The LAIR at East Texas A&M
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William Mulkey and Anna Proctor, Reverse
No full textThe reverse side of a black and white photograph. [inscription] Rev. William Mulkey, and his first wife, Anna Proctor.https://lair.etamu.edu/scua-hcgs-people/1030/thumbnail.jp
William Mulkey and Anna Proctor, Front
No full textThe front side of a black and white photograph of William Mulkey and his first wife, Anna Proctor.https://lair.etamu.edu/scua-hcgs-people/1029/thumbnail.jp
New-to-profession Elementary Teachers’ and Mentors’ Perceptions of the District-wide Mentoring Program: A Narrative Inquiry Qualitative Study
No full textNew-to-profession elementary teachers in a large school district may not have the support they need to help them feel proficient and successful in their role. This narrative inquiry qualitative study involved exploring the perceptions of new-to-profession elementary teachers and their mentors of the mentoring program in place in a large school district in Central Texas. Set within a transformational leadership framework, the study occurred in two phases. Phase I involved gathering survey feedback from 23 new-to-profession elementary teachers and 29 mentors regarding their perceptions of the mentor program. Data from the survey informed the selection of the five new-to-profession elementary teachers and five mentors who participated in Phase II, which involved one-on-one virtual interviews in which they answered open-ended questions. Findings from this research indicated elementary mentors perceived the district-wide new-to-profession mentoring program as represented based on four themes: (a) district structures, (b) goal setting, (c) reciprocal support, and (d) COVID impact. The findings indicated new-to-profession teachers perceived the district-wide mentoring program as represented based on three themes: (a) need for feedback, (b) need for connection, and (c) COVID impact. The researcher makes the following recommendations for further research: (a) explore how new-to-profession teachers who are singletons on campus (e.g., only one PE teacher, only one fourth-grade Spanish language arts teacher, a special education teacher in a very specialized program) may perceive the district-wide mentoring program differently than those who have a strong PLC built in as an additional layer of instructional support, (b) explore lead mentor perceptions about campus and district onboarding practices, and (c) conduct a qualitative research study using a case study method to understand the transcending implications from the COVID-19 pandemic on teachers who began teaching during the 2020–2021 school year. Keywords: mentor, novice, new-to-profession, elementar
College-ready African American Students’ Participation in High School College Credit Courses
No full textA quantitative study was used to examine the college credit courses taken by college-ready African American high school students during 2017–2021. The study used the eighthgrade preliminary SAT (PSAT) scores as a selection criterion for college-ready African American students and examined the high school college credit courses that this group of students enrolled in during high school. The attainment of a college degree increases overall life satisfaction (Civitci, 2015) and earning potential for an individual (Asoni & Sanandaji, 2016; Fruiht & Chan, 2018). However, students of color matriculate to college at a much lower level than their White peers (Elliott et al., 2018). To support the attainment of college degrees, federal and state legislation provides frameworks to emphasize skills for college and career readiness. Although it is important for all students to be college ready, it is critical for African American students. Bryant (2015) found that many African American students graduate from high school unprepared for more challenging college coursework, even though various methods exist for students to take college credit courses while still enrolled in high school, including dual venrollment and Advanced Placement courses. Each of these types of courses has unique characteristics, such as faculty, curriculum, and requirements for obtaining college credit. Although a correlation exists between college credit courses in high school and college matriculation, African American students continue to be underrepresented in enrollment (Gagnon & Mattingly, 2016). In order to address this issue, a quantitative study was used to examine the college credit courses taken by college-ready African American high school students during 2017–2021. The study utilized the eighth-grade PSAT scores as a selection criterion for college-ready African American students and examined the high school college credit courses that this group of students enrolled in during high school. To analyze the data, multiple analysis methods were used, including descriptive statistics, independent t-test samples, Chi-square analysis, and Chi-square goodness of fi
An Exploration of the Impact of Four Years of District-Funded PSAT/SAT Administrations on Hispanic and Non-Hispanic Students in a North Texas School District
No full textThe purpose of this study was to explore how district funding for 4 years of PSAT administrations for all students in Grades 8–11 impacted Hispanic students at a North Texas school district. Using college admissions data from the National Student Clearinghouse (NSC), the researcher examined overall district-wide college admissions percentages for 2-year and 4-year colleges and universities for Hispanic and non-Hispanic student populations of each of the four graduating classes from 2017–2020. The researcher also sought to determine whether there were any significant differences in the PSAT and SAT scores between two groups of the 2020 graduating class (Hispanic vs. non-Hispanic students) across five tests between 2015 and 2019, as the first cohort after implementation of the district’s PSAT/SAT free testing policy. The researcher used repeated measures analysis of variance (ANOVA) tests and mixed models ANOVA tests to compare the PSAT and SAT scores of Hispanic and White non-Hispanic students. The ex-post-facto data consisted of score reports from the October administrations of the College Board PSAT for a single cohort of students across 4 years, starting their eighth-grade year (the 2015–2016 academic year) and concluding their junior year (the 2018–2019 academic year) and the SAT School Day administration that the students took in March of their junior year (2018–2019)
Experiences and Perceptions of Directors of Special Education with Due Process Hearings and the Impact on Special Education Programs in California
No full textDue process hearings are an established parental right and procedural safeguard as part of the Individuals with Disabilities Education Act (2004) in resolving conflict. This process was created to ensure conflict resolution efforts have inherent challenges for school districts in how they respond to individual complaints while they continue to maintain relationships with parents, maintain defensible educational programs for students, and remain fiscally responsible. This researcher sought to understand the experiences of five directors of special education in northern California, whose frequency of experience with the system is less than that of directors in southern California. The directors are employed by districts north of San Francisco, and the researcher interviewed them to determine (a) their perceptions of the benefits and limitations of the due process hearing system, (b) what they felt could be attempted or changed to avoid potential filings, and (c) how they changed educational practices or programs as a response. The study findings revealed themes of attorney fees, stress on personnel, and settlements as limitations of the due process system. Relationships with parents were both a protective factor as well as a limitation, depending on the experience of the director. Following filings, however, directors used filings as a chance to reset their teams and programs and look proactively toward the future for their school district
An Empirical Analysis of the Effects of Households’ Demographic and Socioeconomic Factors on Their Choice of Ethnic Restaurants in the United States
No full textThis study uses a multinomial logistic regression model to empirically identify household demographic and socioeconomic characteristics as well as restaurant characteristics that affect the probability of households choosing an ethnic restaurant (American, Asian, European, Mexican, and other) in the United States. The data underlying the analysis are derived using the information from the National Household Food Acquisition and Purchase Survey conducted between April 2012 and January 2013. The empirical findings suggest that such factors as the unit cost on away-from-home food items (i.e., price), region of residence, primary respondent’s ethnicity, race, education level, marital status, and employment status as well as such restaurant characteristics as availability of loyalty program and presence of coupons significantly affect the probability of households choosing a particular ethnic restaurant in the United States. The empirical findings furnished by this study are of importance to ethnic restaurant marketers in their effort to divide the market into segments and develop effective marketing strategies in an attempt to retain the current customers and expand their traditional customer base, which ultimately will lead to an increase in market share. Also, the finding associated with the inelastic response on part of consumers in the form of decreasing probability in response to an increase in price, can serve as basis to restaurant owners (other ethnic restaurants) to consider a price increase for short-run revenue maximization
The Impact of Grit and Self-Efficacy in Credit Completion Rates of Dallas College Students
No full textThe purpose of this study was to ascertain the association of both grit and self-efficacy to student outcomes at Dallas College, their association with each other, their combined consequence to student outcomes, and how these associations manifest across race, gender, and age. The literature gap in this review provides an overview of the research on each construct of student outcomes. However, there is scant research on their combined consequence and even less on the demographics of a large urban community college population. The study is an ex post facto quantitative analysis that employed various statistical tools such as t-tests, ANOVA, Pearson correlation and multiple regression
The Effect of Visual and Verbal Learning Style Preferences on Metacognitive Judgments
No full textMany students and educators continue to believe that learning is enhanced when instruction is tailored to one’s learning style (i.e., the meshing hypothesis; Pashler et al., 2009) despite a lack of empirical support for the idea. To the contrary, most research on the topic has shown that memory does not benefit from a match between presentation modality and learning style (see Coffield et al., 2004; Cuevas, 2015; Pashler et al., 2009), and some have suggested that such beliefs may yield harmful consequences (Dekker et al., 2012; Pasquinelli, 2012; Willingham et al., 2015). However, recent findings suggest that learning style beliefs may influence metacognitive judgments despite the negligible to nonexistent impact that learning styles seem to exert on learning outcomes (Knoll et al., 2017). The purpose of the present study was to examine the impact of learning style preferences and beliefs on learners’ metacognitive judgments and associative recognition memory performance. Visual and verbal learning style preferences were indexed by scores on the revised Verbalizer-Visualizer Questionnaire (VVQ; Kirby et al., 1988), and several types of metacognitive judgments were collected. Participants studied a series of picture pairs and word pairs followed by an associative recognition test. Results showed that some metacognitive judgments shared a significant relationship with learning style preferences, whereas other judgments did not. Some aspects of associative recognition memory performance were also impacted by learning style preferences. Finally, some findings pointed to a potential priming effect, such that asking participants questions about their learning style prior to the study and judgment phases may have influenced the degree to which learning style beliefs were incorporated into judgments of learning. More research is needed to clarify the relationships between learning style beliefs and metacognitive judgments
Effects of Melatonin on Physiologic Responses and Behavior in Dairy Steers Following Lps Induced Inflammation
No full textMitigation of stress is critical in the livestock industry, especially in feedlot cattle where stress yields lesser productivity due to behavioral and physiological changes. In this experiment, dairy steers were allocated to one of two treatment groups that either received a single intravenous bolus of saline, control (CON; n = 4) or saline with melatonin (MEL; n = 4) at a rate of 100 µg/kg of body weight, 30 min (-0.5 h) prior to each lipopolysaccharide (LPS) challenge. For each LPS challenge, all steers were administered LPS from E. coli O111:B4 at 0.5 µg/kg of body weight intravenously 30 min following treatment, labeled as 0 h. Blood samples were collected at -0.5, 0, 0.5, 1, 2, 4, 6, and 24 h relative to each LPS challenge for serum cortisol analysis. Steers underwent a two-week washout period following the first LPS challenge, switched treatments, and underwent a second LPS Challenge with their new treatment bolus. Data was analyzed using a mixed model ANOVA in SAS 9.4. Main effects included treatment and hour on sickness score (SS; a numerical scoring system based on outward signs of illness), rectal temperature (RT), respiration rate (RR), and cortisol concentrations (CORT), with period as a random effect. Statistical significance was set at P ≤ 0.05 and tendencies at 0.06 ≤ P ≤ 0.10. Cattle that received MEL tended to exhibit a lesser SS (P = 0.06) compared to CON cattle (1.94 vs. 2.13 ± 0.087, respectively). Treatment did not influence RT, RR, or CORT. The time effect followed the trend that -0.5 h, 0 h, and 24 h post-LPS Challenge were similar, while elevated levels were observed for hours 0.5, 1, 2, 4 and 6. No interactions were encountered, indicating further research is needed to elucidate the most efficacious dosage of melatonin in calves to decrease response to stress