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Kemah Views and Bridge Construction (8)
No full textBack of photo reads "8"One of ten photographs of Kemah views and bridge construction (front and back). Paper is manufactured by Kodak
Science learners, science teachers, science courses, and curiosity: Information for teacher education programs
Get PDFIt requires a unique set of skills to teach science to young children. Not only do future elementary educators need the requisite content knowledge to address the broad base of science topics that fall under the innocuous acronym known as STEM, they also need to be able to effectively respond to their students innately curious natures. And, while mandates for STEM instruction to occur at all grade levels have been a major driving force in the decision-making processes of educational entities for several decades, studies consistently expose problems with science instruction at elementary grade levels.
This is an indication that elementary education degree requirements, which emphasize skills that make for great generalists are failing to provide the amount of science content needed to develop effective instructors of STEM. Compounding matters is the ineffective nature of the few science course types provided to future educators. Traditional introductory level lecture-based science courses whether intended for non-science or science majors are failing to address the issues of what is being instructed and who is doing the instructing. And, the benefits of fostering curiosity are being under-utilized as a learning tool for future teachers who will, in turn, be expected to foster curiosity within their own students.
This study relied on both quantitative and qualitative data analysis to determine if the choice of science course type, the number of science courses completed, and curiosity levels impacted pre-service elementary educators’ views about their own learning of science and their views as future science teachers. Data collection included surveys, interviews, and short answer exercises. Analysis included descriptive statistics processes, Pearson product-moment correlations, inductive coding processes, and thematic study.
Implications for future practices in teacher education included the need for science courses specifically designed for future elementary educators and curriculum within those courses that would include curiosity, wonder, and imagination as learning tools. The combination of specialized science courses that use curiosity to appeal to elementary educators as science learners could provide increased science content knowledge and enhanced science efficacy levels so that future educators could become the science teachers their future students need
John Howard Kimzey Collection
Get PDFThis project includes the organization and preservation of the John Howard Kimzey collection. Included are a process narrative, finding aid, and a selection of digitized material from the collection. John Kimzey was an employee of the National Aeronautics and Space Administration’s Johnson Space Center. As a chemical engineer, his contributions to the understanding of Zero-gravity flammability were groundbreaking. From Gemini, Mercury, and Apollo to his work as a Principal Investigator for Skylab 4, Kimzey’s work continued to be at the forefront of the field of study that he pioneered. This project aims to shed light on the significance of his work and his contribution to the space program from his initial work to the present and undoubtedly beyond
Social Functions (11)
No full textOne of eleven photographs showing various social functions. Kodak royal paper
Recovery of Xestospongia muta and Agelas clathrodes Bacterial Microbiome Since the 2016 Mortality Event at the Flower Garden Banks National Marine Sanctuary
Get PDFOn July 25, 2016, divers discovered a large localized mortality event at the East Bank of the Flower Garden Banks National Marine Sanctuary. This event killed 80% of invertebrates on the site. This sanctuary is a complex ecosystem where sponges play an essential role as members of the reef. The project analyzes the state of recovery of the bacterial microbiome of the sponges Xestospongia muta and Agelas clathrodes, since the 2016 mortality event. During the Fall of 2018, divers collected samples of these sponge species from the East Bank, location of 2016 mortality event, and from the West Bank, unaffected during the mortality. A culture dependent approach was used to determine the microbiome of the sponges. The 16S rRNA gene of the cultures was sequenced to identify the bacteria. Alpha-Proteobacteria and Gamma-Proteobacteria were the most common class of bacteria found in X. muta and A. clathrodes in both the East Bank and the West Bank. A comparison of the 2018 samples to the communities of the 2016 affected East Bank and unaffected East and West Bank will allow us to determine a potential recovery at the level of bacterial symbionts. Since the microbiome data presented only covers years 2016 and 2018, More research in microbial analysis is needed to determine the overall status of the FGBNMS reef and to establish a baseline for normal conditions
Seabrook Celebration, Clear Lake High School Band and Color Guard (1)
No full textBack of photo reads "10-6-90 Seabrook
Celebration 2nd St. Post office
Clear Lake Hi Color Guard"One of two photographs (front and back). Paper manufactured by Kodak
Seabrook History Exhibit -- Visualize Prehistoric (24)
No full textIllustration of lithic tool found at Pone Gully Park
Collective teacher efficacy: Its influence on teacher beliefs and behaviors in classroom instruction
No full textThe purpose of this mixed methods study was to examine the influence of collective teacher efficacy (CTE) on teacher beliefs and behaviors that result in engagement of all students and persistence with those who struggle academically. This study consisted of eight high school teachers of English, mathematics, science, and social studies who each participated in a survey, an interview and a classroom observation. Data analysis allowed the researcher to make connections between participant scores of the Collective Teacher Beliefs (CTB) Instructional Strategies subscale, responses to interview questions, and observations made during classroom visits. Teachers scores on the CTB scale ranged from 5.50 to 8.83 on a nine-point Likert scale, which translated into degrees of CTE of “to some degree” to “a great deal”. Overall results of this study indicate teachers’ beliefs and behaviors regarding communicating high expectations for student learning, persistence with students who struggle academically, and promotion of student autonomy are consistent with their scores on the CTB scale and past research on CTE. Furthermore, the results of this study show that teachers with a higher score on the CTB scale utilize strategies that promote student goal setting, initiate and maintain student engagement, and monitor the progress and performance of all students during instruction more consistently than those teachers with a lower sense of CTE