The LAIR at East Texas A&M
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Mutation Testing Using Predictive Methods
No full textSoftware quality is a critical part in the software development cycle. Mutation testing is an approach that assesses the effectiveness of software testing. As mutation testing is a computationally expensive process, finding ways to reduce the cost is an important part of extending the benefits of software testing. Machine learning concepts are applied to mutation testing to evaluate the cost reduction potential for mutation testing. Key features that may show the status of mutant are extracted and fed to machine learning models. These models have the potential to cut the cost of mutation testing by predicting which mutants will live without extensive execution of the software testing
An Investigation of Classroom Quality and Expressive Vocabulary Development of Pre-Kindergarten Students in Urban Classroom Settings
No full textThe purpose of this study was to examine the relationship between classroom quality and the expressive vocabulary development of prekindergarten (Pre-K) students. Classroom quality was measured using the Classroom Assessment Scoring System (CLASS; Pianta et al., 2007b). Additionally, The Center for Improving Readiness of Children for Learning and Education (CIRCLE) assessment, created by Children’s Learning Institute (2021), was used to measure the expressive vocabulary. Interactions, according to the domains and dimensions of the CLASS tool and their possible relationship with expressive vocabulary of Pre-K in general education classrooms, were examined. Demographic data for both teachers (gender and ethnicity) and students (gender and ethnicity) were collected to describe the sample.Data were collected from a large, urban school district in north Texas. The district is composed of about 155,000 students, of which 13,000 are enrolled in the Pre-K program for 4-year-olds. There are approximately 500 Pre-K classrooms in the district. Twelve general education classrooms with certified teachers were randomly selected to participate in the study. There were approximately 80-96 students represented in the study. It was hypothesized that there would be a statistically significant difference in vocabulary development from fall to spring of the academic school year and the growth scores on the three domains of classroom quality would predict students’ expressive vocabulary growth
Nursing and Health Sciences Building Northeast Corner
No full textA color photograph of the northeast corner of the Nursing and Health Sciences Building.https://lair.etamu.edu/scua-univ-photos-browse-all/1365/thumbnail.jp
Phase II Residence Hall Main Entrance
No full textA color photograph of the northeast corner of Phase II Residence Hall, showing one of the main entrances.https://lair.etamu.edu/scua-univ-photos-browse-all/1378/thumbnail.jp
Phase III Residence Hall East Entrance
No full textA color photograph showing the east entrance to Phase III Residence Hall.https://lair.etamu.edu/scua-univ-photos-browse-all/1371/thumbnail.jp
Japan\u27s Stock Market Performance: Evidence from Toda-Yamamoto and Dolado-Lutkepohl Tests for Multivariate Granger Causality
No full textThis paper empirically examines the causal linkages of Japan\u27s stock market (proxied by Nikkei 225 index) performance with selected key macroeconomic fundamentals. Relatively recent Toda-Yamamoto and Dolado-Lutkepohl, multivariate Granger causality tests are implemented. Monthly time series data from September 1974 to February 2017 with a large sample size of 510 monthly observations covering the floating exchange rate regime were utilized. The study documents some interesting and some unexpected results. Bi-directional causality is evidenced only between the stock market and the industrial production. Somewhat counterintuitively, unidirectional causality runs from stock market to money supply. Furthermore, unidirectional causality flows from interest rate (bond yield) to stock market. Not so surprisingly, no causality is detected between the stock market and the general price level. This is also true for stock market and exchange rate. The above findings may aid Japanese policy makers to formulate appropriate financial, monetary and exchange rate management policies. Japan should give second thought on the efficacy of its over reliance on monetary policy with interest-rates targeting and should prepare itself for launching a pragmatic fiscal stimulus program
My Heart is not My Own
No full textSheet music for a song titled My Heart is not My Own. It includes handwritten notes and lyrics.https://lair.etamu.edu/scua-martin-drafts/1005/thumbnail.jp
A Descriptive Qualitative Multi-Case Study Exploring the Use of the Content-Area Reading Strategies Implemented by Beginning Secondary Teachers in a Rural Texas School District
No full textThrough a descriptive multiple-case study, the researcher explored the phenomenon of how beginning teachers in one rural, northeast Texas school district implement content-area reading strategies at the secondary level. What I Know-What I Want to Know-What I Learned (KWL), Directed Reading Thinking Activity (DRTA), Survey-Question-Read-Recite-Review (SQ3R), anticipation guides, journals, graphic organizers, graphic notetaking, and annotating the text are the highlighted strategies in the study. A semi-structured interview protocol was used with three beginning secondary teachers who teach in a rural, northeast Texas school district. The researcher also used classroom observations and teacher lesson plans over a period of ten weeks to collect data. The researcher manually analyzed the data collected for patterns and themes. Themes indicated that teachers believe content-area reading strategies are an important element in their instruction. The teachers instructed their students to use reading strategies in class but did not provide direct instruction on how to use specific reading strategies as they pertained to the content-area. The range of methods used by the participants for content-area reading strategies was limited in scope. The researcher saw four direct implications related to the study data. They are staff development, pre-service teacher training, mentor/mentee relationships, and modeling. In-house professional development is a valuable opportunity to expose and train secondary teachers in instructional methods which provide them with the proper tools to use content area reading strategies effectively. New teachers are not being trained in methods which provide them the proper tools to use content area reading strategies effectively. No matter the route a teacher takes to becoming certified, they need to receive in-depth instruction in properly and effectively using content-area reading skills at the secondary level. The relationship between a mentor and the mentee is one of trust and growth. Mentors are an important source of information on best practices. Through modeling, observations, and conversations the mentor can instruct the mentee in how to successfully use content area literacy skills in the classroom. The mentors know the disciplinary terminology and how to best address the areas of literacy as it pertains to their specific discipline. Modeling of content-area reading strategies needs to be done on two levels. First, teachers need to see first-hand how the practice is used in a classroom setting. Viewing a presentation or listening to a presenter is not enough. Secondly, the teachers need to do the same for their students. the strategies need to be modeled and used repeatedly in class before the students can transfer the practice to their independent work. There are two considerations for future research. First, the participants in the study all worked with a veteran teacher in the creation of their lesson plans. A future study designed to compare the use of content-area reading strategies of beginning and veteran teachers who are in a mentor/mentee relationship would provide deeper insight and understanding of the impact of the veteran teachers’ beliefs on the beginning teachers’ use of content-area reading strategies in their classroom instruction. Secondly, the study participants all received their teaching certifications through different programs. A future study that explored the teachers’ pedagogical beliefs, training, and personal experiences would provide a multifaceted approach to understanding of how and why beginning teachers use content-area reading strategies
A Longitudinal Multicase Study of Eight Participants of a Teacher Residency Program
No full textThe purpose of this longitudinal qualitative study was to follow the progression of participants of a teacher residency program from admission to completion of their fourth year of teaching. During this 18-month program students were enrolled in master’s level classes along with spending a year in residency at the secondary level. The residency consisted of 2 semesters of field experience rotating between 2 mentor teachers. Upon completion of the program, each held a masters’ degree as well as a teaching certificate. Because of the shortage of teachers in the United States, programs to quickly certify teachers have been common for many years. Some of these allowed for field experiences of as short a time as a few months to a few weeks with little or none of it allowing for direct supervision of a mentor teacher. By following those who were able to spend a year of residency in the field through their first 4 years of teaching, the researcher collected qualitative data and determined how their preparation affected their first years of teaching as well as their future career plans. Of the 12 preservice teachers who were a part of the program, 8 were followed for the purpose of this study. Focus group interviews were conducted twice during the residency portion of the program. During the first, second, and fourth years of teaching, individual interviews were conducted. Data from the focus groups as well as the individual interviews were analyzed for the purpose of this study. At the end of the 4th year of teaching all 8 of the participants remained in the field of teaching