Texas A&M University – Corpus Christi
Texas A&M University - Corpus Christi: DSpace RepositoryNot a member yet
36255 research outputs found
Sort by
Headstone of Rafael Galvan
No full textHeadstone of Rafael Galvan with floral wreathe and fresh flowers on the grav
International schooling in the United States: An exploratory study of a burgeoning industry
Get PDFA Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of DOCTOR of PHILOSOPHY in CURRICULUM AND INSTRUCTION from Texas A&M University-Corpus Christi in Corpus Christi, Texas.This study explores the K-12 international school landscape inside the United States. The study identifies 595 international schools in the United States and reveals that hundreds of thousands of schoolchildren are enrolled in these schools. Using a quantitative analysis, the research documents trends in the 595 schools, including but not limited to: 1) curriculum offerings; 2) enrollment trends; 3) locations; and 4) themes of mission statements. Utilizing qualitative case studies, the research gives the reader a nuanced snapshot of how three international schools in the United States employ multiple techniques (identified by the Many Fs Framework developed within the study) to foster an international culture and international mindedness on campus. A series of takeaways from both the large-n data analysis and the case studies are offered. The market for international schools is particularly robust in the highly populated states such as California and New York. Most of the international schools are located in the urban or suburban areas of the country. The dissertation offers an international school typology adapted for the U.S. market—adding three new categories of schools. Based on the 595 schools identified in this study, some of the schools in the United States are heavily focused on preserving a culture or language within a larger community. Another category of international school in the United States is the school that is designed to heavily emphasize convenience. The final, additional category of schools found in the United States are schools especially geared toward serving English language learning (ELL) students in communities with high immigrant populations.Educational Leadership, Curriculum & InstructionCollege of Education and Human Developmen
Representations in Texas english language arts' textbooks: A critical literature pedagogy study
No full textA dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Curriculum and InstructionThis exploratory qualitative study evaluated representations in literary selections in four English Language Arts textbooks for 11th grade adopted for instructional use in the state of Texas for the 2020-21 school year. The selection of this purposive sample represented the most recent adoption for ELA since the 2010 school year. Drawing on the theoretical framework of Critical Theory (Habermas, 1975) and Critical Literature Pedagogy (Borsheim-Black, et al., 2014), this study is rooted in the belief that ideology contributes to the oppression and marginalization of people and groups (Beaudry & Miller, 2016). Since the early 1900s, scholars have reported on the cultural misrepresentations and exclusion of marginalized populations in textbooks and other reading materials used in curriculum instruction (Apple & Christian-Smith, 1991; Hickman & Portfilio, 2012; Williams & Agosto, 2012). With persisting strides towards equitable learning experiences for all students, the evaluation of textbooks provided an opportunity to critically explore the representations in literary selections published between 1970 and 2020. Grounded on a constructivist approach, an emergence of patterns and themes of representations contributed to an understanding of how and to what extent the literary selections support and mirror today’s culturally pluralistic learning environments. The following four themes emerged from an open coding and versus coding method, and thematic analysis: 1) The Journey to Seeking an Identity in the United States; 2) Redefining History and Rebuilding America; 3) Modern-Day Life; and 4) Reconnecting to the Land. Keywords: critical literature pedagogy, textbooks, instructional materials, critical theoryCurriculum & Instruction ProgramCollege of Education and Human Developmen
Six people enjoying their meals
No full textSix people sitting at the dinnder table enjoying their meal
Ralph Galvan Jr. in San Antonio
No full textRalph Galvan Jr. Walking down the street in San Antonio in 194
Investigation of the role of Nitric Oxide in the synaptic facilitation that underlies long-term sensitization in the mollusk Aplysia
No full textDepartment of Life Sciences, College of ScienceLong-term memory (LTM) is the capability of an organism to store information for an extended period of time and is meditated by intrinsic plasticity (modulation of neuronal excitability) and synaptic plasticity (facilitation/depression of synaptic responses; Mozzachiodi and Byrne 2010). A simple form of LTM found in virtually all organisms is long-term sensitization (LTS), where the response of an organism to a noxious stimulus is strengthened. In the invertebrate organism, Aplysia sensitization manifests as the enhancement of defensive reflexes, for example the withdrawal of the siphon in response to an electrical stimulus applied to the tail (Byrne and Hawkins 2015). The two cellular mechanisms known to be responsible for LTS in Aplysia are long-term increased excitability (LTIE) of the tail sensory neurons (SN) and long-term synaptic facilitation (LTF) between SNs and motor neurons (MNs), expressed as enlarged excitatory post-synaptic potentials (EPSP) in MNs (Cleary et al. 1998). Recent research on Aplysia has identified the gaseous neurotransmitter nitric oxide (NO) as an important co-modulator for long-term sensitization by utilizing L-NAME, a compound responsible for blocking NO synthesis (Farruggella et al. 2019). The application of L-NAME prevented LTS in vivo, which implied that NO was necessary for LTS. However, long-term increased SN excitability persisted at the cellular and molecular levels. This project investigates the discrepancy between the absence of LTS and the persisting SN excitability by analyzing the MN EPSPs following L-NAME application.This project is funded by Grant 15NS118408 from the National Institute of Neurological Disorders and Stroke awarded to Riccardo Mozzachiodi and by the McNair Scholars Program to Ayleen Chen
Open Access Publication Fund Annual Report: 2022-2023
No full textThe Open Access Publication Fund at Texas A&M University-Corpus Christi underwrites author publication charges for open access scholarly journal articles, book chapters, and monographs. The fund seeks to encourage greater participation in open access publishing so that Texas A&M University-Corpus Christi’s research is free of subscription barriers, and we support the adoption of open science practices that can help sustain Texas A&M University-Corpus Christi’s status as an R2 Doctoral University. Numerous research studies show that OA publishing increases the visibility of publications, thereby increasing visibility, citations, and the use of faculty research all of which enhance the reputation of TAMU-CC and its faculty.Mary and Jeff Bell Library, Office of the Provost, Division of Research and Innovatio
The Sunflower Ceremony 1992
No full textPicture of a man from The University of Texas, School of Law, Sunflower Ceremony in 199