The LAIR at East Texas A&M
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Membership Probabilities of White Dwarfs in Open Star Clusters
No full textThis thesis explores the relationship between astronomical position data and star cluster membership. Our research project focuses on the mathematical probability of cluster membership for white dwarf stars (WDs), specifically membership candidates within the open cluster Messier 35. Through Gaussian analysis of proper motion data, we examine the membership probability of each candidate. Establishing cluster membership has broad applications and can allow further determination of a star’s characteristics including stellar age and evolution. Of particular interest are two WD member candidates for Messier 35: LAWDS 4, a DB WD with a helium-dominated atmosphere as opposed to the more common hydrogen-dominated atmospheres, and LAWDS 28, a hot DQ white dwarf with a carbon-dominated atmosphere of uncertain origin. Through the application of a two-dimensional Gaussian model to existing proper motion data for LAWDS 4, LAWDS 28, and other potential WD Messier 35 members, this thesis evaluates their respective membership probabilities and examines potential areas of interest for further research. Various existing literature is also referenced that reinforces our approach to membership probability calculation
Music in Latin American Politics
No full textA qualitative study analyzing how institutions respond to musical political movements around Latin America. This research will focus on the San Isidro Movement in Cuba and the Son Jarocho song form in Mexico. It will analyze the countries, political leaders, and activists, and document how music and artists have been tools in the dissemination of information through a wide variety of primary sources. Analyzing the effect of various factors on the political development of individuals is essential to understanding how to increase productive political discourse. This research aims to show music, and more broadly art, has a significant effect on political discourse and engagement. Thus, bringing more attention/leading to more studies on the subject
Medical Emergency Preparedness among Undergraduate Students
No full textKnowing how to respond to a medical emergency is a valuable life skill that college students ought to have the opportunity to attain in order to save lives. This study aims to understand how prepared and confident local students are to respond to a medical emergency. Participants consisted of undergraduate students who had no healthcare or nursing school experience. A survey was distributed that asked students to rank and describe their own confidence to respond to medical emergencies. The survey also questioned how much former training or experience they had with medical emergencies. The results of the survey show that most students have insufficient training and are generally not confident in their own abilities to intervene in a medical emergency. The implications of this study are that the local university ought to carry out measures to increase the preparedness and confidence of students in medical emergency intervention techniques
Understanding the Role of Time Distribution in the COVID-19 Epidemic Model
No full textThe epidemiological model for this thesis is a distributed recovery and mortality rate, compartmental model. This model can sometimes be simplified to standard SEIR models. Generally, the epidemiological dynamics vary in this model. The basic reproduction number, the delay model, and the final size of the epidemic are determined in epidemic models by the integral of the function. The distribution of recovery and mortality rates is calculated based on COVID (COVID-19) data. This model is validated based on epidemiological data derived from Texas and is more consistent with the data than SEIR
Improving Coaching Skills of University Supervisors to Support Pre-Service Teacher Candidates Through Performance Assessments
No full textUniversity supervisors perform a variety of roles and functions as they support teacher candidate growth. However, supervisors receive little training, resulting in misunderstandings about assessment expectations, perceived position roles, and teacher candidate coaching or feedback inconsistencies. This study was an examination of how university-led professional development/training sessions contribute to university supervisors’ perceived preparedness in supporting teacher candidates through the POP cycle performance assessment. A mixed methods training evaluation was an appropriate approach to gain insight into the perspectives of university supervisors on the effectiveness of the university-led POP cycle as they supported teacher candidates’ training evaluation. Surveys were the instruments used to collect qualitative and quantitative data through closed- and open-ended questions. Program effectiveness analysis occurred using the New World Kirkpatrick model through four assessment levels, and the results showed the professional development/training sessions were effective. Survey analysis showed an increase in perceived preparedness at the end of the semester and after the training. The study’s findings indicate that the university supervisor training positively influenced the teacher candidates’ performance assessment experiences. A recommendation of this study is the need to support new supervisors with an induction program with clearly defined roles, responsibilities, and duties and professional development and training
An Interpretive Qualitative Study Exploring the Perceptions of Elementary Music Teachers on Long-Term, Campus-Wide Professional Development
No full textElementary music teachers are required to attend long-term, campus-wide professional development outside their content area. The purpose of this interpretive qualitative study was to better understand how elementary music teachers in a North Texas and a South-Central Colorado school district who have had five or more years of teaching experience perceived and interpreted their experiences of long-term, campus-wide professional development which is outside their instructional content. Participants in this study included six teachers from North Texas and South-Central Colorado. The literature review examined aspects of how the No Child Left Behind Act of 2001 (2002) and the Every Child Succeeds Act (2015) impacted professional development, accountability, professional learning communities, Desimone’s framework of effective professional development, and educators’ perceptions of professional development. Participants were questioned through two separate Zoom interviews within two weeks. Themes were coded and analyzed from the interviews. The empirical applications of this interpretive qualitative study will inform principals of the need to identify concerns over whole-staff development with their elementary music teachers, provide continuing training in areas outside of their content area, and allow time to collaborate and refine instructional strategies they may have learned from the whole-staff professional development
The Impact of Texas Reading Academy Training on Reading Scores for African American and Emergent Bilingual Elementary Students in a North Texas School District
No full textDespite free and appropriate education in the United States to foster successful early literacy to post-secondary pipelines, African American and Emergent Bilingual students have yet to realize high-quality educational attainment in reading compared to their White peers (Parker, 2020). Explicit instruction in phonics and phonological awareness have proven to have positive impacts on African American and Emergent Bilingual reading capacity, and when coupled with accommodations for cultural and linguistic differences, research shows that outcomes increase (Meier, 2020; Nieto & Bode, 2018). This ex post facto quantitative study explores the impact of the Texas Reading Academy teacher training mandated by House Bill 3 on first grade African American and Emergent Bilingual student outcomes through explicit instruction in phonics and phonological awareness. Contextualized in the education equity theory and additive bilingual theory, this study focuses on viewing the impact of participation in a classroom where the teacher had received more than 60 hours of professional learning in research based best practices for foundational literacy attainment. The study highlights two components of research to compare quantitative data for first grade students on the NWEA Measures of Academic Progress (MAP) reading assessment within and between student groups to determine growth and gaps based on pre-test and post-test scores. Although African American, Emergent Bilingual, and White student groups show gains, there was not statistically significant difference in gaps between groups. These findings support the need to consider adjustments for reading academy training to promote increases in reading achievement for marginalized student populations by building teacher’s linguistic expertise and cultural awareness. The researcher concludes the paper with recommendations for future research to support greater efficacy in state mandated literacy training that emphasizes the needs of historically underperforming student groups
Examining Perceptions of Teachers and Administrators on Processes for Using and Supports Needed to Implement Restorative Practices in an Urban Elementary School in Central Texas
No full textThe implementation of restorative practices has impacts on student behavior and discipline referrals as evidenced by studies conducted by Stinchcomb and Bazemore. Increases in discipline incidences affect campus culture and incidences of behavioral consequences. Increased behavior among students also contributes to the feeling of safety with students and staff. This study aimed to evaluate the implementation of restorative discipline practices in an elementary campus. Processes of restorative discipline such as circles and restorative conferences were reviewed in order to show their effectiveness in improving student behavior and teacher and staff perceptions of student behavior. Impacts of implementation of these practices on incidences of behavioral consequences were also reviewed to show their effectiveness in improving campus culture and perceptions of teachers and staff. The researcher used a qualitative approach to evaluate impacts of the practices on teacher perceptions, administrator perceptions, and supports needed to implement the practices