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Change Talk and Sustain Talk as Mediators and Moderators in School-Based Motivational Interviewing Using the Student Check-Up
Full text linkThe Student Check-Up (SCU) is a brief school-based motivational interviewing intervention developed to promote academic-related behavioral changes and to increase accessibility to mental health services. Despite published randomized controlled trials demonstrating SCU’s effectiveness in promoting student self-efficacy in academic efforts, the SCU’s impact on student grade outcome has been inconsistent across studies. This study examines whether student participants' written statements that represent change talk and sustain talk predict differences in post-treatment grade outcomes and whether these effects are moderated by students’ pre-treatment academic achievement. In addition, we examine whether change and sustain talk mediate the relationship between study sites and grade outcomes. A two-level linear regression controlling for pre-treatment grades indicated that as the frequency of change talk increases, students’ post-treatment grades in English Language Arts (ELA) decrease (B = -.62, p =.03 ), suggesting that “the more” is not always “the merrier” when it comes to evoking change talks related to academic goals that require multiple behavioral changes for attainment
Culturally and Linguistically Diverse Parents’ Perceptions of Their Involvement in Decision-Making During Individualized Education Plan Meetings
No full textThe Individuals with Disabilities Education Act (IDEA) requires local education agencies to include parents as equal team members in cultivating their child’s Individual Education Plan (IEP). Despite the law, studies have shown that parents experience barriers to being included in the decision-making for their child in IEP meetings. Barriers, such as a lack of information, understanding the law, and feeling of unequal status or power compared to school district team members, have been noted by previous research. This study explored the perceptions, feelings, and understanding of the IEP development process experienced by parents from culturally and linguistically diverse (CLD) backgrounds. An Interpretative Phenomenological Analysis (IPA) was employed to understand the parents’ lived experience of participating in decision-making during the IEP meeting. A purposive sample of three Arabic CLD parents from a city in southeast Texas were recruited, by the researcher, to reflect on their experience and respond to the in-depth semi-structured interview questions. Analysis of the participants' reflections on their lived experiences revealed several personal experiential themes (PETs), which made up the final three Group Experiential Themes (GETs): aiming for knowledge; pursuing progress; and seeking success. The findings of this study suggest that IEP meetings with CLD parents are focused on compliance with the law rather than providing CLD parents the opportunity to participate effectively in decision-making during the IEP meeting
Finding Aid for the Friends of Freeman Library Records (CLA-18)
No full textThe Friends of Freeman Library Records is composed of meeting minutes, reports, correspondence, financial records, fundraising records, volunteer information, photographs and negatives, a 16mm motion picture film, flyers, brochures, newsletters, scrapbooks, newspaper clippings, and miscellaneous materials, documenting the founding and operation of the non-profit organization Friends of Freeman Library. The Friends works to support what was the Freeman Memorial Library when the organization was first founded around 1966 in coastal Houston, Texas. Most of the records touch on the operation of the Friends of Freeman Library and the Freeman Library itself. The most significant organizational records are the board meeting minutes for Board of the Friends, financial records, newsletters, and membership information. There is also a large number of records related to the Friends’ fundraising efforts for the new Clear Lake City-County Freeman Branch Library building in 2004
The Relationship between the Mathematics Attitude and Mathematics Achievement of Black Middle School Students
Full text linkThe purpose of this mixed methods study was to examine the relationship between mathematics attitude and the mathematics achievement of Black middle school students. This study collected data through surveys, interviews, and state standardized tests from a purposeful sample of middle school students in grades 6-8 within a large suburban school district located in southeast Texas. Quantitative data were collected from the Modified Fennema-Sherman Mathematics Attitude Scale and State of Texas Assessment of Academic Readiness (STAAR) Test for mathematics and analyzed using Pearson’s product moment correlations (r), one-way ANOVA, and an independent t-test. Qualitative data were obtained from interview responses and analyzed to identify common themes using an inductive coding process. Results of the study found a statistically significant positive relationship between mathematics self-efficacy and mathematics achievement for the total student group. However, for the total student group, results of the study did not find a statistically significant relationship between teacher perception of student ability and mathematics achievement, mathematics usefulness and mathematics achievement, and male as male domain and mathematics achievement.
On the contrary, the study did find a positive correlation between teacher perception of student ability and mathematics achievement, mathematics usefulness and mathematics achievement, and male as male domain and mathematics achievement for female students but not male students. Additionally, the study did not find a statistically significant mean difference among grade level or gender for mathematics self-efficacy and teacher perception. However, results did find a statistically significant mean difference between boys and girls for mathematic usefulness and mathematics as a male domain. The four themes of mathematics self-efficacy, mathematics teachers, mathematics usefulness, and gender and mathematics emerged from the qualitative findings also supported the quantitative findings
Perceptions of Literacy Interventionists as Literacy Leaders
Full text linkThis exploratory narrative inquiry investigated the perceptions and experiences of 11 elementary literacy interventionists, focusing on their interactions with students with reading difficulties and support for classroom teachers. The study took place in one large suburban school district in the Texas Gulf Coast that served over 80,000 students from pre-kindergarten through twelfth grade. This inquiry aimed to uncover unique challenges, successes, and insights of literacy interventionists by looking at how they supported students, teachers, and the systems that were in place to support them in their job roles.
Analysis of the data collected uncovered six themes that accentuated the intricate landscape of literacy interventionists: school and home collaboration, teacher coaching, administrator support, intervention fidelity and preparation, data informed decision making, and setting the foundation of early literacy skills. Overall, the literacy interventionists’ experiences highlighted the dedication, challenges, and aspirations to improve their students' reading abilities. They called for flexibility, stronger Tier 1 connections, and continued support for literacy intervention programs. The collective experiences of these interventionists offer valuable insights into literacy education and the evolving landscape of their roles within the educational system
How fast is too fast: An analysis of the relationship between audio comprehension and playback speed
Full text linkA lack of research regarding audio-only comprehension has created inconsistency in what would be considered average performance in terms of comprehension. Most research has focused on coupling this with video components leading to varying results due to cueing and a lack of standardizing testing methods. Given the advent of audio-only in an educational setting through means such as lectures and podcasts, understanding how those who engage with them using tools such as playback manipulation is becoming increasingly important. This study analyzes the effect of playback speed on comprehension and attempts to find the range where comprehension decreases. Participants underwent five different assessments ranging from 1 to 2 times original playback speed in increasing increments of .25, testing their comprehension between trials. Findings suggest that prior to the speed of 1.75 times, individuals should not expect a drop off in terms of performance. This suggests advising individuals to utilize playback manipulation tools across modalities, leading to a 40% decrease in time required to listen to the material
Finding Aid for the Clear Lake Area Chamber of Commerce Records (CLA-9)
Full text linkThe Clear Lake Area Chamber of Commerce Records is composed of newsletters, magazines, newspaper issues, newspaper clippings, scrapbooks, photographs, promotional booklets, and miscellaneous materials, created or compiled by the Clear Lake Area Chamber of Commerce (CLACC) of the coastal Bay Area of Houston, Texas, region. Dating from the 1960s through the early 2000s, the materials document important business and community developments for the Clear Lake Area, that includes the following communities: port of Houston, Clear Lake Shores, El Lago, Kemah, League City, Nassau Bay, Seabrook, Taylor Lake Village, and Webster. In most cases, the information in these records is unavailable anywhere in the United States.
The majority of the collection is composed of CLACC newsletters and magazines published between 1967 and 2003. These publications document the roles and activities of CLACC in the coastal Houston region, as well as providing community and business history during this period. New CLACC board members, new CLACC programs and activities, new local businesses, and general community information are included in these publications. One of the largest sets of materials in the collection are different types of scrapbooks created by the Clear Lake Area Chamber of Commerce between 1963 and 1986. An interesting series of scrapbooks were referred to as “Economic Growth Announcements Scrapbooks.” These mostly contain newspaper clippings, community profiles, and miscellaneous materials, about various aspects of local Clear Lake Area events, CLACC happenings, and local history columns published in the Clear Lake Citizen newspaper between 1967 and 1976.
The most important scrapbooks are those created by CLACC from 1963 to 1986, that are largely composed of newspaper clippings and photographs covering CLACC events and other happenings. One of the scrapbooks labeled “Ambassadors Ribbon-Cuttings” contains photographs of the Clear Lake Area Chamber of Commerce Ambassadors group attending ribbon-cutting events for Clear Lake Area businesses, schools, organizations, and new buildings throughout the region sometime between the 1970s and 1980s. Each photograph has the name of the place for which the ribbon cutting is occurring, the manager or owner of the business or organization, and the address. The collection is one of the most complete sources for historical information of the Clear Lake Area of Texas following the establishment of NASA Johnson Space Center in the region
A Phenomenology Study of Teacher Best Practices Supporting Emergent Bilingual Students in the Classroom
No full textThe purpose of this qualitative study was to examine the lived experience of teachers' implementation and perception of strategies supporting Emergent Bilingual students in the classroom. A purposeful sample of eight high school teachers at Southeast Texas school districts were interviewed in an attempt to provide a more in-depth understanding of high school teachers' lived experiences. Qualitative data were recorded, transcribed, and analyzed into common and overarching themes: (a) teacher experience and their struggles in the classroom, (b) Emergent Bilingual students in the classroom, and (c) professional development. The qualitative analysis provided supporting evidence of the importance of the high school teacher's experience, the SIOP model as best practices, and effective professional development
The Relationship Between the Sources of Mathematics Self-Efficacy and Mathematics Achievement of African American Males in Eighth Grade Algebra I
No full textAfrican American males are underrepresented in Science, Technology, Engineering, and Mathematics (STEM). More African American male students need to be placed in Algebra I in eighth grade, which allows for students to take Calculus by their senior year. Taking higher-level mathematics courses in high school better prepares students for degrees in STEM. This mixed method study explored the relationship between sources of mathematics self-efficacy and mathematics achievement of 12 African American males taking eighth grade Algebra I. The quantitative results showed no statistical difference; however, the qualitative results of interviews with four students identified mastery experiences as the major source of self-efficacy in students with high and low mathematics self-efficacy. Educators should ensure that African American male students are given opportunities to participate in activities that foster mastery experiences and build trust with their teachers and peers. They should also receive feedback from their teachers on their progress and performance and have access to resources, materials, and support that will allow them to succeed.
Financial Aid Interventions and Latinx First-Generation Student Persistence at a Community College
No full textThis mixed methods study aimed to determine if an association exists between financial aid interventions offered to students and first-generation Latinx students’ persistence at a community college in southeast Texas. This study used two theoretical frameworks to enhance understanding of the first-generation Latinx experience with the financial aid interventions offered at the study site and students' persistence. The first framework is LatCrit, an extension of Critical Race Theory, which reveals how Latinx experience social aspects. LatCrit emphasizes the internalized experiences of the Latinx population within society, which is vital to how Latinx first-generation students interpret and perceive financial aid interventions as support towards college persistence. The second theoretical framework is Swail, Redd, and Perna’s Institutional Components of Student Persistence, which links student retention to academic success with an emphasis on institutions, examining the institution’s services and practices rather than the individual student’s conduct.
The research followed 605 first-generation Latinx students from spring 2021 through spring 2023, looking at financial aid interventions and persistence rates to conduct the quantitative study. A constant comparative analysis of the data revealed common and distinct themes for employees and students. Using a Chi-Square Test of Association, results indicate no significant association between first-generation status and persistence for Latinx students or receiving financial aid and the persistence of Latinx students. There was, however, significance in the association between being first-generation Latinx and receiving financial aid at the institution site. A convenience sample of financial aid employees and first-generation Latinx students participated in focus groups and individual interviews, respectively, for the qualitative portion of the study. In the study, common themes emerged, such as understanding the financial aid processes, experiences and concerns of Latinx students and their families, and their available support systems