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Investigating the Academic Impact of Embedded Tutoring and College Readiness on Corequisite Gateway English Courses
No full textThe purpose of this study was to determine the impact of embedded tutoring and college readiness on students’ academic outcomes in corequisite gateway English courses at a Texas community college. With the growing implementation of corequisite gateway classes in higher education to expedite students’ academic tenure, schools are looking to implement academic support mechanisms that increase learners’ academic achievement and retention rates. A Texas community college used embedded writing tutors as a means of academic support during the school’s implementation of the corequisite gateway English course model. Archival academic achievement data were collected on different groups of students who participated in regular and corequisite English courses where embedded tutors were and were not present to gauge the tutors’ and students ‘college readiness impact on the students’ academic outcomes. In addition, qualitative information was gathered from interviews with the instructors and students who participated in corequisite gateway English courses on their perceptions of the embedded tutors. Quantitative findings indicated that college readiness was a good predictor of students’ academic success in a gateway English course and that the corequisite model was having the intended effect of helping non-college ready students earn their initial credits faster. The quantitative research also indicated that embedded tutoring had a minor impact on improving students’ academic outcomes. This finding was confirmed through the qualitative data analysis that showed faculty and students both have a positive impression of the embedded tutors’ classroom presence. However, the students shared they hardly utilize the embedded tutors’ services
The Association Between Gendered Racial Microaggressions and Self-Efficacy
No full textThis study examined the association between general self-efficacy beliefs and racial microaggressions for Black women. Specifically, if the self-efficacy of Black women is impacted when met with racial microaggressions. I predicted self-efficacy would be negatively associated with the experience of microaggressions. Participants reflected on a microaggression experience and answered questions regarding their general self-efficacy, racial microaggression experiences, and their Black identity. Although results demonstrated self-efficacy was not negatively associated with racial microaggressions as predicted, varying tenets of Black identity were associated with self-efficacy and racial microaggression experiences. Limitations and implications of the study are addressed, as this research contributes to our understanding of microaggression experiences for Black women
UHCL Library Annual Report - 2022-2023
Get PDFAnnual Report containing library updates, activities, and statistics for 2022-2023
Modifying an Adult Version of a Cancer Symptom Inventory to Be Used with Children with Cancer
No full textChildhood cancer is the second most common cause of death and the first cause of disease-related death among children in the United States. Each year, approximately 15,000 children and adolescents are diagnosed with cancer. Given that children with cancer experience multiple psychological and physical symptoms and functional impairments that are associated with cancer and its treatment, it is important that these symptoms and functional impairments be identified and measured. The primary aim of the present study was to develop a self-report measure that included multiple symptoms and functional impairments. This goal was achieved by modifying the adult version of an already existing measure (MD Anderson Symptom Inventory) to be used with children 8-12 years of age. The modification process was based on the results from interviews with experts, caregivers, and children to ensure that the modified measure was developmentally appropriate for children in the age range of 8-12. Upon completion of interviews and several revisions, the final version of the measure was used to explore the initial psychometrics of the modified measure.
This study demonstrated that the modified measure (MDASI-C) is age-appropriate and children as young as 8 years old can comprehend and respond to items on the measure. Including both symptoms and functional impairments when assessing patients’ responses is essential to our understanding of how cancer affects children. The MDASI-C (8-12) is a useful measure for evaluation of the severity and impairments associated with symptoms in a pediatric oncology population
Lived experiences of bilingual and special education teachers of Spanish-speaking emergent bilinguals with disabilities: The impact of the students’ intersectionality on teachers’ practices
Get PDFEmergent bilinguals (EBs) with disabilities are in an intersectional gap; that means that on the one hand, they are learning a second language and on the other hand, they have learning challenges resulting from their disability. The implication is that the interaction between their disability and second language learning may impact how they learn and show what they know. Data have indicated special education teachers lack skills in socio-cultural and second language learning approaches (Gonzalez et al., 2021; Jozwik et al., 2020; Park et al., 2016). Bilingual education teachers are not sufficiently trained to provide special education interventions (Martínez-Álvarez, 2020). As a result, EBs with disabilities receive inadequate instruction leading to poor performance outcomes. Few studies have investigated teachers’ experiences in this space between special education and bilingual education with the purpose of improving instruction for EBs with disabilities. There are even fewer studies about teachers’ experiences working with Spanish-speaking EBs who are caught in this intersectional gap. The purpose of this study was to investigate how bilingual and special education teachers described how the intersectionality of Spanish-speaking EBs with disabilities impacted the teachers’ practices. The overarching research question was: How do bilingual and special education teachers of Spanish-speaking EBs with disabilities describe the impact of the students’ intersectionality on teachers’ practices? Clandinin and Connelly’s qualitative, narrative inquiry method (Clandinin & Connelly, 2000) was used to collect and analyze data from the narratives of four teachers (two bilingual and two special education) of Spanish-speaking EBs with disabilities in elementary schools. Using the Zoom video platform, the researcher conducted two individual interviews with each of the four participants, using a structured, open-ended interview protocol. The researcher selected the four participants in the study through a purposeful, convenient sample design based on their role as certified teachers of EBs with disabilities from elementary schools. The researcher utilized member checking to enhance the trustworthiness of the data. The researcher then analyzed the data for emergent themes. The findings revealed seven emergent themes across all participants’ experiences, including that of the researcher, who by virtue of the narrative method, could not remove self from the participants’ narratives. The themes included: (1) teacher unpreparedness, (2) challenging and complicated practices, (3) good collaboration among teachers, (4) insufficient planning time, (5) language of instruction belief influenced preferred language for teaching, (6) confusion over unclear policies on language of instruction, (7) and inequitable instruction of EBs with disabilities. Overall, the findings suggested that participants may need more support and training within the space of disability and second language learning to adequately teach EBs with disabilities
Finding Aid for the Francis Johnson Jr. Papers
Get PDFThe Francis Johnson Jr. Papers is composed of handwritten scientific and mathematical calculations, handwritten notes, memorandums, technical reports, internal NASA notes, and miscellaneous papers, authored, created, or kept by Francis Johnson Jr. between 1962 and 1970 while working at NASA Manned Spacecraft Center in Houston, Texas. He would work during this period as an aerospace engineer in trajectory analysis in the Mission Analysis Branch (MAB) during the Apollo Program, where he calculated trajectories to and from the Moon for space travel. The collection includes a large number of published internal Manned Spacecraft Center notes authored or co-authored by Johnson, featuring his technical calculations and review of project work for the Apollo Program. There are original copies of memos written by or to Johnson, mainly dealing with lunar trajectory calculations. There are also Johnson’s handwritten research papers and calculation notes that he originally stored in binders, containing mathematical workings, graphed trajectory calculations, scientific equation workings, and other notes, used to calculate lunar trajectories for the Apollo Program missions. The collection is significant for demonstrating the process by which engineers worked through the problem of space travel and lunar trajectories for spacecraft at NASA during the 1960s
Technology Leadership and Teachers' Perceptions of the Principal Technology Leadership Role
Get PDFThe purpose of this mixed methods study was to examine principal’s technology leadership and teachers’ perceptions of the principal’s technology leadership role in a school setting. A purposeful sample of 123 principals and 126 teachers located throughout Region IV were solicited to completed modified versions of the Principal Technology Leadership Assessment (PTLA), and semi-structured interviews were conducted with ten principals and teachers to learn more about the perceptions of both groups regarding the principal’s technology leadership role. Descriptive statistics and t-tests were used to analyze the quantitative data, while an inductive coding process was used to analyze the transcribed interviews. The quantitative findings revealed that there are significant differences between what principals are doing and what teachers believe they should be doing as technology leaders, with the greatest differences among the Leadership & Vision and Support, Management, and Operations sub-scale activities. The interview data revealed four emerging themes: resources, support, technology self-efficacy, and challenges. Based on the qualitative findings, principals need to ensure they provide resources and evaluate their effectiveness, and teachers need to feel supported by principals and provided with opportunities to collaborate. Additionally, technology self-efficacy improves with regular use of technology, and challenges that must be addressed include a lack of/an overabundance of resources, buy-in, and communication. The researcher concludes the study with implications and recommendations for future research based on these findings
Finding Aid for the Dale E. Wolfe Collection (HSF-77)
No full textThe Dale E. Wolfe Collection is composed of reports, correspondence, memorandums, training manuals, handbooks, personnel records, presentation slides printouts, photographs, booklets, newsletters, cartoons, and miscellaneous materials, created, used, or collected by Dale E. Wolfe while he worked with NASA Johnson Space Center (JSC) as a NASA contractor working for Boeing’s Houston operations. Wolfe worked as an electrical engineer with Boeing and NASA JSC on the Apollo Program missions, Skylab Program, Apollo-Soyuz Test Project (ASTP), and various other program from 1967 through the 1980s. The bulk of the material in this collection are various manuals and handbooks relating to the Apollo 16 and 17 missions, as well as the Apollo-Soyuz Test Project with the Soviet Union.
The largest and most significant set of materials in the collection is Wolfe’s binder of reports and correspondence spanning the entire Apollo program between 1967 and 1975, focusing primarily on the Apollo 16 and 17 missions. The set contains original notes, manuals, reports, data, and company correspondence. The most interesting items in the collection are two of Wolfe’s original green fabric personal meeting notebooks, in which he took notes and wrote ideas own during meetings with Boeing Houston and NASA JSC between January 1973 and February 1975 at the height of the Skylab Program and Apollo-Soyuz Test Project. The collection is an important representation of the work of a Boeing contract employee with NASA Johnson Space Center at the height of the United States’ space program
Finding Aid for the George Strouhal Papers
Get PDFThe George Strouhal Papers is composed of NASA corporate contractor records and reports, reports, white papers and papers, manuals, research binders, memorandums, brochures, booklets, a poster, college course lecture notes, course assignment records, and miscellaneous materials, created and used by George Strouhal during his career working at NASA’s Manned Spacecraft Center (later Johnson Space Center) between the 1960s and 1970s. Strouhal was a mechanical engineer known for his work focusing on thermal protection systems for the Apollo Program and Space Shuttle Program. The bulk of the collection is composed of Strouhal’s copies of official NASA corporation contractors’ reports, papers, records, and other materials, from the 1950 through 1970s. There are miscellaneous NASA, contractors, and various organizations’ aerospace research materials that he retained while working at NASA. The collection includes course notes kept by Strouhal during his undergraduate and other educational course work in the 1950s and 1960s
Assessing and Predicting Social Emotional Learning Competencies in Students with Autism Spectrum Disorder
Get PDFSocial emotional learning skills, or SEL, is a burgeoning area of study which includes areas such as responsible decision making, self-awareness, social awareness, self-management, and relationship skills which are essential in order to successfully navigate the world. These SEL skills are likely delayed for individuals with Autism Spectrum Disorders (ASD). Some of the hallmarks that individuals with ASD often face are deficits in the acquisition of social and emotional skills and awareness of these skills in others. Given that individuals with ASD struggle within these areas, this project sought to investigate a narrowed focus into the development of SEL skills, specifically, by looking at how factors such as IQ, gender, ethnicity, and SES influence skill development. This paper posed two questions: 1.) What are the typical SEL competencies exhibited by individuals (aged 3-21) with ASD? 2.) To what extent does intellectual functioning (e.g., Full Scale IQ) influence the overall SEL competency of an individual with ASD (when considering individual factors of SES, gender, race/ethnicity)? For the first question, data was collected from a previous study which included SELSI parent ratings of neurotypical children. This data was then used to compare to new data collected from this study where caregivers completed the SELSI for their children with ASD. The two groups were compared on the parent reported SELSI using group means. When comparing the two groups among individuals aged 6-11, it was found that neurotypical individuals were rated higher across all areas. For the second question, hierarchical linear regressions were used to examine whether individual factors impacted SEL competencies. The first step in the models included individual variables of gender, race/ethnicity, and SES. The second step in the models added IQ to determine the additional variance predicted above that of the demographic variables. Results of the models indicated that individual variables were not significant predictors of SEL; however, IQ was a significant predictor of SEL skills in preschool and child samples only. The results of this project suggest SEL skills lag in development for individuals with ASD compared to their neurotypical peers and may be important to consider in educational assessment and intervention planning