be used to increase the mathematics teaching efficacy of inservice elementary teachers in
Texas
Examining the Impact of Musical Performing Arts Courses on the Academic Achievement and Social-Emotional Learning of Low Socioeconomic Students in a Secondary School in Texas
No full textEXAMINING THE IMPACT OF PERFORMING MUSICAL ARTS COURSES ON THE ACADEMIC ACHIEVEMENT AND SOCIAL-EMOTIONAL DEVELOPMENT
OF LOW SOCIOECONOMIC STUDENTS
IN A SECONDARY SCHOOL
IN TEXAS
Matthew T. Burke
University of Houston-Clear Lake, 2024
Dissertation Chair: Dr. Kent Divoll
This dissertation investigates the significance of performing musical arts courses for high school students of low socioeconomic status (SES). It explores its impact on their academic achievement and socio-emotional development compared to students not enrolled in such courses. Drawing on a comprehensive literature review, this research explores the theoretical frameworks surrounding the relationship between performing musical arts courses and academic achievement and socio-emotional development. It examines the effects of music education on cognitive skills, academic engagement, self-efficacy, emotional well-being, social skills, and overall self-esteem. The research employs a mixed-methods approach, combining quantitative analysis of student performance data and standardized test scores with qualitative interviews and surveys to gather in-depth perspectives from students, teachers, and parents. The findings of this dissertation contribute to the growing body of research on the benefits of performing musical arts courses, particularly for low socioeconomic status students. The research suggests that students enrolled in music education programs demonstrate improved academic achievement, higher levels of motivation and engagement, enhanced self-confidence, and better socio-emotional skills than their peers not enrolled in such courses. Moreover, the study uncovers potential mechanisms through which music education may positively influence academic achievement and socio-emotional development. It highlights the role of creativity, self-expression, collaboration, discipline, and cultural enrichment inherent in music education and the potential for transferable skills that can positively impact other academic subjects. The implications of this research are significant for policymakers, educators, and school administrators who strive to improve the educational outcomes and overall well-being of low SES students. By highlighting the value of performing musical arts courses, this study provides evidence-based support for integrating music education programs into high schools with a focus on disadvantaged populations. Overall, this dissertation underscores the importance of recognizing and nurturing the musical talents of low SES students, as performing musical arts courses can enhance their academic achievement and socio-emotional development, ultimately promoting equity and access to quality education for all students.
Light Through the Cracks
No full textLight Through the Cracks is a genre-breaking, coming to awakening novella, that goes beyond where a traditional bildungsroman would take us. Using a blend of stylized and poetic prose to grapple with concepts like death, loss, PTSD, doctrine, abject morality and disillusionment, we follow Emrys, a young man who is a Shadow of the Emperor—the elite force that serves the Empire of the Sun—on a journey of painful awakening to blow open the boundaries between people, unconsciousness, and the world around him. After losing Ayato, his best friend and adoptive sibling, he is forced to confront himself and his relationship with the empire he serves and discover its true nature and that of the world around him
The Self-Efficacy of Charter School Teachers in Classroom Management and the Mentor’s Influence
Full text linkThis study aimed to explore the perceived influence of mentorship on classroom management and teacher self-efficacy among K-8 charter school teachers. Using a qualitative approach, semi-structured interviews were conducted with nine charter teachers from various K-8 charter schools. The data were analyzed through inductive coding, leading to the identification of five key themes: the importance of mentorship, challenges in classroom management, self-efficacy development, observational learning, and flexibility in teaching approaches. The findings revealed that mentorship significantly boosts charter school teachers' confidence, improves classroom management strategies, and promotes professional growth. Mentors offered emotional support and practical guidance, which were especially crucial for teachers with alternative certifications or less classroom experience. The study emphasized that structured support systems, including consistent mentorship, professional development opportunities, and constructive feedback from peers and administrators, are key factors in improving teachers' classroom management skills and overall self-efficacy. Charter schools that prioritize these elements create supportive environments that enhance teacher performance and retention, ultimately leading to improved student outcomes. The study recommends that K-8 charter school administrators implement robust mentorship programs and provide continuous professional development to better support their teachers, reduce turnover, and improve overall school performance. These findings underscore the importance of nurturing teacher growth through targeted mentorship and support systems, directly correlating with higher teacher satisfaction, effectiveness, and student success in charter school settings
Navigating Public Stigma: How Empathy, Mental Health Knowledge, Familiarity, and Gender Influence Attitudes Toward Veterans with PTSD and TBI
Full text linkThis study sought to examine the levels of public stigma toward veterans with combat-related Post-Traumatic Stress Disorder (CR-PTSD) and Traumatic Brain Injury (TBI) among undergraduate college students. It was hypothesized that empathy, TBI knowledge, familiarity with TBI and veterans, and gender would be associated with less stigmatizing attitudes. Stigma-related attitudes amongst participants were measured across anger, fear, avoidance, danger, and desire to help after reading vignettes describing a veteran with CR-PTSD only and a veteran with CR-PTSD and mild TBI. Contrary to expectations, results indicated that there was no significant difference in levels of public stigma between veterans with CR-PTSD alone and those with both CR-PTSD and TBI. Greater empathy and TBI knowledge was associated with lower levels of public stigma, partially supporting the second hypothesis. However, familiarity with TBI and veterans did not reduce stigma, contrary to previous findings. Gender differences were observed, with women expressing more empathy and desire to help, while men reported higher levels of anger. These findings emphasize the need for public education on TBI and PTSD to increase empathy and reduce public stigma toward veterans. Limitations of this study include a homogenous sample, vignettes featuring only mild TBI symptoms and male characters, and the use of online self-report measures. Future research should investigate these relationships in more diverse populations and with more severe TBI descriptions
Teacher Perceptions of the Two-Way Immersion Dual Language Program's Effectiveness for Native English Speakers
Full text linkThe purpose of this qualitative study was to examine teacher’s perceptions on the effectiveness of the Two-Way Immersion Dual Language Program for the Native English Speaker. Semi-structured interviews were conducted with eight teachers from a school district in southeast Texas to gain their perspectives of the TWI Dual Language program for the native English speaker. The quantitative findings showed that the TWI Dual Language program was effective for native English speakers when examining student achievement in the English language. The qualitative data showed native English speakers in the TWI Dual Language program struggled in content areas where Spanish was part of the instruction. Furthermore, the data showed native English speakers were not successful in learning Spanish. The interview data revealed four emerging themes: language proficiency and academic achievement, cultural awareness, curriculum and instruction, and family involvement. Based on the qualitative findings, policy makers should consider different standards of student achievement for dual language students, the state should mandate publishing companies create all instructional materials in English and Spanish, and districts should make programmatic decisions concerning the dual language model and require consistency in instructional practices. The researcher concludes the study with implications and recommendations for future research based on these findings
The Impact on Student Academic Growth and Teachers' Experiences Implementing Artificial Intelligence Math Education Software in Middle School
No full textThis mixed methods research project contributes to the literature on blended learning utilizing AIMES (Artificial Intelligence Math Education Software). The project collected quantitative and qualitative data from large urban school district in Southeast Texas to determine if the use of blended learning and AIMES improved student mathematical achievement, as measured by the STAAR test, and examined the experiences of teachers implementing a blended learning curriculum (BLC) and AIMES. The Carnegie Learning Texas Math Solution and MATHia were the specific blended learning and AIMES tools studied. Quantitative results indicated that using the BLC and MATHia contributed to a statistically significant increase in middle school math achievement as measured by STAAR scores. However, the small r-value and low p-value, which indicated a significant positive correlation between workspaces completed in MATHia and a student’s math STAAR score, did not provide clear evidence. Qualitative data revealed that participants desired more training to implement the BLC and MATHia. Additionally, the qualitative findings showed that participants were not using MATHia as prescribed, which aligns with and supports the quantitative outcomes. The use of artificial intelligence is a modern approach to blended learning, with a high potential for enhancing educational outcomes. This study underscores the need for adequate training and proper implementation to fully realize the benefits of AI-driven educational tools. Future research should focus on optimizing training programs for educators and exploring long-term impacts of blended learning and AIMES on student achievement
Inquiry of the Lived Experiences of Charter School Principals: Insights to Inform Leadership Development Programs
Full text linkAs charter schools continue to expand across Texas, they play an increasingly significant role in the public education landscape. This qualitative study examined the lived experiences of charter school principals in Texas using a transcendental phenomenological approach. The purpose was to explore the challenges charter leaders face, the types of support available to them, and how their experiences can inform leadership development and retention strategies within the charter sector. Nine principals were selected through purposeful sampling to reflect a range of charter school models and leadership contexts. Semi-structured interviews were conducted via Zoom, transcribed, and analyzed using Moustakas’ method. Through detailed coding and thematic analysis, five key themes emerged: (1) professional development and mentorship, (2) organizational challenges, (3) school culture and motivation, (4) external relationships, and (5) coping and self-care. Despite facing considerable systematic challenges, participants consistently demonstrated
transformational leadership practices, particularly in building positive school culture, motivating teams, and fostering a shared sense of purpose.
The study concludes that while charter principals exhibit resilience, passion, and dedication, their longevity is at risk without stronger, targeted support. Tailored mentorship, peer learning networks, and wellness initiatives are essential to sustaining leadership in the charter sector. These findings offer practical implications for charter networks, leadership preparation programs, and policymakers seeking to strengthen leadership pipelines and improve outcomes for all students