+publisher:"Texas A&M University" +contributor:("Carter, Norvella")

Texas A&M University

1. Leblanc, Jennifer K. Science Education in the Borderlands: An Examination of Science Classrooms in Texas High Schools Identified as Successful and Diverse.

Degree: PhD, Curriculum and Instruction, 2016, Texas A&M University

URL: http://hdl.handle.net/1969.1/156929

► Science literacy is a civil right and a critical part of becoming a participatory citizen in democracy. However, almost thirty years after Science for All… (more)

▼ Science literacy is a civil right and a critical part of becoming a participatory citizen in democracy. However, almost thirty years after Science for All Americans was released, scientific literacy is still not accessible to all. Unfortunately, science in schools is a place where students must transgress complicated cultural borders, even more so for students in highly diverse schools. Overall, science education is not inclusive, which becomes obvious in the disproportionate numbers of historically underrepresented individuals entering the science career pipeline. In this dissertation, my overall goal was to investigate the classroom learning environments of science teachers in traditional high schools identified as highly successful and highly diverse (HSHD) to uncover practices and patterns associated with high levels of success. In Study 1, I provided a demographic overview of the HSHD schools, using an algorithm to identify highly successful schools in terms of science achievement and college and career readiness. Through my examination of state databases, I found that only 1.8% (n=24) of the 1,308 traditional high schools satisfied the criteria for recognition as both highly successful and highly diverse. This percentage occurred in Texas, a border ?Mega-State? currently serving a student population over 50% Hispanic. In Study 2, I looked into the classrooms of three schools identified as HSHD to focus on three to four science teachers within each school (n=10), individuals most responsible for the successful preparation of learners for career and college readiness. As a result of this study, I developed a grounded theory explaining the process of science teachers? committing to science teaching at HSHD schools. Finally, in Study 3, I used the How People Learn Framework to focus on observable practices and patterns of nine of these teachers in their classrooms to uncover unique strategies enhancing their students? learning. Classroom observation and analysis of teachers? interviews revealed that a strong sense of community pervaded among the teachers? practices. Each study tightened my lenses to examine aspects of the state, schools, and teachers of highly important yet often overlooked school ecologies associated with success in high school science achievement and college and career readiness. Advisors/Committee Members: Carter, Norvella (advisor), Stuessy, Carol (advisor), Larke, Patricia (committee member), Irby, Beverly (committee member).

Subjects/Keywords: secondary science education; urban education; diverse learners; mixed methods; successful high schools; case study

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APA (6^th Edition):

Leblanc, J. K. (2016). Science Education in the Borderlands: An Examination of Science Classrooms in Texas High Schools Identified as Successful and Diverse. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156929

Chicago Manual of Style (16^th Edition):

Leblanc, Jennifer K. “Science Education in the Borderlands: An Examination of Science Classrooms in Texas High Schools Identified as Successful and Diverse.” 2016. Doctoral Dissertation, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/156929.

MLA Handbook (7^th Edition):

Leblanc, Jennifer K. “Science Education in the Borderlands: An Examination of Science Classrooms in Texas High Schools Identified as Successful and Diverse.” 2016. Web. 16 Feb 2019.

Vancouver:

Leblanc JK. Science Education in the Borderlands: An Examination of Science Classrooms in Texas High Schools Identified as Successful and Diverse. [Internet] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/156929.

Council of Science Editors:

Leblanc JK. Science Education in the Borderlands: An Examination of Science Classrooms in Texas High Schools Identified as Successful and Diverse. [Doctoral Dissertation]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/156929

Texas A&M University

2. Chalklen, Warren Leslie. At the Feet of Giants: How South African Advocates for Equity in Education (Re) Interpret Their Leadership Styles.

Degree: 2015, Texas A&M University

URL: http://hdl.handle.net/1969.1/156236

► This research study focused on South African advocates for equity in education. It used semi-structured interviews with three South African advocates for equity in education… (more)

Subjects/Keywords: Equity; Advocacy; Leadership; South Africa

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APA (6^th Edition):

Chalklen, W. L. (2015). At the Feet of Giants: How South African Advocates for Equity in Education (Re) Interpret Their Leadership Styles. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156236

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Chalklen, Warren Leslie. “At the Feet of Giants: How South African Advocates for Equity in Education (Re) Interpret Their Leadership Styles.” 2015. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/156236.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Chalklen, Warren Leslie. “At the Feet of Giants: How South African Advocates for Equity in Education (Re) Interpret Their Leadership Styles.” 2015. Web. 16 Feb 2019.

Vancouver:

Chalklen WL. At the Feet of Giants: How South African Advocates for Equity in Education (Re) Interpret Their Leadership Styles. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/156236.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Chalklen WL. At the Feet of Giants: How South African Advocates for Equity in Education (Re) Interpret Their Leadership Styles. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/156236

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

3. Benckenstein, Claire Carson. Creativity Through the Eyes of Social Studies Teachers in Urban Settings.

Degree: 2016, Texas A&M University

URL: http://hdl.handle.net/1969.1/156959

► The purpose of this study was to seek an in-depth understanding of the perspectives of six urban elementary and secondary social studies teachers as creative… (more)

▼ The purpose of this study was to seek an in-depth understanding of the perspectives of six urban elementary and secondary social studies teachers as creative people. The research focused on the relationship between their personal creative characteristics and creativity in their classrooms. Semi-structured interviews were conducted with the teachers and served as the primary means of data collection. The study was guided by two research questions: (1) How do the selected urban teachers define creativity? (2) How do they encourage creativity in their students? The findings in response to the first research question revealed insights into the varying definitions of creativity; however, each participant believed that creativity involved focusing on the student. As a result, the theme that emerged from this question was: Freedom to Focus on the Student. Three major themes that emerged from the second question include (1) Importance of Teacher Attitude with the subthemes: (a) Authenticity; (b) Genuinely Cares about Students; (c) Genuinely Cares about Teaching; and, (d) Genuinely Values Creativity; (2) Environment with the subthemes: (a) Safe; (b) Flexible; and (c) Engaging; and the final major theme (3) Strategies. The main conclusions drawn from this research were that the participants shared the following characteristics: they believed in student potential; they held attitudes of authenticity and genuine care about students, teaching, and creativity; they had the ability to create an environment conducive to fostering creativity; and, they had the willingness and skills needed to select and use classroom strategies that encouraged creativity in their students. Based on these results, recommendations include that there be an emphasis on creativity particularly in urban school districts in the U.S. that includes heightening the awareness and the importance of creativity. Aligned with that recommendation, all stakeholders need to be aware of the limitations to creativity related to external constraints such as curricula, school schedules, and allocation of resources. Teachers should receive training regarding creativity, which includes implementation in college curricula for pre-service teachers and professional development for in-service teachers. Finally, opportunities for collaboration regarding teacher attitudes, the teaching environment, and teaching strategies would benefit teachers and administrators as they work together to foster creativity in classrooms. Advisors/Committee Members: Carter, Norvella (advisor), Juntune, Joyce (committee member), Webb-Hasan, Gwendolyn (committee member), Williams, Kamala (committee member).

Subjects/Keywords: creativity; urban settings

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APA (6^th Edition):

Benckenstein, C. C. (2016). Creativity Through the Eyes of Social Studies Teachers in Urban Settings. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156959

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Benckenstein, Claire Carson. “Creativity Through the Eyes of Social Studies Teachers in Urban Settings.” 2016. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/156959.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Benckenstein, Claire Carson. “Creativity Through the Eyes of Social Studies Teachers in Urban Settings.” 2016. Web. 16 Feb 2019.

Vancouver:

Benckenstein CC. Creativity Through the Eyes of Social Studies Teachers in Urban Settings. [Internet] [Thesis]. Texas A&M University; 2016. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/156959.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Benckenstein CC. Creativity Through the Eyes of Social Studies Teachers in Urban Settings. [Thesis]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/156959

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

4. Malhan, Jyoti. Voices of Successful Science Teachers in an Urban Diverse Single Gender Girls' School.

Degree: 2016, Texas A&M University

URL: http://hdl.handle.net/1969.1/158663

► This research study was conducted as a qualitative case study of four successful science teachers of female students in a diverse, title 1, urban, public… (more)

Subjects/Keywords: Girls' School

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Malhan, J. (2016). Voices of Successful Science Teachers in an Urban Diverse Single Gender Girls' School. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/158663

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Malhan, Jyoti. “Voices of Successful Science Teachers in an Urban Diverse Single Gender Girls' School.” 2016. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/158663.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Malhan, Jyoti. “Voices of Successful Science Teachers in an Urban Diverse Single Gender Girls' School.” 2016. Web. 16 Feb 2019.

Vancouver:

Malhan J. Voices of Successful Science Teachers in an Urban Diverse Single Gender Girls' School. [Internet] [Thesis]. Texas A&M University; 2016. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/158663.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Malhan J. Voices of Successful Science Teachers in an Urban Diverse Single Gender Girls' School. [Thesis]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/158663

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

5. Pelezo, Susan Lee. The Lived Experiences of Four Professional Development Directors in Urban Public School Districts.

Degree: 2017, Texas A&M University

URL: http://hdl.handle.net/1969.1/161555

► This research study was conducted on four urban professional development directors. A qualitative research framework was embraced to hear four administrators describe their perceptions of… (more)

▼ This research study was conducted on four urban professional development directors. A qualitative research framework was embraced to hear four administrators describe their perceptions of professional development programs and the factors they believe impact teachers in their districts; as well as how the administrators describe their personal attributes contributing to their programs. The goal of my study was to expand the narrow research base concerning the lived experiences of urban professional development directors, whose voices and experiences can inform others about relevant issues and leading urban professional development programs. In order to create a stronger understanding of the director?s perceptions on leading urban professional development programs, this study examined constructed meanings through a narrative interpretive lens. This qualitative study utilized the authentic words of the participants to convey their story, as it yielded a rich representation of the thoughts depicted. Data was gathered through in-depth, open-ended interviews and semi-structured interviews through which the events, beliefs and perceptions molded the phenomenon under investigation. Analysis of the data transpired immediately after each interview. Analytic conclusions were formed by classifying ideas and statements from the data to determine that significant constructs, themes and patterns surfaced. The findings of this study produced the following as it connected to the voices of the four urban professional development directors and their perceptions of successful professional development programs: (1) multi-faceted professional development programs had to be created by each director; (2) the teacher was perceived as the dominant vehicle impacting student success; (3) programs that helped increase teacher confidence were a priority for each director. Two secondary themes emerged supporting the primary themes. The secondary themes were (1) strong strategic planning ability and (2) a high sense of accountability. Advisors/Committee Members: Carter, Norvella (advisor), Williams, Kamala (advisor), Webb-Hasan, Gwendolyn (committee member), Kelly, Larry (committee member).

Subjects/Keywords: Professional Development; urban education

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APA (6^th Edition):

Pelezo, S. L. (2017). The Lived Experiences of Four Professional Development Directors in Urban Public School Districts. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/161555

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Pelezo, Susan Lee. “The Lived Experiences of Four Professional Development Directors in Urban Public School Districts.” 2017. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/161555.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Pelezo, Susan Lee. “The Lived Experiences of Four Professional Development Directors in Urban Public School Districts.” 2017. Web. 16 Feb 2019.

Vancouver:

Pelezo SL. The Lived Experiences of Four Professional Development Directors in Urban Public School Districts. [Internet] [Thesis]. Texas A&M University; 2017. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/161555.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Pelezo SL. The Lived Experiences of Four Professional Development Directors in Urban Public School Districts. [Thesis]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/161555

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

6. Osagie, Andree O. School racial composition and academic performance of african american students in an urban school district.

Degree: 2009, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-2484

► The purpose of this study was to investigate the differences in the academic performance of economically disadvantaged African-American students attending schools with distinct racial composition… (more)

▼ The purpose of this study was to investigate the differences in the academic performance of economically disadvantaged African-American students attending schools with distinct racial composition in selected inner-city Texas high schools based on the information available in the Academic Excellence Indicator System (AEIS) database. The degree to which certain schools? racial compositions may impact the achievement of economically disadvantaged African-American students was explored. The study was conducted in order examine the academic performance of economically disadvantaged African-American student groups in three large, comprehensive high schools with distinct ratios of school racial compositions. The analyses of student performance data in these three educational settings over three years offers insight into whether school racial composition affects the academic achievement of economically disadvantaged African-American students. A quantitative, two factor factorial (with repeat on the last factor) design was used to answer the questions posed. A mixed-model analysis of variance (ANOVA) was employed to analyze school and student level differences between the percentage of minority students in a school and the academic outcomes. Specifically, the reading and mathematics TAKS scores of economically disadvantaged African-American students from three high schools with distinct ratios of school racial composition were compared and analyzed. The final sample included 428 African-American students. The first school had a racial composition of 80/20, with African-Americans being the minority. The second school had a balanced racial composition (defined as ?30/30/30?), and the third school?s racial composition was 30/70, with African-Americans being the majority. The most important finding in this study is that the differences in the reading and math performance of economically disadvantage African-American high school students attending schools with different racial composition are statistically significant. The researcher observed an increase in the average academic performance of African- American students as the concentration of minority students in the schools was reduced. Although the effect of school racial composition was minimal, the findings indicate that (even after controlling the effects of schools and students? demographic factors by holding these variables constant) reading and math TAKS scores were consistently higher in the 80/20 school than in the 30/30/30 school, followed by the 30/70 school. Advisors/Committee Members: Skrla, Linda (advisor), Tolson, Homer (advisor), Carter, Norvella (committee member), Collier, Virgina (committee member).

Subjects/Keywords: School Racial Composition

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APA (6^th Edition):

Osagie, A. O. (2009). School racial composition and academic performance of african american students in an urban school district. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2484

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Osagie, Andree O. “School racial composition and academic performance of african american students in an urban school district.” 2009. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2484.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Osagie, Andree O. “School racial composition and academic performance of african american students in an urban school district.” 2009. Web. 16 Feb 2019.

Vancouver:

Osagie AO. School racial composition and academic performance of african american students in an urban school district. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2484.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Osagie AO. School racial composition and academic performance of african american students in an urban school district. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2484

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

7. James, Marlon C. Education no longer deferred: the possibilities of educating urban african american males in a single gender school.

Degree: 2009, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-3150

► The purpose of this study is to investigate the emerging school culture of Excel Academy for Boys [Pseudonym] located in the Southwestern region of the… (more)

▼ The purpose of this study is to investigate the emerging school culture of Excel Academy for Boys [Pseudonym] located in the Southwestern region of the United States, and how it contributes to the social and academic development of urban African American male students. This case study was based on interviews and focus groups with parents, teachers, students, and the school administrator. Additionally, the researcher conducted participant observations of school meetings, new parent orientations, new teacher interviews, and reviewed student academic and behavioral records. This exploratory analysis consisted of two separate; but interrelated, qualitative studies relevant to educating urban African American males. The first inquiry featured a case study of Excel Academy for Boys, a singlegender middle school serving urban African American males. This detailed examination of Excel Academy?s organizational habitus yielded the Building African American Males Model. This organizational process was characterized by four essential factors that included: (1) educational justice; (2) expectations monitoring; (3) expectations casting; and (4) a culture of Effort. Particular attention was given to how each factor promoted community-school synergy or organizational synergy. These processes were essential for creating a school culture and climate that promoted the emotional, social, and academic maturation of students. Implications for protecting and strengthening the organizational habitus of Excel Academy were offered and broader implications for the emerging African American males? school movement were discussed. The second study of Excel Academy uncovered four complexities that teachers, parents, and the school leader encountered as they sought to meet the social, emotional, and academic needs of urban African American males. These four critical complexities emerged through observations of the educational processes at Excel Academy, and were labeled: 1) expectations dissonance; 2) disguised engagement; 3) differential engagement, and 4) expectations overload. The emergence of each factor was detailed, and recommendations were offered to address each complexity. Advisors/Committee Members: CARTER, NORVELLA (advisor), Lewis, Chance (advisor), HILL-JACKSON, VALERIE (committee member), WEBB-JOHNSON, GWENDOLYN (committee member).

Subjects/Keywords: African American urban males; single gender schools

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APA (6^th Edition):

James, M. C. (2009). Education no longer deferred: the possibilities of educating urban african american males in a single gender school. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-3150

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

James, Marlon C. “Education no longer deferred: the possibilities of educating urban african american males in a single gender school.” 2009. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-3150.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

James, Marlon C. “Education no longer deferred: the possibilities of educating urban african american males in a single gender school.” 2009. Web. 16 Feb 2019.

Vancouver:

James MC. Education no longer deferred: the possibilities of educating urban african american males in a single gender school. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-3150.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

James MC. Education no longer deferred: the possibilities of educating urban african american males in a single gender school. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-3150

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

8. Vera, Debbie Jean. The use of popular culture environmental print to increase the emergent literacy skills of prekindergarten children in one high-poverty urban school district.

Degree: 2009, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-1288

► Limited studies have focused on using popular culture environmental print in the literacy curriculum to teach early literacy skills to prekindergarten students. This study examined… (more)

▼ Limited studies have focused on using popular culture environmental print in the literacy curriculum to teach early literacy skills to prekindergarten students. This study examined whether using popular culture environmental print to explicitly teach alphabet knowledge and print concepts increased the achievement of these skills. After a nine week intervention was implemented, data were collected from 56 urban prekindergarten children in a control and experimental group. The use of popular culture environmental print appeared to increase the achievement of print concepts and alphabet knowledge in prekindergarten children from one urban high-poverty school district. Data revealed an increase in the mean rank of the experimental group on the post-test of alphabet knowledge. Additionally, English as a second language learners expanded their knowledge of alphabet letters after the popular culture environmental print intervention. Also, a statistically significant difference appeared to exist between the control and experimental groups? means on the knowledge of print concepts. Descriptive statistics revealed increases in print concept means of the control and experimental groups from the time of the pre-test to the posttest as tested by the Preschool Word and Print Awareness Assessment (PWPA). A statistical significant difference between the groups the children were in and the early literacy skills of alphabet knowledge and print concepts were determined at the end of the popular culture environmental print intervention. The increase in print concepts and alphabet knowledge appeared to be due to utilizing popular culture characters children observed at home. The popular culture characters garnered the attention of the children and became a source of motivation for increasing emergent literacy skills. Also, through explicit teaching of print concepts and alphabet knowledge with the popular culture environmental print, the children expanded their knowledge of these emergent literacy skills. Advisors/Committee Members: Carter, Norvella (advisor), Knight, Stephanie (advisor), Kaplan, Diane (committee member), Larke, Pat (committee member).

Subjects/Keywords: Envrionmental Print; Emergent Literacy

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APA (6^th Edition):

Vera, D. J. (2009). The use of popular culture environmental print to increase the emergent literacy skills of prekindergarten children in one high-poverty urban school district. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1288

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Vera, Debbie Jean. “The use of popular culture environmental print to increase the emergent literacy skills of prekindergarten children in one high-poverty urban school district.” 2009. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-1288.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Vera, Debbie Jean. “The use of popular culture environmental print to increase the emergent literacy skills of prekindergarten children in one high-poverty urban school district.” 2009. Web. 16 Feb 2019.

Vancouver:

Vera DJ. The use of popular culture environmental print to increase the emergent literacy skills of prekindergarten children in one high-poverty urban school district. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1288.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Vera DJ. The use of popular culture environmental print to increase the emergent literacy skills of prekindergarten children in one high-poverty urban school district. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1288

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

9. Williams, Twyla Jeanette. Middle class African American mothers' perceptions of White teachers' interactions with their African American children in predominately White suburban junior high schools.

Degree: 2009, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-1093

► This research study was conducted as a qualitative case study of six middle class African American mothers living in a suburban community. Their children attended… (more)

Subjects/Keywords: middle class; African American; suburban; mothers

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APA (6^th Edition):

Williams, T. J. (2009). Middle class African American mothers' perceptions of White teachers' interactions with their African American children in predominately White suburban junior high schools. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1093

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Williams, Twyla Jeanette. “Middle class African American mothers' perceptions of White teachers' interactions with their African American children in predominately White suburban junior high schools.” 2009. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-1093.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Williams, Twyla Jeanette. “Middle class African American mothers' perceptions of White teachers' interactions with their African American children in predominately White suburban junior high schools.” 2009. Web. 16 Feb 2019.

Vancouver:

Williams TJ. Middle class African American mothers' perceptions of White teachers' interactions with their African American children in predominately White suburban junior high schools. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1093.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Williams TJ. Middle class African American mothers' perceptions of White teachers' interactions with their African American children in predominately White suburban junior high schools. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1093

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

10. Willis, Janet. Elementary Special Education Teachers' Cultural Awareness and Beliefs In One Urban School District Regarding African American Learners.

Degree: 2012, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10710

► Today's urban schools are composed of students from diverse cultural backgrounds and varying levels of academic readiness. At the same time, approximately 88% of teachers… (more)

▼ Today's urban schools are composed of students from diverse cultural backgrounds and varying levels of academic readiness. At the same time, approximately 88% of teachers are White and middle-class. The dispositions of teachers have important educational ramifications. Teachers' beliefs structure the classroom atmosphere, influence perceptions regarding the abilities of students, and impact how they teach and expect students to learn and behave. In order to foster an accepting and productive learning environment, teachers must have cultural awareness. To ensure that all learners receive a solid academic foundation, teachers must be able to instruct dissimilar students. Special educators have been trained to work with students with unique, special needs, but the reality of today's demographics - and special education classrooms in particular - mandate that they also have the cultural knowledge to effectively serve diverse students. Perceptions and attitudes of elementary special education teachers regarding their cultural awareness and beliefs need to be explored. This study examined the cultural awareness beliefs of elementary special educators working in urban school districts located in southeast Texas. The research also needs to ascertain whether ethnicity or length of service effected such teachers' cultural awareness beliefs. Using the Cultural Awareness Beliefs Inventory (CABI) instrument, the investigator gathered self-reported data from 54 participants. The reliability and validity of the instrument were determined to be sound by previous investigators. The CABI contains eight major components: Teacher Beliefs, School Climate, Culturally Responsive Classroom Management, Home and Community Support, Curriculum and Instruction, Cultural Sensitivity, Cultural Awareness, and Teacher Efficacy. Data were analyzed using percentage analysis and one-way analysis of variance. The findings include: 1) Participants had favorable perceptions towards the School Climate, Culturally Responsive Classroom Management, and Cultural Awareness variables; 2) Participants had unfavorable perceptions regarding Teacher Beliefs; 3) In contrast to some previous research, it did not appear that teaching experience impacted cultural beliefs; and 4) Importantly, it was discerned that teachers' ethnicities yielded statistically significant effects on their cultural awareness and beliefs regarding African American special education students. Advisors/Committee Members: Larke, Patricia (advisor), Webb-Hasan, Gwendolyn (advisor), Carter, Norvella (committee member), Lewis, Chance (committee member).

Subjects/Keywords: Multicultural Education; Special Education Teachers; Special Education Reform; Overrepresentation of minorities in special education; Diversity training and professional development for educators; culturally responsive pedagogy; teacher retention

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APA (6^th Edition):

Willis, J. (2012). Elementary Special Education Teachers' Cultural Awareness and Beliefs In One Urban School District Regarding African American Learners. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10710

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Willis, Janet. “Elementary Special Education Teachers' Cultural Awareness and Beliefs In One Urban School District Regarding African American Learners.” 2012. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10710.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Willis, Janet. “Elementary Special Education Teachers' Cultural Awareness and Beliefs In One Urban School District Regarding African American Learners.” 2012. Web. 16 Feb 2019.

Vancouver:

Willis J. Elementary Special Education Teachers' Cultural Awareness and Beliefs In One Urban School District Regarding African American Learners. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10710.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Willis J. Elementary Special Education Teachers' Cultural Awareness and Beliefs In One Urban School District Regarding African American Learners. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10710

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

11. Long, Robert. School-Wide Positive Behavior Support Implementation as it Relates to Referral Reduction among Students of Color in an In-school Suspension Program: Perceptions of Key Stakeholders.

Degree: 2012, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10972

► The purpose of this qualitative study was to examine a problem of practice present in an actual school district. The study examined School-Wide Positive Behavior… (more)

▼ The purpose of this qualitative study was to examine a problem of practice present in an actual school district. The study examined School-Wide Positive Behavior Support Implementation as it relates to the recidivism rates of students of color in the in-school suspension setting. Over the course of one school year, the perceptions of seven middle school teachers, three parents, and two administrators were explored in a suburban middle school in Southeast Texas. Although In-school suspension programs exist in every American public school to some degree, little research has been done in regards to the academic outcomes associated with those who are frequently placed in this campus based disciplinary alternative educational placement. In many of these "placement" many of the students assigned are not afforded access to instructional materials, supplies, or a certified teacher. Since the enactment of the federal No Child Left Behind Act (2001), the achievement gap has been discussed and studied. However, few studies have been done to understand how the current practices in in-school suspension contribute to the achievement gap specifically among students of color. This study examined key stakeholder's perceptions of School-Wide Positive Behavior Supports, and In-school suspension as a vehicle for referral reduction and removal of middle school students from their academic setting. The participants were "key-stakeholder" parents, teachers, and administrators who educate students at Caden Middle School. Findings from this problem of practice indicated that not only was the campus not imploring consistent practices and interventions related to and promoted by the SWPBS system in the in-school suspension setting, many of the staff members teachers and administrators alike did not adhere to the philosophical tenants of the SWPBS within the general classroom setting. The research presented in the record of study, identified gaps in both perceptions and understanding among key stakeholders in regards both in-school suspension and the school-wide positive behavior support systems at Caden Middle School. Results of this from this problem of practice found a severe disconnect in understanding the purpose and rationale of SWPBS among the administrators, teachers, and parents that participated in this study. Furthermore, the variance in the "self-sense making" done by each of the stakeholder groups after campus leadership failed to communicate, support, and sustain district expectations for program implementation with fidelity. Initiatives implemented through the investigation of the questions related to this problem of practice assisted in providing relevant professional development to re-solicit teacher and staff buy-in, prioritization of organization goals, and engaging teacher leadership to re-implement SWPBS to countermand system practices that were contrary to the district's original expectations. Advisors/Committee Members: Webb-Johnson, Gwendolyn (advisor), Carter, Norvella (committee member), Collier, Virginia (committee member), Scheurich, Jim (committee member).

Subjects/Keywords: school-wide positive behavior supports; in-school suspension; students of color; response to intervention; differentiated instruction; achievement gap

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APA (6^th Edition):

Long, R. (2012). School-Wide Positive Behavior Support Implementation as it Relates to Referral Reduction among Students of Color in an In-school Suspension Program: Perceptions of Key Stakeholders. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10972

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Long, Robert. “School-Wide Positive Behavior Support Implementation as it Relates to Referral Reduction among Students of Color in an In-school Suspension Program: Perceptions of Key Stakeholders.” 2012. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10972.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Long, Robert. “School-Wide Positive Behavior Support Implementation as it Relates to Referral Reduction among Students of Color in an In-school Suspension Program: Perceptions of Key Stakeholders.” 2012. Web. 16 Feb 2019.

Vancouver:

Long R. School-Wide Positive Behavior Support Implementation as it Relates to Referral Reduction among Students of Color in an In-school Suspension Program: Perceptions of Key Stakeholders. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10972.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Long R. School-Wide Positive Behavior Support Implementation as it Relates to Referral Reduction among Students of Color in an In-school Suspension Program: Perceptions of Key Stakeholders. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10972

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

12. Ryan, Catherine. I Am a Chameleon In Pearls: How Three Select Female Superintendents Perceive Their Professional Lives.

Degree: 2012, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11520

► The public school superintendent is the least progressive position in education at integrating women and balancing the scales of equitable representation. Statistical data indicates there… (more)

Subjects/Keywords: Female Superintendents; Female Leadership

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Ryan, C. (2012). I Am a Chameleon In Pearls: How Three Select Female Superintendents Perceive Their Professional Lives. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11520

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Ryan, Catherine. “I Am a Chameleon In Pearls: How Three Select Female Superintendents Perceive Their Professional Lives.” 2012. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11520.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Ryan, Catherine. “I Am a Chameleon In Pearls: How Three Select Female Superintendents Perceive Their Professional Lives.” 2012. Web. 16 Feb 2019.

Vancouver:

Ryan C. I Am a Chameleon In Pearls: How Three Select Female Superintendents Perceive Their Professional Lives. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11520.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ryan C. I Am a Chameleon In Pearls: How Three Select Female Superintendents Perceive Their Professional Lives. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11520

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

13. Attaway, Kathy Ann. Insights into a researcher's attempt to study the mentoring needs of first-year, white, female teachers in diverse schools.

Degree: 2009, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-2052

► While schools in America are becoming more culturally diverse, the majority of first-year teachers continue to be white females. Although mentoring has proven to be… (more)

▼ While schools in America are becoming more culturally diverse, the majority of first-year teachers continue to be white females. Although mentoring has proven to be an effective means of supporting first-year teachers, little research has been done that specifically addresses the first-year, white, female teacher?s perceptions of her mentoring needs in teaching students of color. This qualitative research study examined the experiences of eight, first-year, white, female teachers teaching students of color in a large culturally diverse school district in Texas. Data were gathered over a period of 12 weeks. The participants? responses were collected through individual interviews, focused group interviews, and journal responses to five open-ended sentence stems. This research is an ?attempt? to examine these participants? experiences because although multiple attempts were made to engage the participants in substantial discussion about their mentoring needs specifically related to being white teachers working with students of color, the participants would not participate at depth in conversations about race or culture. They did, though, discuss some of their mentoring needs, which were consistent with the already existing literature on first-year teachers and their mentoring needs. Three themes however, emerged. They were the context of mentoring, evident mentoring needs, and critical unrecognized mentoring needs. In the context of mentoring, the participants? mentoring experiences were examined. In the second theme, the participants? recognized mentoring needs were discussed. These included the participants? need for support in basic teaching skills and in managing their many emotions during this time. The third theme highlighted the critical and unrecognized needs of these first-year teachers to have an understanding of their own racial identity and how this affects their responsiveness to the cultures of their students. Recommendations were made for policy and practice so that pre-service teachers are fully prepared to think and behave in ways that will meet the needs of a diverse population of learners. These recommendations should be considered by all teachers. Here, I specifically made recommendations that would benefit the population that was the focus of this study, that of white first-year teachers who teach in culturally diverse classrooms. Advisors/Committee Members: McKenzie, Kathryn Bell (advisor), Carter, Norvella (committee member), Foster, Elizabeth (committee member), Skrla, Linda (committee member).

Subjects/Keywords: Mentoring; race and culture

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Attaway, K. A. (2009). Insights into a researcher's attempt to study the mentoring needs of first-year, white, female teachers in diverse schools. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2052

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Attaway, Kathy Ann. “Insights into a researcher's attempt to study the mentoring needs of first-year, white, female teachers in diverse schools.” 2009. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2052.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Attaway, Kathy Ann. “Insights into a researcher's attempt to study the mentoring needs of first-year, white, female teachers in diverse schools.” 2009. Web. 16 Feb 2019.

Vancouver:

Attaway KA. Insights into a researcher's attempt to study the mentoring needs of first-year, white, female teachers in diverse schools. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2052.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Attaway KA. Insights into a researcher's attempt to study the mentoring needs of first-year, white, female teachers in diverse schools. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2052

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

14. Blocker, Tyrone Dewayne. Systemic Equity Pedagogy in Science Education: A Mixed-Method Analysis of High Achieving High Schools of Culturally Diverse Student Populations in Texas.

Degree: 2013, Texas A&M University

URL: http://hdl.handle.net/1969.1/151086

► The purpose of this study was to identify and describe the associations between systemic equity pedagogy (SEP) practices in highly diverse high schools and their… (more)

▼ The purpose of this study was to identify and describe the associations between systemic equity pedagogy (SEP) practices in highly diverse high schools and their students' science achievement and college readiness. This study focuses on science programs in ten highly diverse Texas high schools serving students who exhibit high science achievement and college readiness. According to the Policy Research Group in Science Education, only two percent of all culturally diverse high schools within the state of Texas demonstrate high science achievement and college readiness on state-tracked school-level indicators. Transforming a school context where achievement disparities exist among student groups in science classrooms necessitates that public school officials understand key factors, or ?drivers,? and associated indicators contributing to SEP in programs. A model for programs is suggested using a framework for SEP based on data collected from ten highly successful, high diversity high schools. The following research questions address the research gap regarding indicators of SEP associated with high science achievement and college readiness in highly culturally diverse high schools. How do data from ten highly successful, high diversity high schools inform the development of a comprehensive SEP rubric? How do high achieving high schools of culturally diverse student populations score on a comprehensive SEP rubric? How do teachers? perceptions toward implementing SEP practices vary in different schools? Three research papers detail the research of this dissertation. The purpose for the first paper is to increase understanding of indicators facilitating systemic and equitable teaching and learning practices, otherwise referred to as systemic equity pedagogy (SEP). Results of the study show indicators of a comprehensive SEP rubric. Together, 127 indicators, thirty categories, and eight SEP drivers form a model framing equitable teaching and learning practices associated with high science achievement and college readiness. In conclusion, indicators within the SEP rubric can be described as action-oriented descriptors that science teachers engage formally or informally in order to facilitate quality science education for all students. The purpose for paper two is to score equitable teaching and learning practices in highly successful high school science programs based on the SEP rubric. Findings reveals that implementation of various equitable teaching and learning practices vary across science programs and these practices can be described as both pedagogical and non-pedagogical. In conclusion, varying degrees of implementation exist for indicators in the SEP rubric. In paper three, the purpose is to understand science teachers? attitude and approach toward implementing systemic teaching and learning practices. Results from this study provide scores that indicate science teachers? perceptions of their approach to SEP. This study concludes by suggesting high achieving science programs may… Advisors/Committee Members: Carter, Norvella (advisor), Stuessy, Carol (advisor), Scott, Timothy (committee member), Webb-Hasan, Gwendolyn (committee member).

Subjects/Keywords: equity pedagogy; science programs; science teachers; multicultural education; college readiness; science achievement; equitable teaching and learning practices; school reform

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APA (6^th Edition):

Blocker, T. D. (2013). Systemic Equity Pedagogy in Science Education: A Mixed-Method Analysis of High Achieving High Schools of Culturally Diverse Student Populations in Texas. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151086

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Blocker, Tyrone Dewayne. “Systemic Equity Pedagogy in Science Education: A Mixed-Method Analysis of High Achieving High Schools of Culturally Diverse Student Populations in Texas.” 2013. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/151086.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Blocker, Tyrone Dewayne. “Systemic Equity Pedagogy in Science Education: A Mixed-Method Analysis of High Achieving High Schools of Culturally Diverse Student Populations in Texas.” 2013. Web. 16 Feb 2019.

Vancouver:

Blocker TD. Systemic Equity Pedagogy in Science Education: A Mixed-Method Analysis of High Achieving High Schools of Culturally Diverse Student Populations in Texas. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/151086.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Blocker TD. Systemic Equity Pedagogy in Science Education: A Mixed-Method Analysis of High Achieving High Schools of Culturally Diverse Student Populations in Texas. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151086

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

15. Crear, Shelah Flowers. Visibly Invisible: Uncovering Identity for African American Women at an Academically Selective University.

Degree: 2013, Texas A&M University

URL: http://hdl.handle.net/1969.1/151239

► Using intersectionality as the theoretical framework, this study examined the identity development of African American women attending an academically selective university. Much of the extant… (more)

Subjects/Keywords: intersectionality; academically selective university; identity; African American; women

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APA (6^th Edition):

Crear, S. F. (2013). Visibly Invisible: Uncovering Identity for African American Women at an Academically Selective University. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151239

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Crear, Shelah Flowers. “Visibly Invisible: Uncovering Identity for African American Women at an Academically Selective University.” 2013. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/151239.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Crear, Shelah Flowers. “Visibly Invisible: Uncovering Identity for African American Women at an Academically Selective University.” 2013. Web. 16 Feb 2019.

Vancouver:

Crear SF. Visibly Invisible: Uncovering Identity for African American Women at an Academically Selective University. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/151239.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Crear SF. Visibly Invisible: Uncovering Identity for African American Women at an Academically Selective University. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151239

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

16. Henson, Harold Alonso. Clinical Continuing Professional Education in Dental Hygiene Practice Using Kolb?s Experiential Learning Theory.

Degree: 2014, Texas A&M University

URL: http://hdl.handle.net/1969.1/153520

► The purpose of this qualitative study was to understand how learning is facilitated in a dental hygiene clinical continuing education course designed using Kolb?s experiential… (more)

Subjects/Keywords: Qualitative; Dental Hygiene; Continuing Professional Education; Kolb's Experiential Learning Theory

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APA (6^th Edition):

Henson, H. A. (2014). Clinical Continuing Professional Education in Dental Hygiene Practice Using Kolb?s Experiential Learning Theory. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/153520

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Henson, Harold Alonso. “Clinical Continuing Professional Education in Dental Hygiene Practice Using Kolb?s Experiential Learning Theory.” 2014. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/153520.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Henson, Harold Alonso. “Clinical Continuing Professional Education in Dental Hygiene Practice Using Kolb?s Experiential Learning Theory.” 2014. Web. 16 Feb 2019.

Vancouver:

Henson HA. Clinical Continuing Professional Education in Dental Hygiene Practice Using Kolb?s Experiential Learning Theory. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/153520.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Henson HA. Clinical Continuing Professional Education in Dental Hygiene Practice Using Kolb?s Experiential Learning Theory. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/153520

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

17. Rhodes-Monette, Kimberly. An Analysis of Four Implementation Levels for the Positive Behavioral Interventions and Supports (PBIS) on Selected Aggregated High School Student Performance Outcomes.

Degree: 2014, Texas A&M University

URL: http://hdl.handle.net/1969.1/154202

► The Positive Behavioral Interventions and Support (PBIS) framework is a school-wide program formulated to address discipline and academic performance along with social behavior skills. The… (more)

Subjects/Keywords: PBIS; PBS; SWPBS; policy implementation; student performance outcomes; high school PBIS

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APA (6^th Edition):

Rhodes-Monette, K. (2014). An Analysis of Four Implementation Levels for the Positive Behavioral Interventions and Supports (PBIS) on Selected Aggregated High School Student Performance Outcomes. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/154202

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Rhodes-Monette, Kimberly. “An Analysis of Four Implementation Levels for the Positive Behavioral Interventions and Supports (PBIS) on Selected Aggregated High School Student Performance Outcomes.” 2014. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/154202.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Rhodes-Monette, Kimberly. “An Analysis of Four Implementation Levels for the Positive Behavioral Interventions and Supports (PBIS) on Selected Aggregated High School Student Performance Outcomes.” 2014. Web. 16 Feb 2019.

Vancouver:

Rhodes-Monette K. An Analysis of Four Implementation Levels for the Positive Behavioral Interventions and Supports (PBIS) on Selected Aggregated High School Student Performance Outcomes. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/154202.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Rhodes-Monette K. An Analysis of Four Implementation Levels for the Positive Behavioral Interventions and Supports (PBIS) on Selected Aggregated High School Student Performance Outcomes. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/154202

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

18. Lee, Kisha Lashon. The Experiences of International Families in U.S. Preschool Settings in a University Town in Southeastern Texas.

Degree: PhD, Curriculum and Instruction, 2017, Texas A&M University

URL: http://hdl.handle.net/1969.1/169568

► The search for child care can be a daunting task for parents of young children, with a variety of choices available. To search during, or… (more)

▼ The search for child care can be a daunting task for parents of young children, with a variety of choices available. To search during, or shortly after, a move to a new community without an established network of support can be a frustrating experience. The stress and confusion of locating quality services that are adequate to the family’s needs and unique circumstances are high. Research shows that quality child care environments are linked to higher early language and cognitive and social development in young children. With an increasing number of parents working outside of the home, child care has become more necessary, even as school systems and preschool environments are becoming increasingly more diverse. This study used a qualitative approach and in a town in southeastern Texas that attracts international faculty, staff, and students. A growing percentage of the students arrive as married spouses with young children in search of child care services while they teach, attend school, or conduct research. This research study examined the unique experiences that these parents face when arriving in the United States and searching for child care for their young charge(s) and how these experiences affected how they viewed the American child care system after, or as a result of, that search. The study compared specific mechanisms and experiences throughout the search process and subsequent location of child care services, as well as child care in their home countries. The intent was to understand how international families become familiar with available services, how they navigate the system, and their experiences as their child(ren) attend a program or programs in the community. This study examined whether cultural factors affected any aspect of their search, location, and experiences throughout the process. The study included 10 mothers, whose experiences varied. It was concluded that, while most found the search process to be challenging and difficult, all located a suitable child care environment for their children. Suggestions for child care programs were presented. Advisors/Committee Members: Carter, Norvella (advisor), Rackley, Robin (advisor), Viruru, Radhika (committee member), Gonzalez, Elsa (committee member).

Subjects/Keywords: early childhood; international; families; preschools; childcare; parent experiences; diversity

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APA (6^th Edition):

Lee, K. L. (2017). The Experiences of International Families in U.S. Preschool Settings in a University Town in Southeastern Texas. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/169568

Chicago Manual of Style (16^th Edition):

Lee, Kisha Lashon. “The Experiences of International Families in U.S. Preschool Settings in a University Town in Southeastern Texas.” 2017. Doctoral Dissertation, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/169568.

MLA Handbook (7^th Edition):

Lee, Kisha Lashon. “The Experiences of International Families in U.S. Preschool Settings in a University Town in Southeastern Texas.” 2017. Web. 16 Feb 2019.

Vancouver:

Lee KL. The Experiences of International Families in U.S. Preschool Settings in a University Town in Southeastern Texas. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/169568.

Council of Science Editors:

Lee KL. The Experiences of International Families in U.S. Preschool Settings in a University Town in Southeastern Texas. [Doctoral Dissertation]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/169568

Texas A&M University

19. Marrero, Sonia Marie. Hearing the Voices of Married African American Mothers As They Describe Their Sons’ Experiences with White Teachers in Urban Secondary Schools.

Degree: PhD, Curriculum and Instruction, 2017, Texas A&M University

URL: http://hdl.handle.net/1969.1/169557

► This study was conducted as a qualitative study of five married middle-income African American mothers’ perception of their African American sons’ White teachers in an… (more)

Subjects/Keywords: African American males; African American mothers; Urban Education; White teacher-African American Males; Achievement Gap; Critical Race Theory; Black Feminist Thought; Secondary schools

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APA (6^th Edition):

Marrero, S. M. (2017). Hearing the Voices of Married African American Mothers As They Describe Their Sons’ Experiences with White Teachers in Urban Secondary Schools. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/169557

Chicago Manual of Style (16^th Edition):

Marrero, Sonia Marie. “Hearing the Voices of Married African American Mothers As They Describe Their Sons’ Experiences with White Teachers in Urban Secondary Schools.” 2017. Doctoral Dissertation, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/169557.

MLA Handbook (7^th Edition):

Marrero, Sonia Marie. “Hearing the Voices of Married African American Mothers As They Describe Their Sons’ Experiences with White Teachers in Urban Secondary Schools.” 2017. Web. 16 Feb 2019.

Vancouver:

Marrero SM. Hearing the Voices of Married African American Mothers As They Describe Their Sons’ Experiences with White Teachers in Urban Secondary Schools. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/169557.

Council of Science Editors:

Marrero SM. Hearing the Voices of Married African American Mothers As They Describe Their Sons’ Experiences with White Teachers in Urban Secondary Schools. [Doctoral Dissertation]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/169557

Texas A&M University

20. Boone, Sonia Kay. Successful African American students in two-way immersion programs: parent and student perceptions.

Degree: 2009, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-2488

► The purpose of this study was to examine perceptions of possible factors that lead to academic success for African American children who participated in two-way… (more)

▼ The purpose of this study was to examine perceptions of possible factors that lead to academic success for African American children who participated in two-way immersion programs. In order to examine the perceptions, the following areas were explored: 1.) The evolution of the academic achievement gap that exists between African American and Anglo children and the reasons theorists gave as to why the gap exists, as well as the importance of this connection to two-way immersion program participation 2.) The evolution of the modern two-way immersion language program via its development through bilingual education, and 3.) The development of Canadian twoway immersion language programs, and how political, economic, and cultural factors have impacted their successful implementation. The research method consisted of purposeful sampling of six African-American children in fourth and fifth grade who are participants in an elementary two-way immersion language program and their primary caregivers. The interviews were audio taped with notes taken for clarity. The data revealed that the primary caregivers perceived the participation of their children in a two-way language immersion program to be an educational move which would enhance the lives of their children economically, educationally and socially. The primary caregivers maintained involvement in the education of their children through facilitating homework completion in Spanish, communicating with teachers on a regular basis, participating in PTO, and facilitating structured and unstructured extra curricular activities with family and friends. The children perceived positive teacher interaction to play an important role in their academic success. They had positive experiences speaking Spanish with friends, family, and persons that they did not know. The primary caregivers perceived that the school and the district did not provide enough additional support to facilitate Spanish language acquisition for their children. This would indicate that more support from the school and the district is needed for future groups of African-American children in two-way immersion language programs. Advisors/Committee Members: Young Hawkins, LaVerne (advisor), Carter, Norvella (committee member), Eslami Rahsek, Zohreh (committee member), Lara Alecio, Rafael (committee member).

Subjects/Keywords: Two-Way Immersion; African American Students

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APA (6^th Edition):

Boone, S. K. (2009). Successful African American students in two-way immersion programs: parent and student perceptions. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2488

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Boone, Sonia Kay. “Successful African American students in two-way immersion programs: parent and student perceptions.” 2009. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2488.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Boone, Sonia Kay. “Successful African American students in two-way immersion programs: parent and student perceptions.” 2009. Web. 16 Feb 2019.

Vancouver:

Boone SK. Successful African American students in two-way immersion programs: parent and student perceptions. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2488.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Boone SK. Successful African American students in two-way immersion programs: parent and student perceptions. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2488

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

21. Mercado-Garza, Rosalinda. From being considered at-risk to becoming resilient: an autoethnography of abuse and poverty.

Degree: 2009, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-3151

► This qualitative autoethnographic study was the process by which I, a young Latina, was able to evocatively and therapeutically write about the incestual abuse and… (more)

▼ This qualitative autoethnographic study was the process by which I, a young Latina, was able to evocatively and therapeutically write about the incestual abuse and poverty experienced from age six until the age of 17. It was also the method by which I decided to disclose how I moved from being considered at-risk and became resilient. This study demonstrated the basic tenets of autoethnography and how by overcoming poverty and ending a cycle of abuse, I was able to embrace the spirit of forgiveness. Insight into the discourse of a dysfunctional family is shared, allowing me to offer a message of hope, and shatter stereotypes. The study concludes that autoethnography as a process permits me to tap into new-found autonomy. Autoethnographically, this study represents my life journey, but it can represent the life of many readers who have lived in the United States in impoverished conditions and/or have lived through physical, emotional, verbal and sexual abuse by family members or intimate others. This study legitimized and validated my story as a survivor. Consequently, the plot of the story focuses on the violent acts and conditions, not the people. Focusing on the acts and conditions, while incorporating dialogue permitted me to involve the reader more closely in the story. I leaned on my doctoral studies to expand my understanding of the abuse and poverty I experienced (Holt, 2003). I found that resiliency was central to my life story. Embracing resiliency empowered me to discover new ways of thinking about my life experiences, which included using a salutogenic approach, or a positive model that offered ?alternatives to the deficits-based explanatory models of environmental determinants of health that have dominated the literature? to accept the raw and cruel encounters I was exposed to and turn my thoughts into a healthier way of thinking (Stewart & McWhirter, 2007, p. 490). Tugade and Fredrickson (2004, p. 320) would say that I obtained a psychological resilience to effectively cope and adapt, even though I faced ?loss, hardship, or adversity.? Ultimately, I discovered that resilience is a ?state, a condition and a practice? (Knight, 2007, p. 544). Advisors/Committee Members: Carter, Norvella (advisor), Clark, M. Carolyn (advisor), Webb-Johnson, Gwendolyn (committee member), Young-Hawkins, La Verne (committee member).

Subjects/Keywords: Autoethnography; Abuse; Poverty; Resilience

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APA (6^th Edition):

Mercado-Garza, R. (2009). From being considered at-risk to becoming resilient: an autoethnography of abuse and poverty. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-3151

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Mercado-Garza, Rosalinda. “From being considered at-risk to becoming resilient: an autoethnography of abuse and poverty.” 2009. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-3151.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Mercado-Garza, Rosalinda. “From being considered at-risk to becoming resilient: an autoethnography of abuse and poverty.” 2009. Web. 16 Feb 2019.

Vancouver:

Mercado-Garza R. From being considered at-risk to becoming resilient: an autoethnography of abuse and poverty. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-3151.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mercado-Garza R. From being considered at-risk to becoming resilient: an autoethnography of abuse and poverty. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-3151

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

22. Charleston-Cormier, Phyllis A. Novice teachers' perceptions of their first year induction program in urban schools.

Degree: 2009, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-1775

► The study examined and evaluated perceptions of first year teachers on the effectiveness of induction activities, assistance, and support following participation in their induction program.… (more)

Subjects/Keywords: teacher; induction

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APA (6^th Edition):

Charleston-Cormier, P. A. (2009). Novice teachers' perceptions of their first year induction program in urban schools. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1775

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Charleston-Cormier, Phyllis A. “Novice teachers' perceptions of their first year induction program in urban schools.” 2009. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-1775.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Charleston-Cormier, Phyllis A. “Novice teachers' perceptions of their first year induction program in urban schools.” 2009. Web. 16 Feb 2019.

Vancouver:

Charleston-Cormier PA. Novice teachers' perceptions of their first year induction program in urban schools. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1775.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Charleston-Cormier PA. Novice teachers' perceptions of their first year induction program in urban schools. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1775

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

23. Standish, Hilary A. A case study of the voices of African American teachers in two Texas communities before and after desegregation, 1954 to 1975.

Degree: 2009, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-1099

► This qualitative study explored the experiences of African American educators who worked in two communities in Texas during the years 1954 to 1975. The goal… (more)

▼ This qualitative study explored the experiences of African American educators who worked in two communities in Texas during the years 1954 to 1975. The goal was to document the educators? perceptions of teaching in segregated schools, their recollections of how the desegregation process was implemented in their districts, and their perceptions regarding teaching in desegregated schools. College Station schools desegregated in 1966, and Bryan schools desegregated in 1971. The study considered the years 1954 to 1975. A purposive sample of eleven African American teachers was interviewed. The data was analyzed in two ways. Findings generated using the categorical content method of narrative analysis revealed the following: In Phase One, when participants worked in segregated schools, they had to deal with numerous hardships; yet they had a high sense of teacher efficacy, had high expectations for students, and were highly regarded in their roles as teachers. 2) In Phase Two, the Brown v. Board of Education ruling had no immediate impact on the communities? schools, although there were a series of arsons committed against African American schools that proved to be critical in bringing about desegregation. 3) In Phase Three, the participants were typically re-assigned or demoted; yet several factors made their work easier, although it became difficult to develop meaningful relationships with students and some students felt disconnected from the educational process. Narrative analysis using the holistic content method discerned three overarching patterns found across the collective body of data. They were a) double consciousness, b) an ethic of caring, and c) resiliency traits. In addition to the above findings, the model of an inverted rite of passage was developed to describe the African American educators? experiences in which participants underwent a process of change, over which they had little control. Desegregation compelled them to leave familiar settings, and to make personal and professional adjustments. In contrast to traditional rites of passage, the participants did not emerge from this process with new-found, elevated statuses. Instead, they occupied a socially ambiguous terrain as they joined predominantly White faculties at desegregated schools. Advisors/Committee Members: Larke, Patricia J. (advisor), Burlbaw, Lynn M. (committee member), Carter, Norvella P. (committee member), Clark, M. Carolyn (committee member).

Subjects/Keywords: desegregation; teachers

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Standish, H. A. (2009). A case study of the voices of African American teachers in two Texas communities before and after desegregation, 1954 to 1975. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1099

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Standish, Hilary A. “A case study of the voices of African American teachers in two Texas communities before and after desegregation, 1954 to 1975.” 2009. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-1099.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Standish, Hilary A. “A case study of the voices of African American teachers in two Texas communities before and after desegregation, 1954 to 1975.” 2009. Web. 16 Feb 2019.

Vancouver:

Standish HA. A case study of the voices of African American teachers in two Texas communities before and after desegregation, 1954 to 1975. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1099.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Standish HA. A case study of the voices of African American teachers in two Texas communities before and after desegregation, 1954 to 1975. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1099

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

24. Plimper, Ouida C. Examining the Differences Between Pre-K Through Second Grade Teachers' Perceptions and Third Through Fourth Grade Teachers' Perceptions of Cultural Awareness and Beliefs in One Urban District.

Degree: 2010, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7214

► The purpose of this study was to examine archival data collected from the administration of the Cultural Awareness and Belief Inventory (CABI) (Webb-Johnson & Carter,… (more)

Subjects/Keywords: Cultural Awareness and Beliefs Inventory; Teacher Beliefs; Elementary Teachers

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APA (6^th Edition):

Plimper, O. C. (2010). Examining the Differences Between Pre-K Through Second Grade Teachers' Perceptions and Third Through Fourth Grade Teachers' Perceptions of Cultural Awareness and Beliefs in One Urban District. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7214

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Plimper, Ouida C. “Examining the Differences Between Pre-K Through Second Grade Teachers' Perceptions and Third Through Fourth Grade Teachers' Perceptions of Cultural Awareness and Beliefs in One Urban District.” 2010. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7214.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Plimper, Ouida C. “Examining the Differences Between Pre-K Through Second Grade Teachers' Perceptions and Third Through Fourth Grade Teachers' Perceptions of Cultural Awareness and Beliefs in One Urban District.” 2010. Web. 16 Feb 2019.

Vancouver:

Plimper OC. Examining the Differences Between Pre-K Through Second Grade Teachers' Perceptions and Third Through Fourth Grade Teachers' Perceptions of Cultural Awareness and Beliefs in One Urban District. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7214.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Plimper OC. Examining the Differences Between Pre-K Through Second Grade Teachers' Perceptions and Third Through Fourth Grade Teachers' Perceptions of Cultural Awareness and Beliefs in One Urban District. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7214

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

25. Fox, Brandon. A Critical Examination of Texas Mathematics Achievement in Grades Three through Eight by Mathematical Objective across Race/Ethnicity, Gender, and Socioeconomic Status.

Degree: 2012, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10485

► The purpose of this quantitative study was to identify performance differences on the TAKS mathematics assessments in grades three through eight across race/ethnicity, gender, and… (more)

▼ The purpose of this quantitative study was to identify performance differences on the TAKS mathematics assessments in grades three through eight across race/ethnicity, gender, and socioeconomic status in the years 2004, 2007, and 2010. The guiding research question was: ?What are the differences in mathematics achievement by mathematical objective as depicted by the Texas achievement tests during the years 2004, 2007, and 2010. To respond to the guiding research question, three independent studies were performed to examine race/ethnicity, gender, and socioeconomic status individually by mathematical objective. Statistical analysis of variance (ANOVA) tests were performed for race/ethnicity and socioeconomic status at a .05 level of significance. Independent samples t tests were administered to determine differences across gender. For study one, statistically significant differences of objective means were identified across every grade and objective with the exception of objective five (probability and statistics) in grade seven between Asian American students and African American students. Study two examined gender and found that no statistically significant differences exist between male and female students. The findings of study two identified that male students were scoring slightly higher across most objectives in 2004, but by 2010 scores between male and female students were more equivalent with male students scoring slightly higher in grades three through five and female students scoring slightly higher in grades six through eight. Study three examined TAKS mathematics data across socioeconomic identifiers and found that significant differences were mostly found in grade three across all objectives between students not identified as economically disadvantaged and students receiving free meals. After grade three, the number of significant differences drastically decreases with all objectives except for objective six (mathematical processes and tools). Significant differences were present across race/ethnicity and across socioeconomic status, but not across gender. An examination of within group data did not identify any statistical significance. Advisors/Committee Members: Larke, Patricia J. (advisor), Webb-Hasan, Gwendolyn (committee member), Carter, Norvella (committee member), Walters, Lynne (committee member).

Subjects/Keywords: TAKS Mathematics; Critical Race Theory; Race/Ethnicity; Gender; Socioeconomic Status

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APA (6^th Edition):

Fox, B. (2012). A Critical Examination of Texas Mathematics Achievement in Grades Three through Eight by Mathematical Objective across Race/Ethnicity, Gender, and Socioeconomic Status. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10485

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Fox, Brandon. “A Critical Examination of Texas Mathematics Achievement in Grades Three through Eight by Mathematical Objective across Race/Ethnicity, Gender, and Socioeconomic Status.” 2012. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10485.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Fox, Brandon. “A Critical Examination of Texas Mathematics Achievement in Grades Three through Eight by Mathematical Objective across Race/Ethnicity, Gender, and Socioeconomic Status.” 2012. Web. 16 Feb 2019.

Vancouver:

Fox B. A Critical Examination of Texas Mathematics Achievement in Grades Three through Eight by Mathematical Objective across Race/Ethnicity, Gender, and Socioeconomic Status. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10485.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Fox B. A Critical Examination of Texas Mathematics Achievement in Grades Three through Eight by Mathematical Objective across Race/Ethnicity, Gender, and Socioeconomic Status. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10485

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

26. Saah, Lychene. Examining School, Home, and Community Acculturation Experiences of Four Liberian Immigrant Youths in the United States.

Degree: 2012, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10700

► Historically, Liberian immigrants to the United States tended to be wealthy, educated individuals who wanted their children to acquire a Western education. The thirteen-year Liberian… (more)

▼ Historically, Liberian immigrants to the United States tended to be wealthy, educated individuals who wanted their children to acquire a Western education. The thirteen-year Liberian Civil War resulted in a new wave of U.S. migration. Many recent Liberian immigrants hold low socio-economic statuses. Some came to this country illiterate or with gaps in their education. This has created a cultural-educational gap amongst newly arrived Liberian immigrants. Many young Liberian immigrants struggle with educational and socialization issues. Studies have been conducted on the acculturation experiences of youths from Europe, Asia, and South and Central America. Yet to date, very little research has been done on the lives of African youth, especially those who emigrated from Liberia after the civil war. Their voices have been missing from the literature. This qualitative study provides narratives of four Liberian immigrant youths, between the ages of 18 and 22 years old, who formerly attended schools in Liberia, have lived in the U.S. less than ten years, and have attended at least three years of high school in the United States. Each youth was interviewed regarding their school, home, and community acculturation experiences. Excerpts of their interviews allow the reader to hear the participants' stories in their own words. Findings of the research from emergent themes indicate that the Liberian immigrant youths had many commonalities in their acculturation experiences such as: accent ridicule, bullying by peers, fights between African Americans and Liberian immigrants, and lack of appreciation for African cultures. The participants also struggled with ethnic identity issues, limited finances, and unjust educational and social systems in the United States. All four Liberian immigrants experienced some type of external and internal conflicts. A relationship was found between the possession of resiliency traits and the Liberian immigrant youths' abilities to handle conflicts and successfully acculturate to the United States. Two participants possessed strong resiliency characteristics such as autonomy, problem solving abilities, abilities to forgive, a sense of purpose and future, and creativity. They had favorable acculturation experiences, successfully graduating from high school. Two other participants lacked resiliency traits and had less favorable acculturation experiences. They succumbed to external and internal conflicts and dropped out of high school. Advisors/Committee Members: Larke, Patricia J. (advisor), Carter, Norvella P. (committee member), Clark, M. Carolyn (committee member), Alfred, Mary V. (committee member).

Subjects/Keywords: Acculturation; Liberian Immigrant Youth; African Immigrant Youth

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APA (6^th Edition):

Saah, L. (2012). Examining School, Home, and Community Acculturation Experiences of Four Liberian Immigrant Youths in the United States. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10700

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Saah, Lychene. “Examining School, Home, and Community Acculturation Experiences of Four Liberian Immigrant Youths in the United States.” 2012. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10700.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Saah, Lychene. “Examining School, Home, and Community Acculturation Experiences of Four Liberian Immigrant Youths in the United States.” 2012. Web. 16 Feb 2019.

Vancouver:

Saah L. Examining School, Home, and Community Acculturation Experiences of Four Liberian Immigrant Youths in the United States. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10700.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Saah L. Examining School, Home, and Community Acculturation Experiences of Four Liberian Immigrant Youths in the United States. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10700

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

27. Watson, Jesse. Recruiting African American Male Teachers in K-12 Schools: A Case Study in One Urban School District.

Degree: 2012, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10441

► A case study of the experiences of six African American male teachers in a southern K-12 school district is presented in this study. The purpose… (more)

Subjects/Keywords: African American; Male Teacher Recruitment; Urban School District

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Watson, J. (2012). Recruiting African American Male Teachers in K-12 Schools: A Case Study in One Urban School District. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10441

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Watson, Jesse. “Recruiting African American Male Teachers in K-12 Schools: A Case Study in One Urban School District.” 2012. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10441.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Watson, Jesse. “Recruiting African American Male Teachers in K-12 Schools: A Case Study in One Urban School District.” 2012. Web. 16 Feb 2019.

Vancouver:

Watson J. Recruiting African American Male Teachers in K-12 Schools: A Case Study in One Urban School District. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10441.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Watson J. Recruiting African American Male Teachers in K-12 Schools: A Case Study in One Urban School District. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10441

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

28. Mooney, Patricia 1960-. Middle Class and Middle School: Does Opportunity Knock for African American Students?.

Degree: 2012, Texas A&M University

URL: http://hdl.handle.net/1969.1/148273

► Closing the achievement gap between African American and White students continues to challenge educators in both urban and suburban contexts. Teachers and administrators in America… (more)

Subjects/Keywords: Culturally Responsive; Middle School; Deficit Thinking; Racism; Achievement Gap; African American

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Mooney, P. 1. (2012). Middle Class and Middle School: Does Opportunity Knock for African American Students?. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/148273

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Mooney, Patricia 1960-. “Middle Class and Middle School: Does Opportunity Knock for African American Students?.” 2012. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/148273.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Mooney, Patricia 1960-. “Middle Class and Middle School: Does Opportunity Knock for African American Students?.” 2012. Web. 16 Feb 2019.

Vancouver:

Mooney P1. Middle Class and Middle School: Does Opportunity Knock for African American Students?. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/148273.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mooney P1. Middle Class and Middle School: Does Opportunity Knock for African American Students?. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/148273

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

29. Ogletree, Evelyn 1954-. Voices of Four African American Female Clergy and Their Perceptions of Gender, Equity, and Leadership Styles in the African American Urban Church.

Degree: 2012, Texas A&M University

URL: http://hdl.handle.net/1969.1/148281

► The purpose of this qualitative study was to give voice to the experiences of African American female pastors of African American churches and their perceptions… (more)

Subjects/Keywords: African American Church; Black Female Oppression; Womanist; Black Feminist; Quadrouple Knot; Black Church; African American Female Pastors; African American Female Clergy; Black Female Pastors; Female Pastors

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Ogletree, E. 1. (2012). Voices of Four African American Female Clergy and Their Perceptions of Gender, Equity, and Leadership Styles in the African American Urban Church. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/148281

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Ogletree, Evelyn 1954-. “Voices of Four African American Female Clergy and Their Perceptions of Gender, Equity, and Leadership Styles in the African American Urban Church.” 2012. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/148281.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Ogletree, Evelyn 1954-. “Voices of Four African American Female Clergy and Their Perceptions of Gender, Equity, and Leadership Styles in the African American Urban Church.” 2012. Web. 16 Feb 2019.

Vancouver:

Ogletree E1. Voices of Four African American Female Clergy and Their Perceptions of Gender, Equity, and Leadership Styles in the African American Urban Church. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/148281.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ogletree E1. Voices of Four African American Female Clergy and Their Perceptions of Gender, Equity, and Leadership Styles in the African American Urban Church. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/148281

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

30. Zannou, Yetunde. Hearing the Voices of Alternatively Certified Teachers in Texas: Narratives of Teaching English Language Learners in Urban Secondary Mainstream Classrooms.

Degree: 2012, Texas A&M University

URL: http://hdl.handle.net/1969.1/148406

► In Texas, nearly half of all new teachers are alternatively certified (AC) whilst English language learners (ELL) are over one-third of the public school population… (more)

▼ In Texas, nearly half of all new teachers are alternatively certified (AC) whilst English language learners (ELL) are over one-third of the public school population in some districts. As this trend continues, the likelihood that AC teachers will teach ELLs increases and alters what Texas teachers must know upon entering the classroom. This research explores teacher knowledge and beliefs about teaching ELLs through constructivist and narrative lenses. Four AC science teachers in two diverse school districts participated in in-depth interviews and reflective interviews following classroom observations to answer the research questions: (1) how do AC teachers describe and interpret their acts of teaching ELLs in mainstream classrooms; and (2) how do AC teachers describe and interpret their learning to teach ELLs in mainstream classrooms. Data were transcribed and analyzed using thematic narrative methods. This study found that participants saw ELL instruction as: (1) "just good teaching" strategies, (2) consisting primarily of cultural awareness and consideration for student comfort, and (3) less necessary in science where all students must learn the language. The most experienced teacher was the only participant to reference specific linguistic knowledge in describing ELL instruction. Many of the teachers described their work with ELL students as giving them an opportunity to improve their lives, which was consistent with their overall teaching philosophy and reason for entering the profession. Participant narratives about learning to teach ELLs described personal experience and person-to-person discussions as primary resources of knowledge. District support was generally described as unhelpful or incomplete. Participants portrayed their AC program as helpful in preparing them to work with ELL students, but everyone desired more relevant information from the program and more grade-appropriate strategies from the district. Participant narratives reveal AC teachers needed a pragmatic and less theoretical understanding of diversity during pre-service training. Participant tendency to draw upon "common sense", affective, and practical strategies in teaching ELL students in lieu of the state-mandated English language proficiency standards (ELPS) suggests AC programs should have teachers articulate and discuss their beliefs about ELL instruction in order to provide training targeted towards misconceptions about language development, particularly in science. Advisors/Committee Members: Carter, Norvella (advisor), Clark, M. Carolyn (committee member), Eslami, Zohreh (committee member), Webb-Hasan, Gwendolyn (committee member).

Subjects/Keywords: STEM; teacher education; secondary education; Texas; science; English language learners; alternative certification

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❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Zannou, Y. (2012). Hearing the Voices of Alternatively Certified Teachers in Texas: Narratives of Teaching English Language Learners in Urban Secondary Mainstream Classrooms. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/148406

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Zannou, Yetunde. “Hearing the Voices of Alternatively Certified Teachers in Texas: Narratives of Teaching English Language Learners in Urban Secondary Mainstream Classrooms.” 2012. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/148406.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Zannou, Yetunde. “Hearing the Voices of Alternatively Certified Teachers in Texas: Narratives of Teaching English Language Learners in Urban Secondary Mainstream Classrooms.” 2012. Web. 16 Feb 2019.

Vancouver:

Zannou Y. Hearing the Voices of Alternatively Certified Teachers in Texas: Narratives of Teaching English Language Learners in Urban Secondary Mainstream Classrooms. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/148406.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Zannou Y. Hearing the Voices of Alternatively Certified Teachers in Texas: Narratives of Teaching English Language Learners in Urban Secondary Mainstream Classrooms. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/148406

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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