The LAIR at East Texas A&M
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7179 research outputs found
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Lettie Fannie Eubanks, Front
No full textThe front side of a black and white photograph of Lettie Fannie Eubanks.https://lair.etamu.edu/scua-hcgs-people/1044/thumbnail.jp
Antioch School, Front
No full textThe front side of a sepia photograph of students of the Antioch School.https://lair.etamu.edu/scua-hcgs-schools/1008/thumbnail.jp
Embracing Guided Reading in Upper Elementary: Teachers’ Perceptions of the Effects of Guided Reading Instruction on Their Fluency, Self-efficacy, and Comprehension Instruction
No full textThe researcher in the current study utilized a qualitative, single case study methodology to explore upper elementary teachers’ perceptions of the effects of guided reading instruction on their fluency instruction, their efforts toward students’ self-efficacy in reading, and their comprehension instruction. Classroom educators from Grades 3, 4, and 5 completed an online survey, and a subsample of participants completed a semi structured follow-up interview. Participants responded to questions and probes designed to target their beliefs about guided reading instruction at the upper elementary level and how those beliefs affected their fluency, self-efficacy, and comprehension instruction of upper elementary students
Analysis and Residual Behavior of Encased Pultruded GFRP I-Beam under Fire Loading
No full textIn this paper, fire resistance and residual capacity tests were carried out on encased pultruded glass fiber-reinforced polymer (GFRP) I-beams with high-strength concrete beams. The specimens were loaded concurrently under 25% of the ultimate load and fire exposure (an increase in temperature of 700 C) for 70 min. Subsequently, the fire-damaged specimens were allowed to cool and then were loaded statically until failure to explore the residual behaviors. The effects of using shear connectors and web stiffeners on the residual behavior were investigated. Finite Element (FE) analysis was developed to simulate the encased pultruded GFRP I-beams under the effect of fire loading. The thermal analyses were performed using the general-purpose FE ABAQUS package. This simulation considered the material and geometric nonlinearities and the effect of temperature on the constitutive models of materials. The FE results showed good agreement with the experimental data. The residual peak load and the corresponding mid-span deflection obtained were 5% and 4% higher than those of the experimental results. The validated FE model was utilized to explore the influence of the tensile strength of GFRP and concrete compressive strength on the post-fire flexural behavior of the encased GFRP I-beams. The encased GFRP beams kept higher residual peak loads. Moreover, the encased GFRP beam with shear connectors (EGS-F), encased GFRP beam with web stiffeners (EGW-F), and encased GFRP beam with shear connectors and web stiffeners (EGSW-F) exhibited higher residual peak loads due to the presence of shear connectors and web stiffeners. However, the web stiffeners showed a minor enhancement in the peak load
Is Inhibition Necessary for Successful Theory of Mind Performance?
No full textTheory of mind (ToM) is the ability to reason about another person’s thoughts or motivations. Theories differ regarding the role of executive functions in ToM performance (Happé, 1994). Modular theory suggests that ToM is a separate ability that does not rely on basic cognitive resources (McGlamery et al., 2007). By contrast, Theory Theory and Simulation theory argue that inhibitory abilities are necessary for ToM performance (Carlson et al., 2002; McGlamery et al., 2007; Wynn & Coolidge, 2009). In this study, we used a secondary task to induce cognitive load–effectively lowering the available executive resources, making inhibition harder. This was done while participants performed a task requiring ToM on some trials, and only working memory on others. Contrary to Theory Theory and Simulation Theory, participant response times were affected similarly by a secondary task, regardless of whether the current trial involved ToM. Even more surprisingly, accuracy was impacted in opposite directions for ToM and working memory trials–with working memory trials trending towards the classic impaired performance under cognitive load, and ToM trials trending towards superior performance under cognitive load
The Impact of Advancement via Individual Determination (AVID) on Retention Rates During the Ninth-Grade Transition Year
No full textThe transition from middle school to high school is known to be one of the most critical times in a student’s educational career. Ninth-grade students walk into larger schools; for some physical, emotional, and social developmental stages initiate; many encounter new demands of more rigorous academics; opportunities for participation in various extracurricular activities; possible new scheduling format; the responsibility to think critically and make sound decisions to select the appropriate peer group of association; and the task to foster new relationships with a new support group of adults—teachers, counselors, administrators, organization sponsors, and more. All these moving parts can be overwhelming for ninth-grade students which could cause them to experience transitional difficulties. Therefore, schools must be intentional to offer systems of support to help scaffold the ninth-grade transition. Advancement via Individual Determination (AVID) is a college readiness system that has been implemented in more than 7,000 schools in 47 states, across the United States and other countries. AVID’s mission is to close the opportunity gap by preparing all students for college readiness and success in a global society (AVID, 2020). This study analyzed ex post facto data from urban high schools in three different school districts. The purpose of the study was to investigate the impact AVID enrollment had on first-time ninth graders by the examination of the five contributing factors: grade point averages (GPAs), attendance rates, behavior referrals, earned credits for on-track promotion to the 10th grade, and end-of-course (EOC) state assessment scores. The analyses were conducted among four ninth-grade cohort groups: first-time ninth graders who were enrolled in middle school AVID only (MS AVID Only); first-time ninth graders who were enrolled in middle school and ninth-grade AVID (MS & ninth AVID); first-time ninth graders who were enrolled in ninth-grade AVID only (ninth AVID Only), and first-time ninth graders who were never enrolled in AVID The researcher administered a one-way analysis of variance to analyze the results of GPAs, attendance rates, and behavior referrals. Chi-square of independence was utilized to analyze earned credits and EOC state assessment scores for Algebra I, Biology, and English I. The analyses provided data which reflected whether a statistically significant difference exists
Effects of Creep Feeding on Pre- and Post-Weaning Performance of Beef Calves in Northeast Texas
No full textThe cow-calf sector of the cattle industry accounts for a substantial portion of the Texas cattle industry; in 2019 calf crop in Texas exceeded 4.5 million head. In order to maximize profits, cow-calf producers should market the heaviest calves possible. Increased weaning and market weights will result in greater profits when calves are sold on a per pound basis. Creep feeding is one strategy that can be employed to reach optimum gains. In this study, 21 calves were limit fed a commercially available creep feed at 1% body weight for 90 days prior to weaning and compared to 20 calves without access to creep feed. Average daily gain (ADG), gain per day of age, and body condition score (BCS) were monitored and compared between creep and non-creep calves to determine the efficacy of creep feeding as a tool to help cow-calf producers achieve maximum gains in young beef calves. To determine the economic feasibility of creep feeding, inputs such as feed and labor costs were compiled and compared between creep and non-creep fed calves. The sale weights and prices of all calves were collected to measure the economic gains brought by heavier calves when they are marketed and determine if the increased gains were sufficient to offset the additional cost of creep feeding. Weaning weights of supplemented calves were greater (CON=238.18 ± 2.09 Kg, TRT=246.97 ± 1.77 Kg). Supplemented calves also had increased Adjusted 205 day weaning weights (CON=246.97±2.70 Kg, TRT=283.84 ± 1.25 Kg), and were heavier based on weaning weight ratio (CON=96.93±0.98, TRT 102.71±0.45). When marketed, supplemented calves generated increased income (CON=1083.95±20.85) however, this amount was insufficient to offset the additional feed and labor cost associated with creep feeding ($88.23)
Faculty’s Perception on Dual Enrollment and the Need for Professional Development
No full textThe discussion of dual enrollment is not new and began as early as the 1950s. The discussion has now turned into an enrollment boom for many colleges and universities. Dual enrollment provides opportunities for students to gain valuable college credit while still in high school. It is an opportunity for students to experience the college way and save money on future educational endeavors. The purpose of this study was to explore dual credit instructors’ attitudes, beliefs, and perceptions of teaching dual enrollment students and instructors’ need for professional development to enhance their teaching and learning of this populace of students. The evaluation was accomplished by determining: (a) what were the instructors’ attitudes, beliefs, and perceptions of dual enrollment students? (b) how did instructors perceive past professional development experiences as it relates to dual enrollment? (c) what professional development activities did instructors feel they need to engage in order to teach dual enrollment students? The data collected and examined was from semi-structured interviews. Those interviewed were all from Tarrant County College and had at least one year of dual enrollment teaching experience. Examination of the date generated several major themes. The themes related to the research question one was life experiences, motivation, maturity, and communication. Research questions two themes were relevance, peer learning, and instructor preparation. The final research question themes were psychological mark-up and classroom management. Each of these themes were interrelated by the common thread of the dually enrolled student and professional development needs. The participants interviewed were provided the opportunity to express their thoughts and beliefs about dual enrollment and professional development. The information collected from the participants will provide institutions a reference to understand the overall need for professional development opportunities to those instructors who teach dually enrolled students
An Observaion of Gut Microbial Community Structure of Apis Mellifera
No full textHoney bees are a critical pollinator species, highly valued by the agricultural industry due to their widespread commercial applications, utilized in over 90 different crop pollination and rotation techniques throughout North and South American, Asian, and African continents. In the recent decades, a substantial decline in honey bee colony populations has been observed and documented worldwide. The United States has recorded a continuous reduction in managed honey bee populations since the 1940s, reaching a historic low in 2005, with the USDA documenting a decline from 6 million to 2.5 million managed honey bee colonies throughout the last six decades (USDA, 2022). In 2006, a detrimental condition was observed in European and American honey bee populations, marked by accelerated bee loss of honey bee colonies, and termed Colony Collapse Disorder (CCD), with a national average of 28.7 percent of managed hives not surviving through the winter. Many different factors are theorized to contribute to CCD, but more research is needed to understand if predation, the environment, or microbial factors play key roles in hive decline. A microbiome is an assortment of microscopic entities, which can include bacteria, fungi, and viruses, and reside inside and on the bodies of humans, animals, and insects. The gut microbiome has been determined to play a role in overall human and animal health, influencing digestion, growth and development, metabolism, immune response, and neurological function. Research is gradually increasing, analyzing the microbiome of invertebrates, but only a limited number of studies to date, have investigated the impact of honey bees gut microbiome upon the overall health of the hive. In the current study, we characterized the intestinal microbiota of nurse honey bees sampled from strong and weak hives in the summer and fall seasons by qPCR analysis. The conditions of the environment of each sample hive were also observed and recorded. Our results suggested that the bacterial community structure residing in the gut of nurse honey bees was consistent against various environmental factors examined. Differences were observed in the environmental variables, temperature, humidity, and insect predation, between strong hives and weak hives
Supporting a Statewide Policy Consideration: Virtual Advancing Educational Leadership Training
No full textCOVID-19 pandemic was and continues to be a shock and a challenge to the entire world. This health and safety challenge found its way into the world of higher education, even in programs that were already delivered in online environments. In this study, we examined the perceptions of 79 developing principals enrolled in a Master of Education Degree program in Educational Administration at Texas A&M University in the United States as they processed the efficacy of a virtual professional development (VPD) leadership for a state certificate in Advancing Educational Leadership (AEL). The state agency has required AEL as a 3-day state-mandated face-to-face training which is a basic requirement for school leaders who evaluate teachers. In fact, per state policy, AEL was delivered in a face-to-face format since it began in 2015, but was transformed to a VPD format in 2020, for the first time, as a response to safety concerns resulting from the COVID-19 pandemic. The Texas Education Agency indicated that the training would go back to a face-to-face format after Fall 2021; however, recently the Agency determined that virtual training could continue, along with face-to-face. Initially, this study was conducted to add information to the policy consideration as to whether to leave the option open for university principal preparation programs to offer the AEL virtually or face-to-face; however, with the alteration of the policy and with the findings of the study, we now provide empirical support, based on a a concurrent triangulation mixed methods design, for the Agency’s policy action. This study might be the first published in support of this AEL training policy