The LAIR at East Texas A&M
Not a member yet
7179 research outputs found
Sort by
Virtual Schooling and Low Socioeconomic Students in Texas Public High Schools: Perceptions of Texas Education Agency Approved Virtual High School Campus Principals
No full textPublic school classrooms in Texas and in the United States of America have for the past several years ushered in changes to the format and methods in which students are being served. Virtual schools and online classrooms are becoming more of the norm for students at all levels of education in our country. And with this shift in instructional delivery, the plight of low socioeconomic students continues to be a challenge and point of discussion for educators to make decisions as to what is best in serving these students. The purpose of this qualitative study and narrative inquiry was to explore the perceptions of Texas Education Agency approved virtual high school campus principals with regard to the advantages of low socioeconomic students enrolled at their respective campuses. There were three school districts in Texas involved in this study with principals from each of the district virtual campus high schools. The assumption was made that the principals within each school district possess the knowledge of and the experience to provide information that is detailed, yet broad in some sense. The study participants met the following criteria: (a) had a minimum of 2 years of campus leadership experience, (b) had been the principal of the campus for a minimum of 2 years. The data for this qualitative study were collected from questionnaire responses and semi-structured interviews
Risk and Protective Factors in the Development of COVID-19 Stress Syndrome in College Students
No full textA new pattern of psychopathology has emerged during the COVID-19 pandemic: COVID-19 Stress Syndrome (CSS). COVID-19 Stress Syndrome is a set of commonly co-occurring symptoms that include 1) fears about COVID-19 dangerousness and contamination, 2) fears about economic consequences, 3) xenophobia, 4) checking/reassurance seeking behaviors, and 5) symptoms of post-traumatic stress disorder (PTSD). Previous studies have demonstrated premorbid anxiety disorders or mood disorders as predictors of developing CSS. Other studies have evaluated the role that Optimism Bias plays in safety behaviors (e.g., social-distancing) during the pandemic, but no studies have examined the role of Optimism Bias in CSS development, nor is there research evaluating how Perceived Control, a known cognitive resilience factor, is associated with CSS. The purpose of the current study was to examine how anxiety and depression, Optimism Bias, and Perceived Control acted as risk or protective factors against CSS. To examine the role these constructs play in CSS, we administered an online survey that included the Depression, Anxiety, Stress Scale-21 (DASS-21), the COVID-19 Stress Scale (CSS-Scale), the Optimization in Primary and Secondary Control-Multiscale Questionnaire (OPS-Scales), and Wise and colleagues’ (2020) Optimism Bias questionnaire to undergraduate students (N = 499). Pearson’s correlation coefficients revealed significant positive correlations between scores on the CSS-Scale and anxiety and depression. There were also significant negative correlations between Optimism Bias and anxiety, depression, and CSS; however, Optimism Bias was only a partial mediator of the relationship between anxiety and depression and CSS. Primary perceived control had statistically significant negative correlations with anxiety and depression but not CSS. Secondary control negatively correlated with anxiety, depression, and CSS, but was not a significant mediator in the relationship between these variables. There were no significant differences in the rates of CSS in those who had used Primary Control strategies compared to those who used Secondary Control strategies. These results suggest that anxiety and depression may serve as risk factors for CSS, while cognitive strategies such as Optimism Bias and Perceived Control may serve as protective factors, although how these variables act as protective factors remains unclear
Collaborative Relationships: Effective Partnerships Between Librarians, Student Affairs, and Faculty
No full textAs libraries face a changing service model and new challenges, collaboration has emerged to provide services and support to students with a shared responsibility between libraries, faculty, and student affairs. This study will explore cases of collaboration between campus groups to understand the systems and organization within their models. An examination of each case study will compare the organizational structure and benefits of these collaborations to activity theory, considering how the work of these collaborations benefits not just the student but the institution and the participants themselves
Targeting Professional Development Practices of Second Grade Bilingual Teachers in a Transitional/Early Exit Program in a Texas School District
No full textAlthough research studies have been conducted regarding professional development in various areas of education, few have specifically focused on transitional/early exit bilingual education programs. This qualitative study could fill in the gaps identified in previous research regarding transitional/early exit bilingual education programs, obtain the professional development practices of second grade bilingual teachers who teach in a transitional/early exit bilingual education program, and address the need for professional development specific to the needs of second grade bilingual teachers who teach in a transitional early exit bilingual education program. Specifically, the researcher examined the professional development practices of second grade bilingual teachers who teach in a transitional/early exit bilingual education program according to years of experience. Additionally, a bilingual program’s director planning, coordinating, and implementation of professional development was examined
The Relationship Between Racial Discrimination and Impostor Feelings: A Moderation Analysis
No full textRace-based discrimination and oppression at both a micro and macro-level has been shown to increase psychological distress and rates of depression. Further, experiences of racial discrimination have been uniquely tied to instances of impostorism for racial/ethnic minority (REM) students. Neglecting to identify and address the impacts of discrimination in academia can serve to perpetuate the marginalization of REM students, and overtime this pattern of marginalization can result in the internalization of oppression and beliefs of inferiority akin to that of impostorism. This indicates that internalized oppression may have a unique role to play in the relationship between racial discrimination and impostorism. Thus, this quantitative study utilized a hierarchical linear regression analysis to examine the moderating impact of internalized oppression on the relationship between six types of racial discrimination and instances of impostorism in REM students. Survey data from a sample of 339 individuals were included in the final analysis. Six hierarchical regressions and moderation analyses were conducted to test the interaction effects for internalized oppression and each racial discrimination type. Results evidenced significant interaction effects for five of the six moderation analyses, indicating that internalized oppression had a significant moderating impact on the relationship between racial discrimination and impostorism for these analyses. Additional statistical strategies were conducted to further explore each significant interaction effect. The results of these analyses indicated that internalized oppression may serve as a stronger predictor of impostorism than experiences of racial discrimination. The implications of the study, limitations, and recommendations for future research are provided
Leadership Practices Which Promote Teacher Retention at Title I Schools: A Narrative Inquiry
No full textThe literature contained a gap related to a lack of studies of veteran teachers’ perspectives on the leadership practices of their principals that promote teacher retention in Title I schools. The problem for investigation was the need to understand how veteran teachers of Title I campuses narrate their experiences with principal leadership practices. The purpose of this narrative inquiry study was to explore veteran teachers’ narratives about principal leadership practices and campus conditions that promote teacher retention on a Title I campus. The researcher performed 11 semistructured interviews with veteran teachers at Title I campuses with 2 or more years of experience at the same school after receiving certification. The schools were located in two school districts. The participants’ interviews occurred via Zoom video conferences. Trustworthiness occurred through the transcriptions of the semistructured interviews, the role of the researcher, and member checking. The four overarching themes identified were leadership practices that improve teacher morale, characteristics of leaders improve teacher morale, external factors that impact teacher retention, and demotivators for teachers. The results of the study support the need for principals to be reflective in their leadership practices that have a direct effect on teacher retention. These findings could be used to inform campus principals of teachers’ experiences, perceptions, and input relating to leadership practices that increase teacher retention on a Title I campus
Flexural Performance of Encased Pultruded GFRP I-Beam with High Strength Concrete under Static Loading
No full textThere is an interesting potential for the use of GFRP-pultruded profiles in hybrid GFRP concrete structural elements, either for new constructions or for the rehabilitation of existing structures. This paper provides experimental and numerical investigations on the flexural performance of reinforced concrete (RC) specimens composite with encased pultruded GFRP I-sections. Five simply supported composite beams were tested in this experimental program to investigate the static flexural behavior of encased GFRP beams with high-strength concrete. Besides, the effect of using shear studs to improve the composite interaction between the GFRP beam and concrete as well as the effect of web stiffeners of GFRP were explored. Encasing the GFRP beam with concrete enhanced the peak load by 58.3%. Using shear connectors, web stiffeners, and both improved the peak loads by 100.6%, 97.3%, and 130.8%, respectively. The GFRP beams improved ductility by 21.6% relative to the reference one without the GFRP beam. Moreover, the shear connectors, web stiffeners, and both improved ductility by 185.5%, 119.8%, and 128.4%, respectively, relative to the encased reference beam. Furthermore, a non-linear Finite Element (FE) model was developed and validated by the experimental results to conduct a parametric study to investigate the effect of the concrete compressive strength and tensile strength of the GFRP beam. The developed FE model provided good agreement with the experimental results regarding deformations and damaged patterns
Ila Pearl Moss
No full textA black and white portrait of Ila Pearl Moss. [inscription] Ila Pearl Moss.https://lair.etamu.edu/scua-hcgs-people/1028/thumbnail.jp
Callie Butlar, Reverse
No full textThe reverse side of a black and white photograph. [inscription, top center] Callie Butlar [inscription, middle center] also large cloth print in archives.https://lair.etamu.edu/scua-hcgs-people/1017/thumbnail.jp
Lenora Coffee, Front
No full textThe front side of a black and white photograph of Lenora Coffee.https://lair.etamu.edu/scua-hcgs-people/1049/thumbnail.jp