The LAIR at East Texas A&M
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Lettie Fannie Eubanks, Reverse
No full textThe reverse side of a black and white photo [inscription] Lettie Fannie Eubanks.https://lair.etamu.edu/scua-hcgs-people/1043/thumbnail.jp
Mahoney School Geography Class, Reverse
No full textThe reverse side of a sepia photograph. There are several hand-written notes in ink.https://lair.etamu.edu/scua-hcgs-schools/1017/thumbnail.jp
Teachers’ Perceptions of the Gifted and Talented Process and How It May Affect the Underrepresentation of Black Males in Gifted and Talented Programs
No full textIn spite of their vast contributions, Black males continue to face systemic encounters that cause them being treated differently than their White male counterparts, which produces undesirable outcomes. Nationwide, gifted education disproportionately represents minority students, and students of color generally are less likely than White students to be identified even when they satisfy the criteria for gifted services (Grissom & Redding, 2016; Stargardter, 2016). D. Y. Ford and Whiting (2007) suggested that research inquiring about placement processes, as a precursor to acceptance into a gifted program is a critical first step in identifying gifted Black students, specifically Black males, who are identified as being less represented in gifted programs. The nomination, testing, and selection process for GT inclusion affects Black males who are not proportionally (within race) represented in GT programs (Grissom & Redding, 2016). The GT lead teachers personal accounts may contribute to better selection methods that can help improve recruiting strategies for the underrepresented target population in this study
Teacher Perceptions About Dyslexia in the Inclusive Classroom: A Narrative Inquiry
No full textThe purpose of this narrative inquiry was to restory the lived experiences of educators teaching students identified as dyslexic in their public-school classrooms. This study was qualitative, using a narrative inquiry research design to understand the third and fourth grade teacher’s thoughts and understanding of students identified dyslexic as well as their perceptions of how effective they are in teaching students identified dyslexic. Data was collected using purposive sampling through individual, electronic, in-depth interviews from educators who teach in the third and fourth grades in inclusive classrooms from 21 elementary schools in a large urban school district in North Texas. Before beginning interviews, the researcher obtained site permission from the school district superintendent. The interviews were recorded over Zoom with the teacher’s approval and were analyzed for reoccurring themes and common topics using NVivo software. The interviews began with opened-ended, expert-reviewed questions that allowed the teachers to share their knowledge and feelings regarding how effectively they teach students identified dyslexic
Time-constrained Detection of Network Attacks
No full textTime-constrained detection of network attacks is very important in modern society to protect networks exposed to various cyber-attack risks. Anomaly detection is also an important task, but events can be limited by various environmental conditions. For Time-constrained detection of network attacks, the main challenges are (1) time-constrained data processing, (2) methodology for time-constrained network attack identification, and (3) Improved model performance among various variables. To deal with these challenges, this research will explore time-constrained identification of attacks with the following three angles: (1) Adding problem dataset preprocessing; (2) Deep learning models including Temporal Convolutional Network (TCN), Bayesian Temporal Convolutional Network (BTCN); (3) Find machine learning tuning. Based on the analysis of the above experiments’ results, this study will explore a novel model using machine learning, taking advantage of weakly-supervised learning by employing a few attacks labeled data for early attack identification
Museum Curriculum: Exploring Museums via Eisner’s Educational Connoisseurship and Critical Analysis
No full textMuseums offer many services to their visiting public, but the main objective is to educate those visitors through informal methods. To meet this goal, museum staffs employ many techniques to keep the public engaged and lessen museum streaking—a process in which the client runs through the museum without really grasping what the museum is trying to teach. Over the past 2 decades, numerous researchers have studied this phenomenon from various angles. The researcher in the present study aims to review and analyze these occurrences using Eisner’s connoisseurship and critical analysis from the curator’s perspective in planning the museum’s layout for visitor learning using effective specialized programs, lighting, and display placement. Then, through the eyes of the visiting families as they interact with each type of display, analyze their perceptions of their own ability to learn in this type of informal setting. In this context, informal learning will be recognized and analyzed as a vital part of families supporting children’s learning inside and outside of the classroom setting. Two families have been randomly chosen, and one curator will respond to several key questions to help analyze the process and the methods used to test these ideas of placement, lighting, and program effectiveness. The families will use cameras and tape recorders to share their interactions in real time for later analysis by the researcher
Exploring Experiences of Teachers with Implementing Standards-Based Grading Practices in Public Schools: A Narrative Inquiry Qualitative Study
No full textStandards–based grading ensures students are graded consistently and fairly based on mastery of objectives versus non-academic reasons, such as participation, behavior, and effort, but implementation of standards–based grading faces many challenges. This narrative qualitative study explored teachers’ experiences with and stories about implementing standards–based grading in public schools to improve student outcomes. Through the collection of semi–structured, in–depth interviews with teachers, this qualitative study will be reported for the purpose of informing district and campus leaders of teachers’ experiences, perceptions, needs, and possible challenges relating to the use and implementation of standards–based grading. Findings show that the experiences of the four participants can be sorted into three overarching themes: improved student outcomes, planning, and challenges. All four participants are proponents for standards–based grading practices and provided insight for future studies and recommendations for administration and educational leaders
Secondary Teachers’ Understanding of Universal Design for Learning when Educating Students with Emotional and Behavioral Disabilities
No full textStudents with emotional and behavioral disabilities (EBD) typically struggle with instruction in regular classrooms/schools. The problem peaks in secondary schools where students with EBD have some of the highest dropout rates when compared to their peers in other disability categories (Bradley et al., 2008). Universal Design for Learning (UDL) is a framework that holds some prospects of success for students with EBD. It attempts to level the playing field, allowing students with EBD to receive instruction in regular classroom settings alongside peers. The present study employs the mixed research method to investigate secondary teachers’ understanding of UDL when educating students with EBD. Participants are secondary teachers recruited from all over the USA. Results show that participants are using some elements of UDL and believe UDL to be effective but worry about barriers to implementation. Highlighted barriers include lack of time, administrative support, and resources. Recommendations for policymakers and administrators on how to support teachers with the implementation UDL are included
The Role of Aspirational Capital on the Success of Latinx Graduate Students: A Narrative Inquiry
No full textAt the request of the author or degree granting institution, this graduate work is not available to view or purchase until 2025 July 31. The purpose of this research was to investigate the role of aspirational capital and the factors influencing it on the success of Latinx graduate students. The main research question that this study sought to answer is: How do Latinx graduate students at a Texas university utilize aspirational capital to achieve their educational and career goals? This study attempted to answer research question using a qualitative research design, more specifically a narrative inquiry. Data were collected at a Texas university, classified as a medium-sized public state as well as a Hispanic-serving institution academic institution. The study targeted Latinx graduate students (both master’s and doctoral students) at this university. The sample was selected using purposive sampling, which is very common in qualitative research. The sample consisted of three Latinx graduate students (two master’s and one doctoral). Data were collected through pre-interview questionnaire inquiring about the demographic and experience background of the participants, as well as through two individual interviews and one focus group interview. Collected data from individual and focus group interviews were transcribed and analyzed using coding and thematic analysis. Three main themes emerged from thematic analysis as follows: the role of Latinx family, the role of faculty, and the role of career goals and networking. These factors were found to play a significant role in influencing the aspirational capital of Latinx graduate students which, in turn, helped them stay the course and promote their educational and career goals. This research sought to fill a gap in the literature on the lived experiences of Latinx graduate students in American higher education. It offered an asset-based perspective on how a sample of Latinx graduate students at Texas Prime University (TPU) navigated graduate school and advanced their aspirational attainment. Understanding how these students used aspirational capital and the contextual factors that empowered and sustained their aspirations to pursue and complete their graduate studies provides insights into how high education policymakers, faculty, and administration can support Latinx students seeking graduate school to successfully complete their graduate degree and achieve their career goals
A Narrative Study: Evaluator Perceptions of How Their Transformational Leadership Affects Teacher Performance, Specifically in the Learning Environment Domain of T-TESS
No full textThe purpose of this narrative study was to explore administrator perceptions of their transformational leadership in the classroom learning environment as a domain of T-TESS. Administrators have the responsibility, under T-TESS, to lead and develop leaders who can have a positive impact on the learning environment and student outcomes. T-TESS is a relatively new teacher evaluation tool in Texas in 2022 and is designed to bring a different approach to the coaching process within the evaluation itself, therefore resulting in more individualized feedback and professional development suggestions. Additionally, the elements of transformational leadership have provided increased impact on both the teacher and student outcomes