The LAIR at East Texas A&M
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The Leadership Initiative in Implementing Technology in Rural Texas High Schools as Perceived by Campus Leaders
No full textTo date, limited research has been done into the perceptions of campus leaders regarding the leadership initiatives in implementing technology in rural Texas high schools. Texas ranks number one in the United States for the total number of rural schools, and those schools are scattered across 20 geographical regions. Out of the 20 educational regions in Texas, Region VII ranks the highest in the state for total number of rural schools in a single region. Therefore, this study was designed to explore the perceptions of administrators in the region of Texas with the highest concentration of rural schools. The participants in this study all had hands on, direct experiences as a campus leader in regards to technology implementations. The goal of this researcher was to accurately re-tell the participants’ experiences so that other practitioners may use the knowledge, expertise, and perceptions shared to improve their practice. The data were gathered from participants who completed an initial questionnaire and then completed a follow-up semi-structured interview through Zoom. The participants met the following criteria: (a) they worked in a school district in Region VII, (b) they earned the highest accreditation from the Texas Education Agency, and (c) they had to have been in the district for a minimum of 3 school years
Examining the Perspective of Elementary ESL Teacher’s Motivation Strategies and Promoting Language Learning Motivation of English Learners
No full textThe purpose of this research was to analyze the perspective of teachers toward motivation strategies in teaching elementary ESL students and to determine which motivational strategies are more effective for ESL students in one of the Elementary schools in North Texas. The survey was sent to 50 ESL teachers who were currently teachers at one of the elementary schools in North Texas. Among these participants, sixteen did not complete the survey. Therefore, only 34 responses were used for data analysis. The researcher analyzed each of the questions based upon Gardner and Lambert (1959) and compared the research question and the 25 survey questions regarding which motivational strategies ESL teachers believe are effective in motivating students. The study seeks to uncover the specific ESL strategies that English as a second language (ESL) elementary teachers perceive as successful in motivating students. By examining these strategies, we aim to gain insights into how teachers harness both intrinsic and extrinsic factors to encourage and sustain students’ motivation. Motivation is important in second language or foreign language acquisition and many researchers have conducted studies in an attempt to shed light on the subject (Crookes & Schmidt, 1991; Dörnyei, 1994; Gardner & Lambert, 1972; Oxford & Shearin, 1994; Tremblay & Gardner, 1995). This study aimed to contribute to teacher perspectives of second language motivation and second language acquisition research by conducting a data research survey using the Teachers’ use of Motivational Strategy Scale (TUMSS) in second language learning. This research has consistently shown that many teachers strongly support and utilize motivational strategies in the classroom. These strategies can have a significant positive impact, particularly for students who were previously unmotivated. Teachers can become transformational leaders, and the engine of this transformational drive is the teacher’s vision for change and improvement. Additional studies are needed to examine the existing survey research study by comparing different groups of students. These groups should encompass those instructed with varying degrees of motivational strategies and those who receive instruction without any motivational strategies
Teaching Practices of Adult Non-Native Teachers in the ESOL Multicultural Classroom
No full textThe growth of the adult immigrant population in the U.S. necessitates adult English language teachers who can meet the academic needs of diverse learners in the multilingual ESL classroom. The purpose of this interpretivist study is to discover what teaching practices adult non-native English language teachers utilize in the teaching and learning process to instruct all students in the multicultural classroom. Experts in the field of multicultural education argue that teachers with a positive self-identity are better able to appreciate other cultures. Proponents of culturally responsive teaching advocate using cultural knowledge of learners and engaging student learning styles to bolster academic success in the classroom. Using an interpretivist method of inquiry, data analyzed from surveys, interviews, and classroom observations is used in this study to (a) examine how English is taught in a class where the teacher and students share a cultural background, (b) examine how English is taught where the teacher and student do not share a cultural background, and (c) examine what, if any, teaching practices adult non-native English teachers utilize to be culturally sensitive to all students in the class
Traveling A New Path: Steinbeck\u27s Experimentation with Narration in Sea of Cortez, a Russian Journal, and Travels with Charley
No full textThe mid-twentieth century marked a period of considerable change within the genre of travel writing, specifically in America, and within this period, John Steinbeck would contribute significantly to the shifts that were occurring within the genre as he produced three pieces of travel writing that experimented with new techniques of narrative style and voice. As many notable writers of fiction and poetry began to try their hand at travel writing, Steinbeck’s travel narratives were quickly absorbed into the broader changes that were occurring within the genre. This project will argue that Steinbeck’s three pieces of travel writing—Sea of Cortez, A Russian Journal, and Travels with Charley— each employ new approaches and styles and serve as examples of the development and evolution of the genre of travel writing during the mid-twentieth century. With these three texts, Steinbeck employs many different experimental narrative and stylistic choices that contribute, not only to the individual texts themselves, but also to developments that occurred within this genre during this time
African-American Women Principals in A South Texas Urban School District: A Study of Race and Gender Intersectionality
No full textThe purpose of this basic qualitative study was to examine how mentoring support systems, race and gender intersectional challenges shape the pathway for five African-American women principals in a South Texas urban school district. The researcher used a semi-structured interview question protocol, audio-recorded, and professionally transcribed the interview data. The results revealed that each of the principals experienced race and gender intersectional challenges but fulfilled their role and responsibilities despite these challenges. For these five principals, the district’s mentoring support system did not offer the necessary support that the principals needed and desired. Finally, after the researcher analyzed the data and used NVivo qualitative analysis software, themes on questionable leadership abilities of the principal, race and gender intersectional challenges, and mentorship experiences, formal and informal, emerged. Keywords: mentoring, Black feminist thought, intersectionality, standpoint theory and feminism, urba
Metal Uptake (Cr, Cd, And Zn) By Typha Latifolia Under Different pH Conditions
No full textThe goal of this study was to study the ability of the wetland macrophyte Typha latifolia (Cattails) to treat artificial wastewater with varying pH (5, 7, and 9) and different levels of heavy metals include chromium (Cr), cadmium (Cd), and zinc (Zn). Cattails were cultured in solutions for 4 weeks and then harvested. Then cattails were sorted to roots, rhizomes, & stems, oven dried, and acid digested. The amounts of metals in various tissues were assessed using a chemistry technique, to analyze the metals, called (ICP-OES) Inductively coupled plasma-optical emission spectrometer. It was found that cattails were able to survive in all treatment solutions. Increased metal concentrations in wastewater lead to higher metal uptake by plant. Most metals were accumulated in the roots of cattails. Among the three heavy metals, the levels of Zn were the highest in solutions and in plants as expected. All metals have translocation factor value less than one. Although plants cultured in lower pH sequestered more metals in general, pH variations had very minimal influence is seen on the uptake of these heavy metals by pH. The highest accumulation occurred in acidic pH, with cattail roots sequestering the most Cd, Cr, and Zn at pH 5. For example, cattail roots cultivated in pH 5 solutions with high amounts of metals sequestered 248.8 mg/g Zn, the highest amount in the overall data. The same pattern was observed with chromium and cadmium. The study indicated that cattails were good candidates for phytostabilization and may be used to remediate heavy metals contaminated field, though site characterizations were required. In future, deeper research in chelator’s applications, genetic engineering, or plant microbiomes may help to enhance cattails\u27 ability to absorb heavy metals and assist phytoremediation to clean heavy metals contaminated environments
“Red Indians Are Better”: Indigeneity, Race, And Representation in Tolkien’s Middle-Earth
No full textThis thesis sheds light on overlooked Native American sources within J.R.R. Tolkien\u27s Middle-earth legendarium, aiming to address critical gaps in existing Tolkien scholarship. At its core, this study challenges the dominant Eurocentric narrative by exploring the influence of Native American sources on Tolkien\u27s works and critically examining the racial dynamics present therein. It draws upon the works of prominent Tolkienists like John Garth and Tom Shippey to explore the Native American sources that influenced Tolkien\u27s creative process, and engages with indigenous scholars such as Roger Echo-Hawk to discuss the pervasive colonialist undertones in Tolkien\u27s works and their impact on modern fantasy. The methodology involves close readings of key passages and characters in Tolkien’s works, with a focus on identifying implicit biases and stereotypes, as well as their cultural contexts. Additionally, the study delves into the cinematic adaptations of Tolkien\u27s works, particularly exploring how the recent Rings of Power series serves as a response to the racial hierarchy found in Tolkien’s works
Examining the Instructional Practices Implemented to Address the Literacy Needs of Secondary Special Education Students
No full textStudents identified as special education are being placed in general education classes with a plan for modifications and accommodations and expected to achieve academic success at the same rate as their on-level counterparts. However, they still continue to lag behind in literacy achievement by about 3.4 years. The purpose of this study was to examine the instructional strategies utilized by secondary teachers in an inclusive and co-teaching environment to help students with learning disabilities close the gap in reading and literacy achievement. The researcher used survey research and focus groups to provide insights into classroom setup, roles and responsibilities of both the general and Special Education teacher, and instructional practices used by teachers of students in a co-taught classroom to help them close the literacy gap and achieve literacy success at or above grade level expectations. The study results revealed teachers believed that guided reading practice where students read aloud and read a piece multiple times, guided notes, and graphic organizers were the best instructional strategies to help learning disabled students. Logistically, most teachers perceived the best logistical design would be for both the general education and the special education teacher to provide instruction to all students in the same classroom. These findings indicate the need for schools, educators, and policymakers to examine current teacher preparatory programs and professional development opportunities for teachers of reading. Additionally, current teachers must be provided with the time and space to plan specialized instruction and districts must hire and retain highly qualified teachers
Computational Study of Substituent Effects on the Diels-Alder Reaction Involving Furan and Maleimide for Hydrogel Synthesis
No full textThis research utilized a computational study with SPARTAN’20 software to analyze the energetics of the Diels-Alder (DA) reaction between substituted furan and maleimide. The products of this type of reaction can lead to the production of hydrogels. Hydrogels are used in multiple biomedical applications, such as controlled drug delivery systems, wound dressings (liquid bandages), contact lenses, and more. The DA reaction involves a diene (a hydrocarbon with two conjugated π bonds) and a dienophile (a hydrocarbon with one π bond). Research on the placement of electron withdrawing and electron donating groups onto the dienophile and diene has been completed in the past. However, more research is needed to determine the effects of electron donating and electron-withdrawing groups on the reactants of these reactions. In this research, factors such as the effects on reaction rates and reaction enthalpies were examined. Final designs came from the addition of an anti-aromatic system that became aromatic once the Diels-Alder reaction completed, leading to high stability and an energetically favorable reaction
A Teacher’s Perception of the Influence of Principal Leadership Qualities on a Teacher’s Decision to Remain in the Classroom: A Narrative Inquiry Qualitative Study
No full textThis qualitative narrative inquiry aimed to explore current classroom teachers\u27 preferred leadership characteristics of school leadership; specifically, the complex relationship between teacher perception of principal leadership characteristics and their influence on teacher retention on Title I campuses. This was a 2-part narrative inquiry focusing on principal leadership characteristics and Kurt Lewin’s leadership style framework was used for the 4 leadership style characteristics. The leadership style characteristics were drawn from the following: autocratic, democratic, laissez-faire, and transformational. The characteristics represented specific qualities of each leadership style. The study included a questionnaire and an interview to determine perceptions and experiences of high school teachers’ preferred leadership characteristics. The methods deployed in the study was a two-part narrative approach: questionnaire and semi structured interview. The research underscores the critical importance of principal leadership in influencing teacher experiences and retention, particularly by highlighting the value of preferred leadership traits in fostering supportive and motivating work environments