+publisher:"University of Houston" +contributor:("Hutchison, Laveria F.")

University of Houston

1. Hutchins, James 1976-. Parental Involvement in an Appalachian Rural Community.

Degree: EdD, Educational Leadership, 2012, University of Houston

► During this era of high-stakes achievement testing, schools have looked for help to increase student achievement. One resource that schools have begun to take advantage… (more)

▼ During this era of high-stakes achievement testing, schools have looked for help to increase student achievement. One resource that schools have begun to take advantage of in order to boost student success is parental involvement. While research shows that cognitive growth is controlled by what happens in school, schools have had little or no control over what happens to students during the time spent at home and in their community. In fact, students only spend about 8.85% of their lifetime inside the school (Edwards & Edwards, 2007). The purpose of this case study was to qualitatively research the involvement of parents in rural middle schools in Appalachia. Students in Appalachia have seen little change in cultural and economic conditions over the past several decades (Chenoweth & Galliher, 2004). Because of this, completing high school is in itself considered a feat, and some students do not give a college education a second thought. The limited amount of studies of students living in Appalachia (Chenoweth & Galliher) reflects the somewhat isolated environment that has existed here. The context for this study was a low-income, rural Appalachian school district with nearly 60% on free and reduced-price lunch. The median income for these communities was $22,153, and 17.45% of the households had only one parent. The participants in this study were representative of the population, as 57% of the sample was low-income and held jobs that were indicative of the communities in which they lived. Seven participants were purposively selected to be interviewed using a researcher-developed interview protocol. Questions were asked about the mother’s employment, parents’ educational levels, and time spent in parental involvement activities. Data from the seven face-to-face parent interviews were analyzed to provide a rich description of the perspectives, feelings, and ideas of the participants about their involvement in their child’s education. From the study, several themes emerged. As the children grew older, their parents became less involved, fathers were considerably less involved or even absent, the lack of time in their work schedules, and the exhaustion the parents felt from work were barriers to becoming involved. Advisors/Committee Members: Reyes, Augustina H. (advisor), Ruban, Lilia (committee member), Hutchison, Laveria F. (committee member), Li, Xiaobao (committee member).

Subjects/Keywords: Parental involvement; Appalachias; Appalachias; Rural schools; Low-income; Educational leadership

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APA (6^th Edition):

Hutchins, J. 1. (2012). Parental Involvement in an Appalachian Rural Community. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/626

Chicago Manual of Style (16^th Edition):

Hutchins, James 1976-. “Parental Involvement in an Appalachian Rural Community.” 2012. Doctoral Dissertation, University of Houston. Accessed July 13, 2020. http://hdl.handle.net/10657/626.

MLA Handbook (7^th Edition):

Hutchins, James 1976-. “Parental Involvement in an Appalachian Rural Community.” 2012. Web. 13 Jul 2020.

Vancouver:

Hutchins J1. Parental Involvement in an Appalachian Rural Community. [Internet] [Doctoral dissertation]. University of Houston; 2012. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/10657/626.

Council of Science Editors:

Hutchins J1. Parental Involvement in an Appalachian Rural Community. [Doctoral Dissertation]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/626

University of Houston

2. Hertel, Nichole 1972-. Origin of the species: An epistemological tale of classroom management theory and the evolution of a teacher preparation course syllabus.

Degree: EdD, Curriculum and Instruction, 2012, University of Houston

URL: http://hdl.handle.net/10657/668

► This dissertation dually explores the topics of classroom management theory as it occurs in teacher preparation programs in American colleges of education and of curriculum… (more)

▼ This dissertation dually explores the topics of classroom management theory as it occurs in teacher preparation programs in American colleges of education and of curriculum syllabus design of undergraduate education classes teaching such. It begins with the classroom management and teaching pedagogical knowledges gained through my experience as a first year teacher and comes full-circle through doctoral studies including designing an undergraduate teacher education course in classroom management. Further, it analyzes the syllabus created for this course comparing it against nine additional undergraduate syllabi and ends with future implications of the evolution of classroom management relating to teacher education programs and study suggestions for state coordinating boards, colleges of education and continued syllabi research. Teacher education is part of a long-standing tradition in education, but at the same time is expected to play an integral role in the education change being called for by educational reformers, the public and students themselves. As the procedures and policies necessary to equip prospective teacher candidates with the knowledge, belief, behavior and pedagogy required to accomplish their duties effectively in the classroom, school and community environments, teacher education courses often focus on formal knowledge of the profession. However, classrooms deem evolve into practical knowledge, a more suitable philosophy. Moreover, fair practice, established routines and uncomplicated procedures aides in the quality of instruction provided and in the ability of students to retain, analyze and reconceptualize what they learned. By incorporating these concepts into syllabus design, courses in teacher education programs will become academically stronger leading to a higher quality of teacher being produced. This dissertation will prove that superior teacher education programs begin in the design of their course syllabi and will answer What does a well-designed syllabus look like? by comparing 10 undergraduate classroom management course syllabi currently in use at six Tier One universities in the United States. Additionally, it will spotlight successful strategies in syllabus preparation to implement prior to the installation of accountability measures in teaching preparation programs and will discuss the evolutional paradigms of classroom management theory and teacher preparation programs. It is proposed that a more conscious evolution of teacher education programs informed by formal and informal studies and forthcoming required policies take place in the development of the curriculum for undergraduate courses in higher education as a pro-active response to address education critics, field reformers and the complexities of future students. Advisors/Committee Members: Craig, Cheryl J. (advisor), Emerson, Michael W. (committee member), Monaco, Theresa (committee member), Hutchison, Laveria F. (committee member).

Subjects/Keywords: Course construction; Syllabus design; Teacher education; Tier one universities; Classroom management

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APA (6^th Edition):

Hertel, N. 1. (2012). Origin of the species: An epistemological tale of classroom management theory and the evolution of a teacher preparation course syllabus. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/668

Chicago Manual of Style (16^th Edition):

Hertel, Nichole 1972-. “Origin of the species: An epistemological tale of classroom management theory and the evolution of a teacher preparation course syllabus.” 2012. Doctoral Dissertation, University of Houston. Accessed July 13, 2020. http://hdl.handle.net/10657/668.

MLA Handbook (7^th Edition):

Hertel, Nichole 1972-. “Origin of the species: An epistemological tale of classroom management theory and the evolution of a teacher preparation course syllabus.” 2012. Web. 13 Jul 2020.

Vancouver:

Hertel N1. Origin of the species: An epistemological tale of classroom management theory and the evolution of a teacher preparation course syllabus. [Internet] [Doctoral dissertation]. University of Houston; 2012. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/10657/668.

Council of Science Editors:

Hertel N1. Origin of the species: An epistemological tale of classroom management theory and the evolution of a teacher preparation course syllabus. [Doctoral Dissertation]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/668

University of Houston

3. Scott, Melanie. Improving Reading Comprehension Skills of Middle School Learners Using the Secondary Explicit Comprehension Model of Instruction.

Degree: EdD, Curriculum and Instruction, 2018, University of Houston

URL: http://hdl.handle.net/10657/3111

► Background: Reading instruction begins at the primary level with reading comprehension issues manifesting themselves by the 3rd-grade and becoming more pronounced by fourth-grade. While primary… (more)

▼ Background: Reading instruction begins at the primary level with reading comprehension issues manifesting themselves by the 3rd-grade and becoming more pronounced by fourth-grade. While primary teachers often teach narrative comprehension skills, middle school teachers have the responsibility to teach both narrative and expository comprehension skills. Purpose: The purpose of this study was to investigate the viability of the Secondary Explicit Comprehension Model of Instruction for middle school teachers to use with students. This study posed the following research questions: 1) What are the perceptions of middle school teachers on the use of the Secondary Explicit Comprehension Model of Instruction? and 2) What is the impact of the Secondary Explicit Comprehension Model of Instruction on the performance of students who repeated the State of Texas Assessments of Academic Readiness (STAAR) Grade 8 Reading Assessment? Methods: This study used a mixed methods approach to answer the research questions. The qualitative data included observation notes and teacher survey responses. The quantitative data included students’ pre-test and post-test scores on the STAAR Grade 8 Reading Assessment. Descriptive statistics were used to describe the impact of selected literacy strategies on the reading comprehension of middle school students. Constant comparative analysis was used to identify the emergent themes related to teacher perceptions about the use of the Secondary Explicit Comprehension Model of Instruction. Results: The results of this study identified three emergent themes: 1) implementation fidelity, 2) viability of the Secondary Explicit Comprehension Model of Instruction to other content areas, and 3) impact of the Secondary Explicit Comprehension Model of Instruction on students who repeated an administration of the STAAR Grade 8 Reading Assessment. Conclusion: Results suggested that the Secondary Explicit Comprehension Model of Instruction is a viable instructional framework that could be used in classroom settings to support middle school educators in effectively teaching reading comprehension skills.. Advisors/Committee Members: Hutchison, Laveria F. (advisor), White, Cameron S. (committee member), McAlister-Shields, Leah (committee member), Beaudry, Christine (committee member).

Subjects/Keywords: Reading comprehension

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APA (6^th Edition):

Scott, M. (2018). Improving Reading Comprehension Skills of Middle School Learners Using the Secondary Explicit Comprehension Model of Instruction. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/3111

Chicago Manual of Style (16^th Edition):

Scott, Melanie. “Improving Reading Comprehension Skills of Middle School Learners Using the Secondary Explicit Comprehension Model of Instruction.” 2018. Doctoral Dissertation, University of Houston. Accessed July 13, 2020. http://hdl.handle.net/10657/3111.

MLA Handbook (7^th Edition):

Scott, Melanie. “Improving Reading Comprehension Skills of Middle School Learners Using the Secondary Explicit Comprehension Model of Instruction.” 2018. Web. 13 Jul 2020.

Vancouver:

Scott M. Improving Reading Comprehension Skills of Middle School Learners Using the Secondary Explicit Comprehension Model of Instruction. [Internet] [Doctoral dissertation]. University of Houston; 2018. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/10657/3111.

Council of Science Editors:

Scott M. Improving Reading Comprehension Skills of Middle School Learners Using the Secondary Explicit Comprehension Model of Instruction. [Doctoral Dissertation]. University of Houston; 2018. Available from: http://hdl.handle.net/10657/3111

University of Houston

4. -5954-3013. Composition Organization and Development Analysis (CODA) Scale: Criteria-Referenced Formative Assessment for Argumentative Essay Revision.

Degree: PhD, Curriculum and Instruction, 2019, University of Houston

URL: http://hdl.handle.net/10657/4467

► Experimental and quasi-experimental studies of writing instruction have presented evidence for the positive effect of feedback, rubrics and scales, and student self-assessment on writing performance.… (more)

▼ Experimental and quasi-experimental studies of writing instruction have presented evidence for the positive effect of feedback, rubrics and scales, and student self-assessment on writing performance. Researchers have also made a case for a difference in the use of analytic and holistic scales: the former supporting formative assessment and the latter summative. While the use of holistic rubrics and scales is widespread, analytic scales for formative self-assessment of student writing are not well known to teachers. This study sought to ascertain the validity and reliability of the Composition Organization and Development Analysis (CODA) Scale as a formative-assessment instrument suited for facilitating revision through high school students’ self-assessment and peer review of written argument. To fulfill this purpose, two research questions were posed: (1) Is the CODA Scale a valid and reliable formative-assessment instrument for facilitating argumentative essay revision? (2) Is the CODA Scale an appropriate instrument for high school writers? The study’s participants were tenth-grade students of varying ability levels and English teachers instructing in both on-level and advanced high school English courses. The CODA Scale was applied to two anonymous essays demonstrating varying levels of mastery of argumentative writing elements. To address the first research question, this study adhered to the following scale-development stages: (1) item generation, (2) content adequacy assessment, (3) questionnaire administration, (4) factor analysis, (5) internal consistency assessment, and (6) replication. To address the second research question, the descriptive statistics from the CODA Scale application by students and teachers were examined. Next, a one-way ANOVA was conducted to compare the means for total scale scores for the students in on-level classes, students in advanced classes, and teachers. Finally, to ascertain which scale items were scored differently by students and teachers, an independent-samples t-test was conducted to compare the two groups’ means for each item in the scale. The CODA Scale was found to have high internal consistency. Factor analysis revealed the presence of two interpretable factors, organization and development, consistent with the scale’s design. The one-way ANOVA of the total scale scores of Essay 2 initially produced a statistically significant result. However, post-hoc analyses yielded no statistically significant differences between groups. The one-way ANOVA of the total scale scores of Essay 1 also produced a statistically significant result. Here, post-hoc analyses yielded a statistically significant difference between on-level students and teachers, and between advanced students and teachers. An independent-samples t-test revealed a statistically significant difference in the scoring of 12 of the scale’s 38 polytomous items. The findings of the CODA Scale’s high internal consistency and of two interpretable factors support the validity and reliability of the scale. Likewise, the… Advisors/Committee Members: Mountain, Lee (advisor), Day, Susan X. (committee member), Hutchison, Laveria F. (committee member), Turchi, Laura B. (committee member).

Subjects/Keywords: Writing scale; Argumentative essay; Organization and development; Formative assessments; Criteria; Feedback; Revision; Self-assessment; Peer review; High school

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APA (6^th Edition):

-5954-3013. (2019). Composition Organization and Development Analysis (CODA) Scale: Criteria-Referenced Formative Assessment for Argumentative Essay Revision. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/4467

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16^th Edition):

-5954-3013. “Composition Organization and Development Analysis (CODA) Scale: Criteria-Referenced Formative Assessment for Argumentative Essay Revision.” 2019. Doctoral Dissertation, University of Houston. Accessed July 13, 2020. http://hdl.handle.net/10657/4467.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7^th Edition):

-5954-3013. “Composition Organization and Development Analysis (CODA) Scale: Criteria-Referenced Formative Assessment for Argumentative Essay Revision.” 2019. Web. 13 Jul 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-5954-3013. Composition Organization and Development Analysis (CODA) Scale: Criteria-Referenced Formative Assessment for Argumentative Essay Revision. [Internet] [Doctoral dissertation]. University of Houston; 2019. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/10657/4467.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-5954-3013. Composition Organization and Development Analysis (CODA) Scale: Criteria-Referenced Formative Assessment for Argumentative Essay Revision. [Doctoral Dissertation]. University of Houston; 2019. Available from: http://hdl.handle.net/10657/4467

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

University of Houston

5. -6580-4825. Analyzing Black Male Disinterest in Teaching as a Profession.

Degree: PhD, Curriculum and Instruction, 2017, University of Houston

URL: http://hdl.handle.net/10657/4827

► Background: The American teacher workforce has maintained homogeneity while the classroom has become increasingly diverse. One reason for the homogeneity is the educational system’s ineffective… (more)

Subjects/Keywords: Black males; Black men; Counternarrative; Disinterest in teaching

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APA (6^th Edition):

-6580-4825. (2017). Analyzing Black Male Disinterest in Teaching as a Profession. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/4827

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16^th Edition):

-6580-4825. “Analyzing Black Male Disinterest in Teaching as a Profession.” 2017. Doctoral Dissertation, University of Houston. Accessed July 13, 2020. http://hdl.handle.net/10657/4827.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7^th Edition):

-6580-4825. “Analyzing Black Male Disinterest in Teaching as a Profession.” 2017. Web. 13 Jul 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-6580-4825. Analyzing Black Male Disinterest in Teaching as a Profession. [Internet] [Doctoral dissertation]. University of Houston; 2017. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/10657/4827.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-6580-4825. Analyzing Black Male Disinterest in Teaching as a Profession. [Doctoral Dissertation]. University of Houston; 2017. Available from: http://hdl.handle.net/10657/4827

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

University of Houston

6. Bains, Loveen 1981-. An Analysis of TExES Scores: Evaluating Teacher Preparation At One Institution in the State of Texas.

Degree: PhD, Educational Psychology and Individual Differences, 2011, University of Houston

URL: http://hdl.handle.net/10657/498

► Education continues to remain at the forefront of research and discussion in the United States. As a result, the requirements for teachers to be able… (more)

Subjects/Keywords: Teacher preparation; TExES exam; No Child Left Behind (NCLB); Teacher testing; Teachers – Certification – Texas; Teaching – Texas – Examinations

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

APA (6^th Edition):

Bains, L. 1. (2011). An Analysis of TExES Scores: Evaluating Teacher Preparation At One Institution in the State of Texas. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/498

Chicago Manual of Style (16^th Edition):

Bains, Loveen 1981-. “An Analysis of TExES Scores: Evaluating Teacher Preparation At One Institution in the State of Texas.” 2011. Doctoral Dissertation, University of Houston. Accessed July 13, 2020. http://hdl.handle.net/10657/498.

MLA Handbook (7^th Edition):

Bains, Loveen 1981-. “An Analysis of TExES Scores: Evaluating Teacher Preparation At One Institution in the State of Texas.” 2011. Web. 13 Jul 2020.

Vancouver:

Bains L1. An Analysis of TExES Scores: Evaluating Teacher Preparation At One Institution in the State of Texas. [Internet] [Doctoral dissertation]. University of Houston; 2011. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/10657/498.

Council of Science Editors:

Bains L1. An Analysis of TExES Scores: Evaluating Teacher Preparation At One Institution in the State of Texas. [Doctoral Dissertation]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/498

University of Houston

7. -0068-1021. Secondary Science Teachers’ Understanding of the Nature of Science and Its Relationship to Evolution Theory.

Degree: EdD, Curriculum and Instruction, 2018, University of Houston

URL: http://hdl.handle.net/10657/3147

► Background: Nature of Science (NOS), a critical component to the understanding of scientific theories such as evolution, is often misunderstood by teachers due to a… (more)

▼ Background: Nature of Science (NOS), a critical component to the understanding of scientific theories such as evolution, is often misunderstood by teachers due to a lack of instruction for future educators that explicitly addresses NOS of concepts. Science education researchers have not always reached a consensus regarding methods to ensure this high understanding of NOS. Some studies show that direct instruction and pedagogical training are more important than science content knowledge for the overall understanding of NOS. Purpose: The purpose of this study is to explore the relationship between secondary science teachers’ understanding of NOS, and the understanding and acceptance of evolution. Additionally, this research will answer if there is a significant difference between teachers with an education degree, science degree, or completion of a NOS related course for the three subscales: understanding of NOS principles, understanding of evolution and acceptance of evolution. Methods: Using a previously adapted survey, the understanding of NOS, the understanding and acceptance of evolution, was assessed using Pearson’s product moment correlation for a sample of 187 secondary science teachers across the United States. Additionally, one way MANOVA tests explored the different scores on the three subscales between teachers with different educational backgrounds. Results: The three subscales had a moderate statistically significant correlation. The MANOVA analysis showed that teachers with both a science content and science education degree performed significantly better on the three subscales of the survey. Conclusions: Teacher preparation programs should focus on coursework that creates both content and pedagogy experts such as dual bachelor science and masters in teaching programs. This combination is more likely to have a greater understanding of NOS and evolution, as well as a greater acceptance of evolution theory. A larger sample with more respondents participating in a NOS course is needed to determine the effect of explicit NOS instruction. Advisors/Committee Members: Ramsey, John M. (advisor), Hutchison, Laveria F. (committee member), White, Cameron S. (committee member), McAlister-Shields, Leah (committee member).

Subjects/Keywords: Nature of science (NOS); Science education; Evolution; Nature of Science

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APA (6^th Edition):

-0068-1021. (2018). Secondary Science Teachers’ Understanding of the Nature of Science and Its Relationship to Evolution Theory. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/3147

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16^th Edition):

-0068-1021. “Secondary Science Teachers’ Understanding of the Nature of Science and Its Relationship to Evolution Theory.” 2018. Doctoral Dissertation, University of Houston. Accessed July 13, 2020. http://hdl.handle.net/10657/3147.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7^th Edition):

-0068-1021. “Secondary Science Teachers’ Understanding of the Nature of Science and Its Relationship to Evolution Theory.” 2018. Web. 13 Jul 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-0068-1021. Secondary Science Teachers’ Understanding of the Nature of Science and Its Relationship to Evolution Theory. [Internet] [Doctoral dissertation]. University of Houston; 2018. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/10657/3147.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-0068-1021. Secondary Science Teachers’ Understanding of the Nature of Science and Its Relationship to Evolution Theory. [Doctoral Dissertation]. University of Houston; 2018. Available from: http://hdl.handle.net/10657/3147

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

University of Houston

8. Phillips, Carlos 1978-. The Disproportionate Enrollment of Minority Students in Disciplinary Alternative Education Programs: The Parents' Perception.

Degree: EdD, Professional Leadership, 2011, University of Houston

URL: http://hdl.handle.net/10657/450

► According to education philosopher John Dewey, public schools give their students “an opportunity to escape from the limitations of the social group in which [they… (more)

▼ According to education philosopher John Dewey, public schools give their students “an opportunity to escape from the limitations of the social group in which [they were] born, and to come into living contact with a broader environment . . . different races, differing religions, and unlike customs” (Frug, 1998). Public education was intended to give students a broad perspective to prepare them for living in a diverse, complex society; however, exclusionary discipline policies have been developed for students who disrupt the educational environment (Institute for the study of Student at Risk {ISSR}, 2001; Harvard Civil Rights Project, 2000; Kliener, Porch, & Farris, 2002; Texas Education Code, 37.008; Zweig, 2003). In 1994 the Gun-Free-School Act of 1994 required that each state receiving federal funds under the Elementary and Secondary Education of 1965 have a state law modeled with a zero tolerance for drugs, guns, and other weapons (GFSA). In 1995 Senate Bill 7 was adopted by the 73rd Texas Legislature as the Texas “Law and Order” school discipline policy (Joint Select Committee to Review the Central Education Agency, 1994). The Texas legislature developed a state policy requiring disciplinary alternative education programs (DAEP) for students who violated state and locally-mandated rules of conduct (Institute for the study of Student at Risk {ISSR}, 2001; Kliener, Porch, & Farris, 2002; Texas Education Code, 37.008; Zweig, 2003). The purpose of the proposed study was to determine the effects of disciplinary alternative education programs on the educational experience of students who spend six months or more time in the DAEP as perceived by parents. The significance of this study is that it will provide data on the affects of DAEPs on the educational experience of minority, low-income, and low performing students. The data will provide new knowledge of how to reduce the school-to–prison pipeline for African American males and other minority students. It will also provide new knowledge on various forms of alternatives that are available to replace zero-tolerance based discipline systems. The new knowledge from this study will increase the knowledge of the family and community life of students placed in DAEPs. An exploratory, qualitative case study research design will be used to determine the affects of DAEP placement for elementary school students in a large urban school district. Qualitative research was used to, “study things in their natural settings, attempting to make sense of, or to interpret, phenomena in terms of the meanings people bring to them” (Denzin & Lincoln, 2000, p.3). The qualitative case study research design was used to explore the perceptions of parents or guardians of a sample of ten elementary students who were removed from their home campus and placed in a DAEP in 2006-2007. The overall purpose of the study was to understand how the parents of the students removed to the DAEP made sense of the school discipline policies (Merriam, 2002). “A good case study brings a phenomenon to… Advisors/Committee Members: Reyes, Augustina H. (advisor), Hutchison, Laveria F. (committee member), Smith, Natasha R. (committee member), Conyers, James L. (committee member).

Subjects/Keywords: DAEP; Disciplinary Alternative Education Programs; Zero Tolerance; Minority students; Minorities; Suspension Rate; School to prison pipeline; Recidivism; Parent perceptions; Alternative Education; Elementary discipline; School programs; Student Drop Out; Student Removal; Dis; Alternative education – Texas – Case studies; Minority students – Texas – Case studies; School discipline

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APA (6^th Edition):

Phillips, C. 1. (2011). The Disproportionate Enrollment of Minority Students in Disciplinary Alternative Education Programs: The Parents' Perception. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/450

Chicago Manual of Style (16^th Edition):

Phillips, Carlos 1978-. “The Disproportionate Enrollment of Minority Students in Disciplinary Alternative Education Programs: The Parents' Perception.” 2011. Doctoral Dissertation, University of Houston. Accessed July 13, 2020. http://hdl.handle.net/10657/450.

MLA Handbook (7^th Edition):

Phillips, Carlos 1978-. “The Disproportionate Enrollment of Minority Students in Disciplinary Alternative Education Programs: The Parents' Perception.” 2011. Web. 13 Jul 2020.

Vancouver:

Phillips C1. The Disproportionate Enrollment of Minority Students in Disciplinary Alternative Education Programs: The Parents' Perception. [Internet] [Doctoral dissertation]. University of Houston; 2011. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/10657/450.

Council of Science Editors:

Phillips C1. The Disproportionate Enrollment of Minority Students in Disciplinary Alternative Education Programs: The Parents' Perception. [Doctoral Dissertation]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/450

University of Houston

9. Kurban, Karman. Characterizing Middle Grade Mathematics Teachers’ Technological Pedagogical Content Knowledge (TPACK) in Practice.

Degree: EdD, Curriculum and Instruction, 2016, University of Houston

URL: http://hdl.handle.net/10657/3220

► Effective teaching with technology requires a developed, nuanced understanding of the complex interplays between three key kinds of knowledge: content knowledge, pedagogical knowledge, and technological… (more)

▼ Effective teaching with technology requires a developed, nuanced understanding of the complex interplays between three key kinds of knowledge: content knowledge, pedagogical knowledge, and technological knowledge; and how they play out in specific contexts (Mishra & Koehler, 2006). Mishra and Koehler’s (2006) model for describing this complexity of knowledge is called technological pedagogical and content knowledge (TPACK). Much of the research about TPACK attends to pre-service and practicing teachers’ beliefs and attitudes about technology and about self-efficacy beliefs regarding integrating technology in practice. Additional research uses rubrics to assess TPACK but are limited in that the data sources are oftentimes only a lesson plan. The purpose of this study was to characterize teachers’ TPACK more comprehensively by attending to the planning of, the implementation of, and reflections about lessons that incorporate technology. The data for the study came from a graduate course for middle school science and mathematics teachers about using technology in instruction. The course was taught four times over four years and included an assignment called the Technology Lesson Cycle. The Technology Lesson Cycle, a representation of how teachers operationalize their TPACK in practice, consisted of a written lesson plan, video of implementation of the lesson, and a written reflection about the lesson. The first phase of this study was the development of a rubric to characterize TPACK. Interrater reliability of the rubric was examined using Intraclass Correlation, and the internal consistency of the scores was tested using Cronback’s Alpha. Once reliability and validity of the rubric was established, fifteen Technology Lesson Cycles were assessed. Findings from the study illustrate that the in-service mathematics teachers’ pedagogical knowledge (PK) and the knowledge components that contain PK are significantly weaker than other components. Among all seven TPACK components, the technological pedagogical knowledge (TPK) was the weakest knowledge component. This work brought forward a deeper understanding of how TPACK translates to practice. Recommendations were provided for teacher education programs and for future studies. Advisors/Committee Members: Chauvot, Jennifer (advisor), Lee, Mimi Miyoung (committee member), Andrews, Nicole L. (committee member), Hutchison, Laveria F. (committee member).

Subjects/Keywords: Teacher knowledge; TPACK; Technology integration; Rubric Development; Technology Lesson Cycle

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APA (6^th Edition):

Kurban, K. (2016). Characterizing Middle Grade Mathematics Teachers’ Technological Pedagogical Content Knowledge (TPACK) in Practice. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/3220

Chicago Manual of Style (16^th Edition):

Kurban, Karman. “Characterizing Middle Grade Mathematics Teachers’ Technological Pedagogical Content Knowledge (TPACK) in Practice.” 2016. Doctoral Dissertation, University of Houston. Accessed July 13, 2020. http://hdl.handle.net/10657/3220.

MLA Handbook (7^th Edition):

Kurban, Karman. “Characterizing Middle Grade Mathematics Teachers’ Technological Pedagogical Content Knowledge (TPACK) in Practice.” 2016. Web. 13 Jul 2020.

Vancouver:

Kurban K. Characterizing Middle Grade Mathematics Teachers’ Technological Pedagogical Content Knowledge (TPACK) in Practice. [Internet] [Doctoral dissertation]. University of Houston; 2016. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/10657/3220.

Council of Science Editors:

Kurban K. Characterizing Middle Grade Mathematics Teachers’ Technological Pedagogical Content Knowledge (TPACK) in Practice. [Doctoral Dissertation]. University of Houston; 2016. Available from: http://hdl.handle.net/10657/3220

University of Houston

10. Cantu, Clara 1979-. Analyzing Trends in Student Performance on the Stanford Achievement Test, Preliminary SAT/National Merit Scholarship Qualifying Test, and Advanced Placement Exams.

Degree: EdD, Curriculum and Instruction, 2012, University of Houston

URL: http://hdl.handle.net/10657/1283

► For the United States to prosper and compete in this new world of increased globalization, all students have to prepare themselves to be productive citizens… (more)

▼ For the United States to prosper and compete in this new world of increased globalization, all students have to prepare themselves to be productive citizens and work toward receiving additional education past the secondary level. Private organizations such as the College Entrance Examination Board (a.k.a. College Board) have assisted in preparing students for a college education through rigorous coursework provided by the Advanced Placement Program (AP). The AP program gives students the opportunity to receive college level curriculum while still in high school. With research indicating the linkage between the academic achievement of students who participate in rigorous college-level courses in high school and the completion of a college degree, there is increased pressure for high schools to provide college-level preparatory coursework for their students. The AP program is one of the methods used in high schools to prepare students for college. Given the relationship between students’ passing of AP exams and their college degree attainment, analyzing the characteristics of an AP student who is successful on the AP exams can provide valuable information on the level of preparation a student possesses before partaking in a given AP exam. Therefore, the purpose of this study was to use multiple data sources to analyze trends in student performance on Stanford Achievement test, Preliminary PSAT/National Merit Scholarship Qualifying (PSAT) test, and AP exams. This study used archival student test data for approximately 12,000 students and discovered there is a positive and statistically significant relationship between Stanford Achievement Test and AP exam scores as well as reaffirmed an already examined positive relationship between PSAT and AP exam scores. In addition, this study provided expectancy tables, which indicates the percentage of students passing an AP exam at various test score levels on the Stanford Achievement Test and PSAT test. This information will prove useful to administrators for identifying students who should be strongly encouraged to enroll in AP courses. Advisors/Committee Members: Hutchison, Laveria F. (advisor), Olenchak, F. Richard (committee member), Emerson, Michael W. (committee member), Mountain, Lee (committee member).

Subjects/Keywords: Stanford Achievement Test; PSAT Test; Advanced Placement Exams

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APA (6^th Edition):

Cantu, C. 1. (2012). Analyzing Trends in Student Performance on the Stanford Achievement Test, Preliminary SAT/National Merit Scholarship Qualifying Test, and Advanced Placement Exams. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1283

Chicago Manual of Style (16^th Edition):

Cantu, Clara 1979-. “Analyzing Trends in Student Performance on the Stanford Achievement Test, Preliminary SAT/National Merit Scholarship Qualifying Test, and Advanced Placement Exams.” 2012. Doctoral Dissertation, University of Houston. Accessed July 13, 2020. http://hdl.handle.net/10657/1283.

MLA Handbook (7^th Edition):

Cantu, Clara 1979-. “Analyzing Trends in Student Performance on the Stanford Achievement Test, Preliminary SAT/National Merit Scholarship Qualifying Test, and Advanced Placement Exams.” 2012. Web. 13 Jul 2020.

Vancouver:

Cantu C1. Analyzing Trends in Student Performance on the Stanford Achievement Test, Preliminary SAT/National Merit Scholarship Qualifying Test, and Advanced Placement Exams. [Internet] [Doctoral dissertation]. University of Houston; 2012. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/10657/1283.

Council of Science Editors:

Cantu C1. Analyzing Trends in Student Performance on the Stanford Achievement Test, Preliminary SAT/National Merit Scholarship Qualifying Test, and Advanced Placement Exams. [Doctoral Dissertation]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/1283

University of Houston

11. -8638-7135. AN EXAMINATION OF LEADERSHIP, TRUST, COLLABORATION AND PROFESSIONAL DEVELOPMENT IN NEWLY OPENED SCHOOLS.

Degree: EdD, Administration and Supervision, 2016, University of Houston

URL: http://hdl.handle.net/10657/1531

► Student population in American public schools has dramatically increased over the last ten years with projections indicating a continuation of fast growth for many school… (more)

▼ Student population in American public schools has dramatically increased over the last ten years with projections indicating a continuation of fast growth for many school districts over the next two decades (Hussar & Bailey, 2013). Many districts across the state of Texas have already begun experiencing the impact of record breaking student enrollment resulting in a need to address the issue of overcrowding in schools. With the opening of a new school, district leaders are challenged with establishing a culture that promotes the same high academic standards as existing schools. Principals leading newly built schools are given a unique opportunity as a catalyst for building a highly effective learning culture from the ground up. The purpose of this study was to examine leadership strategies for building trust, collaboration and professional development opportunities in newly opened schools. Specifically, the study described principals’ reported beliefs regarding strategies believed to help create a culture of trust, collaboration and effective professional development opportunities in newly built schools. This qualitative study utilized a purposeful sampling strategy in the selection of eight school principals who have experience as the leaders of newly opened schools within a single, fast growth suburban school district in Texas. A semi-structured interview within a focus group setting was used to collect data from the eight school principals. The interviews were recorded and transcribed. From the information, themes were developed and analyzed. The data from this study indicated an importance placed on leadership strategies that initiated activities that targeted collaboration and trust building efforts in the months prior to the opening of a school. Specific examples were given that were believed to enhance collaboration and trust among staff members of newly opened campuses.Twelve theme categories emerged from the responses given by the study participants. Further research will be necessary to analyze any correlation that may exist between specific leadership strategies and activities and the building of trust, collaboration and professional development in a newly opened campus. Advisors/Committee Members: MacNeil, Angus J. (advisor), Emerson, Michael W. (committee member), Hutchison, Laveria F. (committee member), Fairchild, Jennifer R. (committee member).

Subjects/Keywords: School leadership; Newly Opened Schools

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APA (6^th Edition):

-8638-7135. (2016). AN EXAMINATION OF LEADERSHIP, TRUST, COLLABORATION AND PROFESSIONAL DEVELOPMENT IN NEWLY OPENED SCHOOLS. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1531

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16^th Edition):

-8638-7135. “AN EXAMINATION OF LEADERSHIP, TRUST, COLLABORATION AND PROFESSIONAL DEVELOPMENT IN NEWLY OPENED SCHOOLS.” 2016. Doctoral Dissertation, University of Houston. Accessed July 13, 2020. http://hdl.handle.net/10657/1531.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7^th Edition):

-8638-7135. “AN EXAMINATION OF LEADERSHIP, TRUST, COLLABORATION AND PROFESSIONAL DEVELOPMENT IN NEWLY OPENED SCHOOLS.” 2016. Web. 13 Jul 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-8638-7135. AN EXAMINATION OF LEADERSHIP, TRUST, COLLABORATION AND PROFESSIONAL DEVELOPMENT IN NEWLY OPENED SCHOOLS. [Internet] [Doctoral dissertation]. University of Houston; 2016. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/10657/1531.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-8638-7135. AN EXAMINATION OF LEADERSHIP, TRUST, COLLABORATION AND PROFESSIONAL DEVELOPMENT IN NEWLY OPENED SCHOOLS. [Doctoral Dissertation]. University of Houston; 2016. Available from: http://hdl.handle.net/10657/1531

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

University of Houston

12. Liu, Yueh-Hua. Perspectives of International Students in the USA: Qualitative Research in Foreign Language Anxiety.

Degree: EdD, Curriculum and Instruction, 2014, University of Houston

URL: http://hdl.handle.net/10657/1682

► That learning a foreign language can create anxiety has been commonly reported by the language learners and documented in the literature and research on foreign… (more)

▼ That learning a foreign language can create anxiety has been commonly reported by the language learners and documented in the literature and research on foreign and second language anxiety. The purpose of the study is not to understand how we can remove language anxiety arousers to promote language achievement but how we can help our language students to showcase and bring out the already learned capacity in situations where anxiety is prone to occur. This study has set out to use international students’ oversea experiences as a window to look back and forth to identify the gaps, find the reasons for the gaps, and discover solutions to fill them. It examined the relationship of language anxiety to international students’ language learning, language achievement, and language performance. It has sought to understand how they handled the anxiety, whether or not any anxiety was perceived, and proposed the recommendations these EFL (English as a Foreign Language) international students perceived to be missing or lacking and what they believed to be necessary to be able to transition EFL learners to real-world interactions. The results of the study suggest that these international students did not find anxiety stimuli in the home-country English classrooms, but anxiety could be activated in many aspects and events of language use in the US, on campus or in off campus environments. The study will report the identified situations where anxiety could be triggered, intensified, or alleviated, the perceived under-prepared language skills for study-abroad contexts that open the door to anxiety generation, and the recommended approaches and measures these international students made to all relevant role players to address issues of language anxiety. The study wishes to provide practical applications for home countries to make worthwhile the substantial time, energy, efforts, and funding spent on global citizen preparation and to call for support and action of host institutions to provide mentorship and guidance for language-anxious international students in their classrooms. Advisors/Committee Members: White, Cameron S. (advisor), Hutchison, Laveria F. (committee member), Lee, Mimi Miyoung (committee member), Mountain, Lee (committee member).

Subjects/Keywords: Foreign Language Anxiety; Foreign language learning; Language anxiety; Anxiety triggers

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APA (6^th Edition):

Liu, Y. (2014). Perspectives of International Students in the USA: Qualitative Research in Foreign Language Anxiety. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1682

Chicago Manual of Style (16^th Edition):

Liu, Yueh-Hua. “Perspectives of International Students in the USA: Qualitative Research in Foreign Language Anxiety.” 2014. Doctoral Dissertation, University of Houston. Accessed July 13, 2020. http://hdl.handle.net/10657/1682.

MLA Handbook (7^th Edition):

Liu, Yueh-Hua. “Perspectives of International Students in the USA: Qualitative Research in Foreign Language Anxiety.” 2014. Web. 13 Jul 2020.

Vancouver:

Liu Y. Perspectives of International Students in the USA: Qualitative Research in Foreign Language Anxiety. [Internet] [Doctoral dissertation]. University of Houston; 2014. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/10657/1682.

Council of Science Editors:

Liu Y. Perspectives of International Students in the USA: Qualitative Research in Foreign Language Anxiety. [Doctoral Dissertation]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1682

University of Houston

13. -9507-3805. THE LOST KIDS PROJECT: HOW URBAN HIGH SCHOOL STUDENTS THAT ARE OVER-AGED AND UNDER-CREDENTIALED AND HIGH SCHOOL DROPOUTS DESCRIBE THEIR NEEDS DEFICITS.

Degree: EdD, Administration and Supervision, 2016, University of Houston

URL: http://hdl.handle.net/10657/1756

► Every day, 7,000 students drop out of America’s high schools. That adds up to about 1.3 million students who will not graduate with their peers… (more)

▼ Every day, 7,000 students drop out of America’s high schools. That adds up to about 1.3 million students who will not graduate with their peers (Alliance for Excellent Education, 2011, p. 1). With 1.2 million students dropping out of high school every year, the high school dropout rate is a significant problem with negative consequences for both the students and for society as a whole. While the U.S. Department of Education announced that the nation's high school graduation rate hit an all-time high of 82% in 2013-14 (“U.S. High School Graduation Rate Hits New Record High,” 2015, p. 1), most large urban school districts are struggling to get their graduation rates to 70%. In Philadelphia, the four-year graduation rate is 65% (Socolar, 2015). In Chicago, the graduation rate is 66%, as measured by the five-year graduation rate (Perez, 2015). One of the strategies that Philadelphia and Chicago are using to increase their graduation rates is opening accelerated high schools for students who are over-aged and under-credentialed to earn their high school diplomas. These accelerated high schools are not computer-based half-day programs; instead they rely on longer school days, remediation in literacy and numeracy, and a structured behavior environment to support their students in earning their high school diploma. The researcher will use archived student surveys of accelerated students enrolled in the Camelot Education’s accelerated high schools in Philadelphia and Chicago to uncover, identify and describe factors that impeded students from matriculating through high school and receiving their high school diploma. This study will identify a common profile and description of students in Camelot Education’s accelerated high schools. This study will use descriptive statistics to summarize, identify, describe and quantify what students report contribute to their becoming academically off track and making the decision to leave high school without earning their diploma. The profile and descriptions from this study will equip school leaders to explore innovative school and program designs that meet the needs of students that are over-aged and under-credentialed in large urban cities. Advisors/Committee Members: MacNeil, Angus J. (advisor), Emerson, Michael W. (committee member), Hutchison, Laveria F. (committee member), Guajardo Barrow, Julia (committee member).

Subjects/Keywords: Climate; Culture; Education; Dropouts; Graduation factors; Alternative school; Norms; Normative culture; Social learning; Maslow's heirarchy

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APA (6^th Edition):

-9507-3805. (2016). THE LOST KIDS PROJECT: HOW URBAN HIGH SCHOOL STUDENTS THAT ARE OVER-AGED AND UNDER-CREDENTIALED AND HIGH SCHOOL DROPOUTS DESCRIBE THEIR NEEDS DEFICITS. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1756

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16^th Edition):

-9507-3805. “THE LOST KIDS PROJECT: HOW URBAN HIGH SCHOOL STUDENTS THAT ARE OVER-AGED AND UNDER-CREDENTIALED AND HIGH SCHOOL DROPOUTS DESCRIBE THEIR NEEDS DEFICITS.” 2016. Doctoral Dissertation, University of Houston. Accessed July 13, 2020. http://hdl.handle.net/10657/1756.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7^th Edition):

-9507-3805. “THE LOST KIDS PROJECT: HOW URBAN HIGH SCHOOL STUDENTS THAT ARE OVER-AGED AND UNDER-CREDENTIALED AND HIGH SCHOOL DROPOUTS DESCRIBE THEIR NEEDS DEFICITS.” 2016. Web. 13 Jul 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-9507-3805. THE LOST KIDS PROJECT: HOW URBAN HIGH SCHOOL STUDENTS THAT ARE OVER-AGED AND UNDER-CREDENTIALED AND HIGH SCHOOL DROPOUTS DESCRIBE THEIR NEEDS DEFICITS. [Internet] [Doctoral dissertation]. University of Houston; 2016. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/10657/1756.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-9507-3805. THE LOST KIDS PROJECT: HOW URBAN HIGH SCHOOL STUDENTS THAT ARE OVER-AGED AND UNDER-CREDENTIALED AND HIGH SCHOOL DROPOUTS DESCRIBE THEIR NEEDS DEFICITS. [Doctoral Dissertation]. University of Houston; 2016. Available from: http://hdl.handle.net/10657/1756

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

University of Houston

14. Lucario, Joseph A. An Examination of Teacher Belief Systems on the Implications of Their Evaluation Instrument through the Use of District and State Developed Models.

Degree: EdD, Professional Leadership, 2017, University of Houston

URL: http://hdl.handle.net/10657/1844

► Teacher evaluation is a highly contentious issue that is disputed throughout education. Teacher supervision has been questioned due to its controversial nature, while it is… (more)

▼ Teacher evaluation is a highly contentious issue that is disputed throughout education. Teacher supervision has been questioned due to its controversial nature, while it is required due to state mandates. Moreover, there is autonomy within Texas law to allow school districts to deviate from the state framework if district leadership deems it necessary. This study investigates state adopted and locally adopted teacher evaluation systems in schools. This offers a chronological framework as to how a tenured and locally developed system operates as opposed to the new state generated instrument. Research questions of interest in this investigation were: (a) Does teacher supervision make teaching better; and (b) Does the appraisal instrument influence teaching and student learning? This qualitative analysis consists of cognitive interviews that were conducted with 12 teachers to obtain information about their specific summative evaluation occurrence as it relates to school districts that use different systems. Cognitive interviews are used for specificity to highlight this summative activity to best provide districts with data. All districts have local control, but determining a variation from state stature is analyzed through teachers’ beliefs. Teachers from four different schools, within two different districts, were interviewed concerning their teacher evaluation model from practitioner experience. Analyses of their responses yielded various themes in which data was generated to conceptualize common principles, differentiations, and suggestive feedback for district and state lawmakers. Teachers of districts in which local control was present offered tailored distinctions directed to the community in which they serve. Results concluded that teachers believed that tailored differentiations could allow innovation and permit varied approaches to use in instructional support methods. Based upon the results of this investigation, researchers are encouraged to examine teacher retention under differentiated evaluation models; student performance based upon specific teacher ratings; and teacher contributions to the evaluation process through collaboration. Advisors/Committee Members: MacNeil, Angus J. (advisor), Emerson, Wayne W. (committee member), Hutchison, Laveria F. (committee member), Davis, Todd (committee member).

Subjects/Keywords: Teacher evaluation; Teacher supervision

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APA (6^th Edition):

Lucario, J. A. (2017). An Examination of Teacher Belief Systems on the Implications of Their Evaluation Instrument through the Use of District and State Developed Models. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1844

Chicago Manual of Style (16^th Edition):

Lucario, Joseph A. “An Examination of Teacher Belief Systems on the Implications of Their Evaluation Instrument through the Use of District and State Developed Models.” 2017. Doctoral Dissertation, University of Houston. Accessed July 13, 2020. http://hdl.handle.net/10657/1844.

MLA Handbook (7^th Edition):

Lucario, Joseph A. “An Examination of Teacher Belief Systems on the Implications of Their Evaluation Instrument through the Use of District and State Developed Models.” 2017. Web. 13 Jul 2020.

Vancouver:

Lucario JA. An Examination of Teacher Belief Systems on the Implications of Their Evaluation Instrument through the Use of District and State Developed Models. [Internet] [Doctoral dissertation]. University of Houston; 2017. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/10657/1844.

Council of Science Editors:

Lucario JA. An Examination of Teacher Belief Systems on the Implications of Their Evaluation Instrument through the Use of District and State Developed Models. [Doctoral Dissertation]. University of Houston; 2017. Available from: http://hdl.handle.net/10657/1844

University of Houston

15. Dalton, Colin. The Effects of Supplemental Instruction on Pass Rates, Academic Performance, Retention and Persistence in Community College Developmental Reading Courses.

Degree: EdD, Curriculum and Instruction, 2011, University of Houston

URL: http://hdl.handle.net/10657/496

► The purpose of this research was to measure the effects of the peer tutoring program Supplemental Instruction (SI) on pass rates, academic performance, retention, and… (more)

▼ The purpose of this research was to measure the effects of the peer tutoring program Supplemental Instruction (SI) on pass rates, academic performance, retention, and persistence in community college developmental reading courses. Prior research indicated that SI improves final grades, attendance, retention, persistence, and graduation rates in college credit-bearing courses. However, the minimal research documented in the literature on the use of Supplemental Instruction in developmental education courses contained conflicting information. Archival data, collected from five semesters of comparative SI and non-SI developmental reading courses at an urban fringe community college, were analyzed to determine whether a significant statistical difference existed between the two groups. The pass rates, i.e. the number of A, B, and C grades, for the SI and non-SI groups were 75% and 70% respectively. However, a chi-square analysis revealed there was not a statistically significant difference between the pass rates of the two groups (chi-square value .520). The academic performance measure, i.e. a statistical analysis of the SI and non-SI classes’ scores on the developmental reading exit test/final exam, revealed that the mean scores were 82% and 81% respectively. An independent samples t-test confirmed there was not a statistically significant difference between these means (t=.345, α=.05). The retention analysis, i.e. the number of students who attended classes through to the final exam, revealed that 80% of the students in the SI supported classes and 79% of the students in the non-SI supported classes were retained. A Difference in Proportions Test confirmed there was not a statistically significant difference in the retention rates between the two groups (z = .1568, p = .5636). The persistence analysis revealed that 74% of the students from the SI supported classes and 69% of the students in the non-SI classes registered for classes in the subsequent long semester. However, a Difference in Proportions Test revealed there was not a statistically significant difference between the persistence rates of the two groups (z = .784, p = .7823). The researcher concluded that the widely touted positive effects of Supplemental Instruction are diminished in community colleges with well-developed developmental education programs with courses currently exhibiting pass rates of 70% or higher. Therefore, the researcher recommends targeting the implementation of SI in developmental reading courses with traditionally high failure rates, e.g. courses created during the first week of the semester to accommodate late registering students. Also, community colleges without well-developed developmental education programs could implement Supplemental Instruction to accommodate for a lack of other support services and programs for developmental education students. In addition, the research revealed that the voluntary attendance aspect of traditional SI programs in developmental reading courses led to low attendance at… Advisors/Committee Members: Hutchison, Laveria F. (advisor), Horn, Catherine L. (committee member), Mountain, Lee (committee member), Busch, Steven D. (committee member).

Subjects/Keywords: Developmental education; Reading; Supplemental Instruction; Developmental reading; College reading improvement programs

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APA (6^th Edition):

Dalton, C. (2011). The Effects of Supplemental Instruction on Pass Rates, Academic Performance, Retention and Persistence in Community College Developmental Reading Courses. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/496

Chicago Manual of Style (16^th Edition):

Dalton, Colin. “The Effects of Supplemental Instruction on Pass Rates, Academic Performance, Retention and Persistence in Community College Developmental Reading Courses.” 2011. Doctoral Dissertation, University of Houston. Accessed July 13, 2020. http://hdl.handle.net/10657/496.

MLA Handbook (7^th Edition):

Dalton, Colin. “The Effects of Supplemental Instruction on Pass Rates, Academic Performance, Retention and Persistence in Community College Developmental Reading Courses.” 2011. Web. 13 Jul 2020.

Vancouver:

Dalton C. The Effects of Supplemental Instruction on Pass Rates, Academic Performance, Retention and Persistence in Community College Developmental Reading Courses. [Internet] [Doctoral dissertation]. University of Houston; 2011. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/10657/496.

Council of Science Editors:

Dalton C. The Effects of Supplemental Instruction on Pass Rates, Academic Performance, Retention and Persistence in Community College Developmental Reading Courses. [Doctoral Dissertation]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/496

University of Houston

16. Weaver, Kimberle A. Perceptions of Reading Engagement and Vocabulary Acquisition Among Deaf Adolescents and the Teachers that Work with Them.

Degree: PhD, Curriculum and Instruction, 2017, University of Houston

URL: http://hdl.handle.net/10657/4829

► Background: Developing strong reading engagement and vocabulary acquisition skills for deaf students is of the utmost importance. Unfortunately, no studies have been conducted on the… (more)

▼ Background: Developing strong reading engagement and vocabulary acquisition skills for deaf students is of the utmost importance. Unfortunately, no studies have been conducted on the attitudes of reading engagement and efficacy of vocabulary acquisition strategies in adolescents with a severe to profound hearing loss or the perceptions of teachers in attitudes and efficacy working with this target population. Purpose: The purpose of this study was to critically analyze the perceptions of teachers regarding their students’ attitudes in the areas of reading engagement and the effectiveness of teaching strategies in vocabulary acquisition, evaluate the perceptions of reading engagement of adolescents who are severe to profoundly deaf and what strategies they feel are effective in learning new vocabulary, and identify the personal reading habits of teachers and students Methods: A mixed method sequential study design was utilized whereby quantitative survey data was collected regarding student reading perceptions and acquisition of content area vocabulary. During the qualitative phase of the study, two separate rounds of focus group interviews were conducted with four teachers-two hearing and two with a significant hearing loss-who also teach adolescent students with hearing loss. A narrative self-study was conducted to reveal a more personal understanding of perceptions of attitudes towards reading engagement and efficacy of vocabulary acquisition strategies. Results: Descriptive statistics of student survey results revealed ten out of thirteen of students believed that reading was easy for them and nine out of thirteen believed that synonyms helped them to learn new vocabulary words. Use of constant comparative analysis of focus group data revealed common themes of lack of intrinsic motivation, lack of self-confidence, reading delay, and a variety of strategies. Conclusion: These findings could be helpful as a starting point for literacy teachers to determine appropriate vocabulary acquisition strategies best suited for adolescents who are deaf or who have a hearing-loss. Advisors/Committee Members: Hutchison, Laveria F. (advisor), White, Cameron S. (committee member), Day, Susan X. (committee member), Mountain, Mignonette (committee member), Thomas, Dustine J. (committee member).

Subjects/Keywords: Deaf; Reading; Vocabulary; Reading engagement

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APA (6^th Edition):

Weaver, K. A. (2017). Perceptions of Reading Engagement and Vocabulary Acquisition Among Deaf Adolescents and the Teachers that Work with Them. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/4829

Chicago Manual of Style (16^th Edition):

Weaver, Kimberle A. “Perceptions of Reading Engagement and Vocabulary Acquisition Among Deaf Adolescents and the Teachers that Work with Them.” 2017. Doctoral Dissertation, University of Houston. Accessed July 13, 2020. http://hdl.handle.net/10657/4829.

MLA Handbook (7^th Edition):

Weaver, Kimberle A. “Perceptions of Reading Engagement and Vocabulary Acquisition Among Deaf Adolescents and the Teachers that Work with Them.” 2017. Web. 13 Jul 2020.

Vancouver:

Weaver KA. Perceptions of Reading Engagement and Vocabulary Acquisition Among Deaf Adolescents and the Teachers that Work with Them. [Internet] [Doctoral dissertation]. University of Houston; 2017. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/10657/4829.

Council of Science Editors:

Weaver KA. Perceptions of Reading Engagement and Vocabulary Acquisition Among Deaf Adolescents and the Teachers that Work with Them. [Doctoral Dissertation]. University of Houston; 2017. Available from: http://hdl.handle.net/10657/4829

University of Houston

17. -4436-4530. Perceived Challenges of Pre-Kindergarten Through Fifth Grade Black Teachers.

Degree: EdD, Professional Leadership, Education, 2019, University of Houston

URL: http://hdl.handle.net/10657/5624

► Background: Nationally, Black teachers with less than five years of experience in pre-kindergarten through fifth grade classrooms tend to face daily challenges that teachers of… (more)

▼ Background: Nationally, Black teachers with less than five years of experience in pre-kindergarten through fifth grade classrooms tend to face daily challenges that teachers of other skin complexions do not. Recent studies focused on Black teacher experiences have listed challenges such as racism, discrimination, lack of support, and limited growth opportunities. Although there is not a shortage of certified Black teachers in Texas according to the latest Certified Teacher Demographics by Preparation Route report (2018), there is a lack of their presence in the classroom. Purpose: The purpose of this qualitative case study was to utilize a social constructivist theoretical perspective to explore the challenges Black teachers in pre-kindergarten through fifth grade face daily in their work environment. This study posed the following research question: 1) What are the perceived challenges of Black teachers in pre-kindergarten through fifth grade classrooms? The posed research question allowed for an exploration of valuable lived experiences and data that may potentially be used to improve the overall working and teaching experiences for novice Black pre-kindergarten through fifth grade teachers. Methods: The study was conducted using a qualitative case study methods approach to collect and analyze data. Data was collected through interviews via Zoom video conferences with three previous Black teachers in pre-kindergarten through fifth grade. Data was analyzed using the qualitative thematic analysis which included the following steps: 1) Organizing data, 2) Reading data, 3) Coding and organizing themes, 4) Reviewing of themes, and 5) Interpretation of data. Results: The study yielded five themes of perceived challenges of Black pre-kindergarten through fifth grade teachers. The identified themes indicated that teachers in pre-kindergarten through fifth grade felt that: 1) the lack of mentorship was a challenge for Black teachers with any level of experience; 2) the lack of professional support and guidance when entering the classroom was a challenge; 3) their daily experiences were different from their peers of other races; 4) they worked harder than their White counterparts; and 5) their professional progression was either slow or was going to be slow. Conclusion: The data collected from participants’ responses verified commonly perceived challenges of Black teachers in pre-kindergarten through fifth grade. While each participant taught in different schools and locations of Texas, they all shared common obstacles and challenges. Addressing those challenges could potentially increase job satisfaction and retention of Black teachers in pre-kindergarten through fifth grade. Advisors/Committee Members: White, Cameron S. (advisor), Hutchison, Laveria F. (committee member), McAlister-Shields, Leah (committee member), Beaudry, Christine (committee member).

Subjects/Keywords: Black; Teachers; Challenges; Educators; African Americans; Pre-kindergarten; Fifth; Classroom; Support; Discrimination; Racism; Experiences

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APA (6^th Edition):

-4436-4530. (2019). Perceived Challenges of Pre-Kindergarten Through Fifth Grade Black Teachers. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/5624

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16^th Edition):

-4436-4530. “Perceived Challenges of Pre-Kindergarten Through Fifth Grade Black Teachers.” 2019. Doctoral Dissertation, University of Houston. Accessed July 13, 2020. http://hdl.handle.net/10657/5624.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7^th Edition):

-4436-4530. “Perceived Challenges of Pre-Kindergarten Through Fifth Grade Black Teachers.” 2019. Web. 13 Jul 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-4436-4530. Perceived Challenges of Pre-Kindergarten Through Fifth Grade Black Teachers. [Internet] [Doctoral dissertation]. University of Houston; 2019. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/10657/5624.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-4436-4530. Perceived Challenges of Pre-Kindergarten Through Fifth Grade Black Teachers. [Doctoral Dissertation]. University of Houston; 2019. Available from: http://hdl.handle.net/10657/5624

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

University of Houston

18. Alleyne, Camille Wardrop 1966-. A Comparative Case Study of All-Girls Schools' Commitment to Motivating Females in Pursuing Science, Technology, Engineering and Math (STEM) Careers.

Degree: EdD, Professional Leadership, 2013, University of Houston

URL: http://hdl.handle.net/10657/997

► This comparative case study compared key elements of four all-girls schools that are committed to motivating females to pursue STEM majors and careers. The selected… (more)

Subjects/Keywords: STEM; All-Girls Schools and STEM; Science education; STEM education; Girls education; Girls; Minorities; Females; STEM-focused girl schools; Professional leadership

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APA (6^th Edition):

Alleyne, C. W. 1. (2013). A Comparative Case Study of All-Girls Schools' Commitment to Motivating Females in Pursuing Science, Technology, Engineering and Math (STEM) Careers. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/997

Chicago Manual of Style (16^th Edition):

Alleyne, Camille Wardrop 1966-. “A Comparative Case Study of All-Girls Schools' Commitment to Motivating Females in Pursuing Science, Technology, Engineering and Math (STEM) Careers.” 2013. Doctoral Dissertation, University of Houston. Accessed July 13, 2020. http://hdl.handle.net/10657/997.

MLA Handbook (7^th Edition):

Alleyne, Camille Wardrop 1966-. “A Comparative Case Study of All-Girls Schools' Commitment to Motivating Females in Pursuing Science, Technology, Engineering and Math (STEM) Careers.” 2013. Web. 13 Jul 2020.

Vancouver:

Alleyne CW1. A Comparative Case Study of All-Girls Schools' Commitment to Motivating Females in Pursuing Science, Technology, Engineering and Math (STEM) Careers. [Internet] [Doctoral dissertation]. University of Houston; 2013. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/10657/997.

Council of Science Editors:

Alleyne CW1. A Comparative Case Study of All-Girls Schools' Commitment to Motivating Females in Pursuing Science, Technology, Engineering and Math (STEM) Careers. [Doctoral Dissertation]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/997

University of Houston

19. Schlafly, Ashley L. Empowering Student Driven Resistance: Using Student-Directed Learning to Create Self-Advocacy in the Classroom.

Degree: EdD, Professional Leadership, 2018, University of Houston

URL: http://hdl.handle.net/10657/3103

► Background: Student-directed learning is a teaching style that focuses on providing students with autonomy where the teacher and students share power so that both become… (more)

▼ Background: Student-directed learning is a teaching style that focuses on providing students with autonomy where the teacher and students share power so that both become equal partners in the learning process. Student-directed learning can promote high levels of academic achievement among students from vulnerable populations within urban and other types of school settings. Purpose: The purpose of this study was to examine the process of designing a classroom that promoted student-directed learning. This study posed the following questions: RQ1: What social factors regarding student voice exist to demonstrate the need for a pedagogical shift in the classroom, including my own? RQ2: How was my student-directed classroom run and what tools were needed to change to such an instructional framework? RQ3: What changes occurred in my classroom in terms of agency, engagement and achievement following the implementation of student-directed learning? Methods: This study used a case study of the researcher's classroom to explore the instructional implementation of a student-directed learning framework as well as an exploration of themes identified throughout to explore agency, engagement and achievement in the classroom. Results: Transitioning to student-directed learning proved to be successful at increasing the level of agency, engagement and achievement among students. Conclusion: Results suggest that student-directed learning is an instructional style that may prove to be successful with vulnerable populations. Results further suggest that there are potential barriers to large scale changes to such instruction, though, including a test-prep culture, state of public education and expectations of administration. Still, despite these barriers, further exploration into student-directed learning across all curriculums and grade levels is needed due to the potential benefit students from vulnerable populations may experience as a result of receiving instruction in this manner. Advisors/Committee Members: Hutchison, Laveria F. (advisor), Thompson, Amber M. (committee member), McAlister-Shields, Leah (committee member), White, Cameron S. (committee member).

Subjects/Keywords: Student-directed; Critical theory; Educational theory

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APA (6^th Edition):

Schlafly, A. L. (2018). Empowering Student Driven Resistance: Using Student-Directed Learning to Create Self-Advocacy in the Classroom. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/3103

Chicago Manual of Style (16^th Edition):

Schlafly, Ashley L. “Empowering Student Driven Resistance: Using Student-Directed Learning to Create Self-Advocacy in the Classroom.” 2018. Doctoral Dissertation, University of Houston. Accessed July 13, 2020. http://hdl.handle.net/10657/3103.

MLA Handbook (7^th Edition):

Schlafly, Ashley L. “Empowering Student Driven Resistance: Using Student-Directed Learning to Create Self-Advocacy in the Classroom.” 2018. Web. 13 Jul 2020.

Vancouver:

Schlafly AL. Empowering Student Driven Resistance: Using Student-Directed Learning to Create Self-Advocacy in the Classroom. [Internet] [Doctoral dissertation]. University of Houston; 2018. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/10657/3103.

Council of Science Editors:

Schlafly AL. Empowering Student Driven Resistance: Using Student-Directed Learning to Create Self-Advocacy in the Classroom. [Doctoral Dissertation]. University of Houston; 2018. Available from: http://hdl.handle.net/10657/3103

University of Houston

20. Tovar-Hilbert, Jessica. An Analysis of Authors, Content, and Genres of Hispanic-Related Selections in Adopted 8th Grade Literature Anthologies in Texas 2001–2011.

Degree: EdD, Curriculum and Instruction, 2017, University of Houston

URL: http://hdl.handle.net/10657/4537

► Background: Eighth-grade Hispanic students in Texas, the state’s largest ethnic group, continue to score lower on state and national assessments. If Texas is to improve… (more)

▼ Background: Eighth-grade Hispanic students in Texas, the state’s largest ethnic group, continue to score lower on state and national assessments. If Texas is to improve the reading achievement of Hispanic students, an analysis of literature resources needs to be conducted. Purpose: The purpose of this study is to analyze the nine grade 8 literature anthologies (adopted in Texas in 2001 and 2011) for cultural representativeness. Research Question: What are the trends in eighth-grade literature anthologies regarding the inclusion and treatment of Hispanic-authored/themed selections? To answer this question, analysis of Hispanic texts in the following areas was necessary: a. percentage of authors/texts; b. commonly anthologized authors/texts; c. literature genres; d. placement/arrangement; e. editing. Methods: The data were analyzed using content analysis via coding and open coding methods. Results: The findings revealed a 1.34 percent increase in Hispanic authorship and 1.44 percent increase in Hispanic selection from 2001 to 2011. Hispanic author ethnicities represented show that 65.31 percent were Mexican, 17.35 percent Puerto Rican, and 11.22 percent South American, with remaining percentages from other Hispanic groups. Gary Soto was the most commonly anthologized Hispanic author, appearing 11 times, followed by five other Hispanic authors, appearing 5–9 times. Only seven authors in the anthologies were recipients of award-winning Hispanic literature. The most common genres of Hispanic selections were poetry, nonfiction, and fiction. Hispanic selections were placed in themed sections and not in separate units apart from other texts. There was very little editing by adaptation, abridgement, or expurgation. Conclusion: Despite a slight increase since 2001, the disproportionate representation of race is a persistent problem. Previous studies found that the canon changes very little with each iteration. There is little variation of Hispanic selections, authors, genres, and types. More diverse selections could create anthologies that support a culturally relevant and responsive literacy program for Hispanic students. Advisors/Committee Members: Mountain, Lee (advisor), Hutchison, Laveria F. (committee member), White, Cameron S. (committee member), Hale, Margaret A. (committee member).

Subjects/Keywords: Culturally responsive instruction; Culturally relevant literacy; Hispanics; Middle schools; Reading; Multicultural; Literacy; Anthologies

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APA (6^th Edition):

Tovar-Hilbert, J. (2017). An Analysis of Authors, Content, and Genres of Hispanic-Related Selections in Adopted 8th Grade Literature Anthologies in Texas 2001–2011. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/4537

Chicago Manual of Style (16^th Edition):

Tovar-Hilbert, Jessica. “An Analysis of Authors, Content, and Genres of Hispanic-Related Selections in Adopted 8th Grade Literature Anthologies in Texas 2001–2011.” 2017. Doctoral Dissertation, University of Houston. Accessed July 13, 2020. http://hdl.handle.net/10657/4537.

MLA Handbook (7^th Edition):

Tovar-Hilbert, Jessica. “An Analysis of Authors, Content, and Genres of Hispanic-Related Selections in Adopted 8th Grade Literature Anthologies in Texas 2001–2011.” 2017. Web. 13 Jul 2020.

Vancouver:

Tovar-Hilbert J. An Analysis of Authors, Content, and Genres of Hispanic-Related Selections in Adopted 8th Grade Literature Anthologies in Texas 2001–2011. [Internet] [Doctoral dissertation]. University of Houston; 2017. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/10657/4537.

Council of Science Editors:

Tovar-Hilbert J. An Analysis of Authors, Content, and Genres of Hispanic-Related Selections in Adopted 8th Grade Literature Anthologies in Texas 2001–2011. [Doctoral Dissertation]. University of Houston; 2017. Available from: http://hdl.handle.net/10657/4537

University of Houston

21. -7268-7898. The Principals' Perceptions of Literacy Development: The Influence of Instructional Leadership in an Urban School District.

Degree: EdD, Professional Leadership, Education, 2019, University of Houston

URL: http://hdl.handle.net/10657/5713

► Background: According to Orphanos and Orr (2013), principals who invest in understanding the literacy instructional practices in school settings find that teachers on their campuses… (more)

▼ Background: According to Orphanos and Orr (2013), principals who invest in understanding the literacy instructional practices in school settings find that teachers on their campuses usually have positive attitudes regarding supporting the achievement of students through the implementation of district-level mandates that outline the steps needed to teach literacy skills. In many school districts, campus and district-level administrators solicit experts to offer teachers professional development to strengthen their literacy instructional practices. This leads to the question of how to improve principals’ knowledge and involvement in the literacy instruction provided by their teachers, literacy coaches, reading specialists, and other campus professionals. Dewitt (2017) indicates that extensive research has been conducted on the perceptions of principals related to basic instruction. However, limited research has been collected regarding principals’ perceptions of literacy instruction in urban school settings. Purpose: This study examined the perceptions of principals related to literacy instructional leadership in urban schools. Specifically, it addressed the research question: What do principals perceive as their role in literacy development as it relates to instructional leadership in urban schools? Methods: This research used a qualitative approach and design, with data consisting of participant interview responses. Participants were selected using a convenience sample of elementary principals from one pre-selected urban school district in North Houston. A total of four urban, elementary school principals participated in the study. Data was collected in three rounds: two one-on-one interviews and a member-check follow-up session. The first one-on-one interviews addressed general questions about participating principals’ interactions with literacy and the second one-on-one interview requested additional information to clarify responses and to connect emerging themes. Member-checking enabled the researcher to obtain a more in-depth understanding of the views presented during the two one-on-one interviews (Creswell, 2002) and to discuss themes that emerged from the interviews. Data were transcribed electronically, analyzed, and coded into themes, keywords, and phrases to create a database. The coded responses were the foundation for identifying the themes that emerged within and across the data, forming the basis for the key findings discussed. Results: The findings revealed that principals with backgrounds in literacy were more comfortable leading literacy discussions and providing feedback to teachers on literacy related matters. Additionally, campuses of literacy minded principals yielded higher performance ratings on reading assessments. In contrast, principals with STEM backgrounds relied on campus literacy experts to guide their instructional decisions and frequent collaboration was needed to best meet the needs of literacy instruction on campus. All four principals shared the common belief that district… Advisors/Committee Members: Hutchison, Laveria F. (advisor), McAlister-Shields, Leah (committee member), White, Cameron S. (committee member), Kohn, Lawrence (committee member).

Subjects/Keywords: Principals; Perception

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APA (6^th Edition):

-7268-7898. (2019). The Principals' Perceptions of Literacy Development: The Influence of Instructional Leadership in an Urban School District. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/5713

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16^th Edition):

-7268-7898. “The Principals' Perceptions of Literacy Development: The Influence of Instructional Leadership in an Urban School District.” 2019. Doctoral Dissertation, University of Houston. Accessed July 13, 2020. http://hdl.handle.net/10657/5713.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7^th Edition):

-7268-7898. “The Principals' Perceptions of Literacy Development: The Influence of Instructional Leadership in an Urban School District.” 2019. Web. 13 Jul 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-7268-7898. The Principals' Perceptions of Literacy Development: The Influence of Instructional Leadership in an Urban School District. [Internet] [Doctoral dissertation]. University of Houston; 2019. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/10657/5713.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-7268-7898. The Principals' Perceptions of Literacy Development: The Influence of Instructional Leadership in an Urban School District. [Doctoral Dissertation]. University of Houston; 2019. Available from: http://hdl.handle.net/10657/5713

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

University of Houston

22. Fulenwider, Joan Y. The Home Literacy Practices of Culturally and Linguistically Diverse Families of Kindergarten Students.

Degree: EdD, Curriculum and Instruction, 2014, University of Houston

URL: http://hdl.handle.net/10657/1426

► This qualitative study was initiated in order to examine the home literacy practices of culturally and linguistically diverse families of kindergarten students. In particular, the… (more)

Subjects/Keywords: Home literacy practices

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APA (6^th Edition):

Fulenwider, J. Y. (2014). The Home Literacy Practices of Culturally and Linguistically Diverse Families of Kindergarten Students. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1426

Chicago Manual of Style (16^th Edition):

Fulenwider, Joan Y. “The Home Literacy Practices of Culturally and Linguistically Diverse Families of Kindergarten Students.” 2014. Doctoral Dissertation, University of Houston. Accessed July 13, 2020. http://hdl.handle.net/10657/1426.

MLA Handbook (7^th Edition):

Fulenwider, Joan Y. “The Home Literacy Practices of Culturally and Linguistically Diverse Families of Kindergarten Students.” 2014. Web. 13 Jul 2020.

Vancouver:

Fulenwider JY. The Home Literacy Practices of Culturally and Linguistically Diverse Families of Kindergarten Students. [Internet] [Doctoral dissertation]. University of Houston; 2014. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/10657/1426.

Council of Science Editors:

Fulenwider JY. The Home Literacy Practices of Culturally and Linguistically Diverse Families of Kindergarten Students. [Doctoral Dissertation]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1426

University of Houston

23. Beaudry, Christine Elizabeth. Teaching and Learning Community: An Inquiry into Experiences in a Community-Based Education Course.

Degree: EdD, Curriculum and Instruction, 2014, University of Houston

URL: http://hdl.handle.net/10657/1425

► In the United States, preservice teachers often go on to teach students whose backgrounds are different from their own and in communities in which they… (more)

▼ In the United States, preservice teachers often go on to teach students whose backgrounds are different from their own and in communities in which they have limited lived experience (Sleeter, 2000). They often graduate from teacher education programs having never experienced educational settings beyond those they are familiar with from their own experiences as students (Catapano & Huisman, 2010). However, they enter schools with beliefs about students, their families, and their communities (Koerner & Abdul-Tawwab, 2006). As teachers, these beliefs inform their teaching and learning practices in ways that significantly impact the experiences and success of their students (Villegas & Lucas, 2002). Community-based field experiences can provide preservice teachers with opportunities to consider issues related to community, education, and diversity in ways that promote and support strong teaching for diverse learning populations (Sleeter, 2008). This inquiry centers on how three preservice teachers interpreted their community-based field experiences as part of a university education course, focusing on how these interpretations shifted their teacher identity, stories to live by (Connelly & Clandinin, 1999) and shaped their personal practical knowledge (Connelly & Clandinin, 1988) of teaching and learning. It explores how incorporating community-based field experiences into teacher education can contribute to the development of knowledge and practices that are responsive to student diversity. By narratively inquiring (Clandinin & Connelly, 2000), into participants’ lives, and through storying and restorying (Connelly & Clandinin, 1990) their community-based field experiences and then student teaching experiences, I consider the ways in which preservice teachers’ knowledge and identities develop as they transition into teaching. This inquiry addresses critical issues concerning the development of teacher education programs that successfully prepare teachers to work with diverse students. (Sleeter, 2008). It also responds to the call for additional research related to exploring the impact of community-based practices in teacher education on preservice teachers’ teaching and learning knowledge and practices (Cooper, 2007, Sleeter, 2000). Advisors/Committee Members: White, Cameron S. (advisor), Craig, Cheryl J. (committee member), Hutchison, Laveria F. (committee member), Mulholland, Amy (committee member).

Subjects/Keywords: Teacher education; Community-based learning; Field experience; Culturally responsive teaching; Narrative

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APA (6^th Edition):

Beaudry, C. E. (2014). Teaching and Learning Community: An Inquiry into Experiences in a Community-Based Education Course. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1425

Chicago Manual of Style (16^th Edition):

Beaudry, Christine Elizabeth. “Teaching and Learning Community: An Inquiry into Experiences in a Community-Based Education Course.” 2014. Doctoral Dissertation, University of Houston. Accessed July 13, 2020. http://hdl.handle.net/10657/1425.

MLA Handbook (7^th Edition):

Beaudry, Christine Elizabeth. “Teaching and Learning Community: An Inquiry into Experiences in a Community-Based Education Course.” 2014. Web. 13 Jul 2020.

Vancouver:

Beaudry CE. Teaching and Learning Community: An Inquiry into Experiences in a Community-Based Education Course. [Internet] [Doctoral dissertation]. University of Houston; 2014. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/10657/1425.

Council of Science Editors:

Beaudry CE. Teaching and Learning Community: An Inquiry into Experiences in a Community-Based Education Course. [Doctoral Dissertation]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1425

University of Houston

24. Cain, Raymond. TEACHERS’ UNDERSTANDINGS ABOUT SCIENCE AND MATHEMATICS INTEGRATION.

Degree: EdD, Curriculum and Instruction, 2014, University of Houston

URL: http://hdl.handle.net/10657/1423

► In this era dominated by the importance of mathematics, science, and technology, national organizations in science and mathematics education (e.g., National Science Teachers Association and… (more)

▼ In this era dominated by the importance of mathematics, science, and technology, national organizations in science and mathematics education (e.g., National Science Teachers Association and the National Council for Teachers of Mathematics) advocate for teaching of science and mathematics concepts through integration. A more comprehensive understanding of what teachers understand about integration is needed to put such recommendations into practice. This study identified and described three science teachers’ understandings of science and mathematics integration. The teachers were enrolled in a master’s program that focused on the integration of science and mathematics, reflective practices, and the integration of technology into instructional practices. A case study approach included data sources such as program assignments, selected by the teacher as representative of integration, a constructed response survey, a classroom observation of an integration lesson, field notes made by the researcher, and a semi-structured interview. Data analysis strategies included unitizing, categorizing, and sorting (Lincoln & Guba, 1985) as well as continual revision, modification (Erlandson, Harris, Skipper, & Allen, 1993), and construction of coding schemes (Carspecken, 1996). Three themes that describe the teachers’ understandings of science and mathematics integration emerged: (a) Mathematics is a means of analyzing scientific data and to enhance the explanation of scientific conclusions, (b) Content specific skills and concepts should be taught separately to allow for deeper discussion and data analysis when integrating, and (c) Integration is a catalyst for increasing student motivation for learning each discipline. The analysis also revealed that the teachers believed that integration of science and mathematics would be more effectively and efficiently implemented with appropriate support systems. The researcher recommends professional development, mentoring, and collaboration within integrated teams as strategies that would support teachers’ implementation of science and mathematics. In addition, further research should be performed to determine the effects of science and mathematics integration on student achievement in science and mathematics. Carspecken, P. F. (1996). Critical ethnography in educational research: a theoretical and practical guide. New York: Routledge. Erlandson, D. A., Harris, E. L., Skipper, B. L., & Allen, S. D. (1993). Doing naturalistic inquiry. Newbury Park, CA: Sage. Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, Calif.: Sage Publications. Advisors/Committee Members: Chauvot, Jennifer (advisor), Wong, Sissy S. (advisor), Lee, Mimi Miyoung (committee member), Hutchison, Laveria F. (committee member).

Subjects/Keywords: Science; Mathematics; Integration

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APA (6^th Edition):

Cain, R. (2014). TEACHERS’ UNDERSTANDINGS ABOUT SCIENCE AND MATHEMATICS INTEGRATION. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1423

Chicago Manual of Style (16^th Edition):

Cain, Raymond. “TEACHERS’ UNDERSTANDINGS ABOUT SCIENCE AND MATHEMATICS INTEGRATION.” 2014. Doctoral Dissertation, University of Houston. Accessed July 13, 2020. http://hdl.handle.net/10657/1423.

MLA Handbook (7^th Edition):

Cain, Raymond. “TEACHERS’ UNDERSTANDINGS ABOUT SCIENCE AND MATHEMATICS INTEGRATION.” 2014. Web. 13 Jul 2020.

Vancouver:

Cain R. TEACHERS’ UNDERSTANDINGS ABOUT SCIENCE AND MATHEMATICS INTEGRATION. [Internet] [Doctoral dissertation]. University of Houston; 2014. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/10657/1423.

Council of Science Editors:

Cain R. TEACHERS’ UNDERSTANDINGS ABOUT SCIENCE AND MATHEMATICS INTEGRATION. [Doctoral Dissertation]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1423

University of Houston

25. -4493-9605. Stories of Adult ELLs in a Public Setting.

Degree: EdD, Curriculum and Instruction, 2017, University of Houston

URL: http://hdl.handle.net/10657/1894

► There are a number of factors that have been examined in relation to the acquisition of English by non-native speakers. Adult learners also continue to… (more)

▼ There are a number of factors that have been examined in relation to the acquisition of English by non-native speakers. Adult learners also continue to seek ESL classes in large numbers (The National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs, 2009). This world is becoming more globalized all of the time (Syrett & Canton, 2015; Friedman, 2007; Fairclough, 2006). There are a variety of reasons why people need to learn to communicate with those from other linguistic and cultural backgrounds (Edmunson, 2009). It has been shown that the background knowledge of participants, such as previous achievement and literacy skills, are a part of success. First language skills are known to be possible contributors to the successful learning of English and content knowledge (Cummins 1979,1981, 2007). It would help instructors to gain a clearer understanding of the needs of this population of students in order to better serve them. Without instructor empathy and support, English Language Learners may suffer (Bifuh-Ambe, 2009; Song, 2008; H. D. Brown, 2000). Such studies have shown that there may at times be a disconcerting disconnect between instructor expectations and student needs. Support and advice from peers is also crucial (Bifuh-Ambe, 2009) This dissertation will look at the following research questions: • What can instructors and students learn from the stories of individual ELLs? • What are some of the learning strategies adult English Language Learners use to achieve their learning goals? The introduction will define ELLs and the various subgroups which are a part of this category. This paper will also attempt to discuss how a person really gains proficiency in a new language. One prominent theory is that language skills are gained intuitively (Krashen, 2009). Other researchers postulate that this is coupled with an innate capacity for language learning Andrews (2011). Four main themes will be discussed in the literature review. The first is prior knowledge and the impact of foundational skills in the first language (Cummins 1979, 1981, 2007). Though his research deals primarily with young children, Brown (2007) affirms the idea that theories which are applicable to young children could apply to adult ELLs as well. A solid background in grammar and reading skills could potentially transfer from the first language (L1) to the second language (L2) as shown by August (2006), in a study of adult ELL abilities in these areas. Song (2006) also demonstrated in interviews with ESL learners in college that solid literacy skills in the L1 play a role in successfully completing coursework. Huerta-Macias and Kephart (2009) discussed how an instructor helped native Spanish speakers use their language background to make sense of content in a civics class. The second theme is that the L2 can also impact the L1. Gϋrel (2004) shows the importance of maintaining L1 skills by using the language regularly. These skills could suffer if too much time is given to the L2 instead. H.D.… Advisors/Committee Members: White, Cameron S. (advisor), Hutchison, Laveria F. (committee member), Wei, Liping (committee member), Gauna, Leslie (committee member).

Subjects/Keywords: ESL; English language learners

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APA (6^th Edition):

-4493-9605. (2017). Stories of Adult ELLs in a Public Setting. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1894

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16^th Edition):

-4493-9605. “Stories of Adult ELLs in a Public Setting.” 2017. Doctoral Dissertation, University of Houston. Accessed July 13, 2020. http://hdl.handle.net/10657/1894.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7^th Edition):

-4493-9605. “Stories of Adult ELLs in a Public Setting.” 2017. Web. 13 Jul 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-4493-9605. Stories of Adult ELLs in a Public Setting. [Internet] [Doctoral dissertation]. University of Houston; 2017. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/10657/1894.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-4493-9605. Stories of Adult ELLs in a Public Setting. [Doctoral Dissertation]. University of Houston; 2017. Available from: http://hdl.handle.net/10657/1894

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

University of Houston

26. Pelton, Michael. Teachers’ Perceptions of the Impact of Social and Emotional Support Services on Academic Performance.

Degree: EdD, Higher Education Leadership and Policy, 2019, University of Houston

URL: http://hdl.handle.net/10657/5536

► Background: In 1966, a report was commissioned to determine the academic status of students across the United States (Dickenson, Winter 2016). The Coleman report determined… (more)

▼ Background: In 1966, a report was commissioned to determine the academic status of students across the United States (Dickenson, Winter 2016). The Coleman report determined that students of various ethnic and socio-economic groups had varied levels of academic proficiencies (Coleman, 1966). Ethnicity and Socio-economic status do not correlate to inherent decreased intellectual aptitude, which implies that additional constructs could contribute to lower academic performance. This research was designed to study the perceptions of teachers on the impact of improving academic performance through social and emotional learning support strategies. Purpose: This study was designed to examine teachers’ perceptions of the impact of social and emotional learning support services on academic performance. Research Question: What is the perception of teachers of the impact of increased social and emotional learning support services in the form of peer group counseling and access to counseling services and its impact on student academic performance? Methodology: The focus of this qualitative case study assessed the perceptions of teachers by interviewing four teachers who were chosen because they were 8th-grade core content teachers who taught students that had received social and emotional learning support services throughout middle school. Each teacher was given semi-structured preset open-ended questions during their interviews. Follow up conversations occurred as a member check to clarify teacher perceptions, and the study was culminated with a panel interview that was recorded and transcribed. Data from the interviews were interpreted and coded to capture elements the participants described as the basis of their perceptions (Huddersfield, 2006; King, 1998). With each interview, the recoding of previously coded categories occurred to ensure accurate perceptions from each participant (Altheide et al., 2008; Huddersfield, 2007; King, 1998). Following the summative group interview, the researcher looked for patterns, themes, plausibility, and clustering (Miles & Huberman, 1994), as well as potential relationships or common themes that existed between the teachers that were interviewed. Findings: The key findings that emerged from the thematic analysis of the interviews and focus group responses were: (1) the teachers did not feel that they received thorough training on how to properly implement social and emotional strategies; (2) the teachers agreed that supporting the social and emotional development of students was important and should be consistently implemented schoolwide to achieve the maximum benefits; (3) the teachers perceived that having good relationships with their students had a positive impact on academic performance although to what degree varied; (4) the teachers did not have a strong perception that access to counseling services contributed to increasing academic achievement for students; and (5) only half of the teachers involved attributed a direct connection of student success with the SEL strategies.… Advisors/Committee Members: White, Cameron S. (advisor), Hutchison, Laveria F. (committee member), McAlister-Shields, Leah (committee member), Beaudry, Christine (committee member).

Subjects/Keywords: Academic achievement

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

APA (6^th Edition):

Pelton, M. (2019). Teachers’ Perceptions of the Impact of Social and Emotional Support Services on Academic Performance. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/5536

Chicago Manual of Style (16^th Edition):

Pelton, Michael. “Teachers’ Perceptions of the Impact of Social and Emotional Support Services on Academic Performance.” 2019. Doctoral Dissertation, University of Houston. Accessed July 13, 2020. http://hdl.handle.net/10657/5536.

MLA Handbook (7^th Edition):

Pelton, Michael. “Teachers’ Perceptions of the Impact of Social and Emotional Support Services on Academic Performance.” 2019. Web. 13 Jul 2020.

Vancouver:

Pelton M. Teachers’ Perceptions of the Impact of Social and Emotional Support Services on Academic Performance. [Internet] [Doctoral dissertation]. University of Houston; 2019. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/10657/5536.

Council of Science Editors:

Pelton M. Teachers’ Perceptions of the Impact of Social and Emotional Support Services on Academic Performance. [Doctoral Dissertation]. University of Houston; 2019. Available from: http://hdl.handle.net/10657/5536

University of Houston

27. -4125-7748. The Principal's Role in Teacher Retention: Learning through Reflective Analysis.

Degree: EdD, Professional Leadership, 2015, University of Houston

URL: http://hdl.handle.net/10657/1788

► High rates of teacher attrition are costly – not only in dollars and cents, but in terms of student achievement and organizational health (Keigher, 2010).… (more)

▼ High rates of teacher attrition are costly – not only in dollars and cents, but in terms of student achievement and organizational health (Keigher, 2010). Years of research conducted by the National Center for Education Statistics from 1988 - 2013 indicate that teachers move to a different school or leave the profession for a number of reasons including retirement, family concerns, poor working conditions and overall job dissatisfaction. The most impactful of these working conditions is principal leadership. Principals must create ideal circumstances for teachers if they want to avoid replacing these professionals within a few short years. One critical way principals can support teachers is through quality instructional leadership. Communication, availability, teacher placement, empowerment, and leadership style are all essential to quality leadership. A second impactful step includes comprehensive new teacher induction which includes orientation, continued professional development and a well-chosen, appropriately trained mentor. This study is a mixed-methods reflective analysis guided by Schön’s model of reflective practice (1983) and Kolb’s model of experiential learning (1984). Numerous studies conducted through organizations such as the CALDER Institute, MetLife and the National Center for Education Statistics have explored reasons for high rates of teacher attrition. Some of these studies have also explored the principal’s role in teacher retention. These results, however, are often difficult for principals to make specific to their work. School leaders may feel the data simply do not translate to their schools, or they may have inaccurate ideas of how they are perceived by the teachers they supervise. Data sources for this study include (1) descriptive statistics from the School and Staffing Teacher Follow-up Survey, which is available in the public domain, (2) summaries from an individual school district’s exit interviews, which is archival data from the school district, (3) case studies from teachers no longer in the profession, which are published works in the public domain, and (4) personal reflections regarding my own history and practices. Exploration of the perceived discrepancy between my intent and accomplishment followed by an investigation of alternate ways of thinking and acting provided the knowledge I need to transform the way I support teachers as a means of encouraging them to continue in the profession. Ideally, this study will not only change my personal practices and impact the school I lead, but it will also influence others who are currently leading schools or plan to do so in the future. Advisors/Committee Members: Craig, Cheryl J. (advisor), Emerson, Michael W. (advisor), Hutchison, Laveria F. (committee member), Rolle, R. Anthony (committee member), Tiemann, Virgil (committee member).

Subjects/Keywords: Teacher attrition; Teacher retention; Reflective Analysis; Principal roles

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APA (6^th Edition):

-4125-7748. (2015). The Principal's Role in Teacher Retention: Learning through Reflective Analysis. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1788

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16^th Edition):

-4125-7748. “The Principal's Role in Teacher Retention: Learning through Reflective Analysis.” 2015. Doctoral Dissertation, University of Houston. Accessed July 13, 2020. http://hdl.handle.net/10657/1788.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7^th Edition):

-4125-7748. “The Principal's Role in Teacher Retention: Learning through Reflective Analysis.” 2015. Web. 13 Jul 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-4125-7748. The Principal's Role in Teacher Retention: Learning through Reflective Analysis. [Internet] [Doctoral dissertation]. University of Houston; 2015. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/10657/1788.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-4125-7748. The Principal's Role in Teacher Retention: Learning through Reflective Analysis. [Doctoral Dissertation]. University of Houston; 2015. Available from: http://hdl.handle.net/10657/1788

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

University of Houston

28. Pletcher, Bethanie C. WRITING TO LEARN: DIALOGUE JOURNALS FOR MASTERY IN A READING ASSESSMENT COURSE.

Degree: EdD, Curriculum and Instruction, 2013, University of Houston

URL: http://hdl.handle.net/10657/1187

► Teachers tend to use the word assessment interchangeably with testing. It is important that teacher educators share many forms of assessment with pre-service teachers so… (more)

▼ Teachers tend to use the word assessment interchangeably with testing. It is important that teacher educators share many forms of assessment with pre-service teachers so that they will be prepared to use them in their own classrooms. This study examines the use of the dialogue journal as both an assessment and learning tool in the literacy assessment course classroom. In order to determine what students wrote about in their journal entries to learn course content, coding and narrative inquiry were used. The researcher analyzed journal entries from 64 students in two sections of a literacy assessment course. Four of those students participated in face-to-face interviews, and the researcher analyzed these transcripts as well. Journal entries and transcripts were coded, and excerpts were categorized by theme. Analysis of the data revealed several findings. First, pre-service teachers told stories about their own experiences as students to make connections with course content and therefore internalize it. Second, pre-service teachers told stories about their observations in the field and linked these to course content as well. Lastly, students recorded that they valued the dialogue journal as both a learning and an assessment tool and used it as a platform to express themselves and reflect on course material and how it connected with their work with children. Implications of this study are that teacher educators should encourage their students to explore their own stories, both personal and from field experiences, so that they can connect these to course content. Instructors can use the dialogue journals to get to know their students as learners and as people. Also, instructors of literacy assessment courses should model aspects of the dialogue journal in order to show their students that, indeed, these are tools for both assessment and subsequent instruction. Students left this course with the understanding that, just as they want to express themselves and be heard, their future students will want these things as well. Just as receiving individualized feedback from their instructor is important to them, the same is true for those whom they will teach. Also, they were given the opportunity, through writing, to retell and relive their stories for the purpose of learning course content, which might inspire them to do the same for their own students. They understand, at this point, that assessment is not identical to “testing,” that there are many ways to assess students’ learning, and journals are one of those. The act of writing with my students has helped me understand that learners have to make solid connections between course content and both prior and concurrent experiences in classrooms. They considered their own experiences as students and their observations in classrooms in order to determine what kind of teachers they will be. They relived their stories on paper so that they can revisit and relive them and carry these experiences into their future classrooms. Advisors/Committee Members: Hutchison, Laveria F. (advisor), Craig, Cheryl J. (committee member), Emerson, Michael W. (committee member), Mountain, Lee (committee member).

Subjects/Keywords: Dialogue journals; Pre-service teachers; Reading assessment; Teacher education; Journals; Narrative inquiry

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

APA (6^th Edition):

Pletcher, B. C. (2013). WRITING TO LEARN: DIALOGUE JOURNALS FOR MASTERY IN A READING ASSESSMENT COURSE. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1187

Chicago Manual of Style (16^th Edition):

Pletcher, Bethanie C. “WRITING TO LEARN: DIALOGUE JOURNALS FOR MASTERY IN A READING ASSESSMENT COURSE.” 2013. Doctoral Dissertation, University of Houston. Accessed July 13, 2020. http://hdl.handle.net/10657/1187.

MLA Handbook (7^th Edition):

Pletcher, Bethanie C. “WRITING TO LEARN: DIALOGUE JOURNALS FOR MASTERY IN A READING ASSESSMENT COURSE.” 2013. Web. 13 Jul 2020.

Vancouver:

Pletcher BC. WRITING TO LEARN: DIALOGUE JOURNALS FOR MASTERY IN A READING ASSESSMENT COURSE. [Internet] [Doctoral dissertation]. University of Houston; 2013. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/10657/1187.

Council of Science Editors:

Pletcher BC. WRITING TO LEARN: DIALOGUE JOURNALS FOR MASTERY IN A READING ASSESSMENT COURSE. [Doctoral Dissertation]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/1187

University of Houston

29. Linden, Nancy Ellen 1965-. COMPARING INCORRECT ANSWER PERCENTAGE DISPERSIONS IN STATEWIDE READING COMPREHENSION SCORES AND THEIR IMPLICATIONS FOR SCHOOL LEADERS.

Degree: EdD, Professional Leadership, 2013, University of Houston

URL: http://hdl.handle.net/10657/1032

► This Differential Distractor Functioning (DDF) study involved 855,023 regular education students in Grades 3, 6, and 11 in Texas. Percentage dispersion anomalies were identified in… (more)

Subjects/Keywords: Assessments; Reading comprehension; Testing; Standardized testing; Incorrect answer options; Professional leadership

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APA (6^th Edition):

Linden, N. E. 1. (2013). COMPARING INCORRECT ANSWER PERCENTAGE DISPERSIONS IN STATEWIDE READING COMPREHENSION SCORES AND THEIR IMPLICATIONS FOR SCHOOL LEADERS. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1032

Chicago Manual of Style (16^th Edition):

Linden, Nancy Ellen 1965-. “COMPARING INCORRECT ANSWER PERCENTAGE DISPERSIONS IN STATEWIDE READING COMPREHENSION SCORES AND THEIR IMPLICATIONS FOR SCHOOL LEADERS.” 2013. Doctoral Dissertation, University of Houston. Accessed July 13, 2020. http://hdl.handle.net/10657/1032.

MLA Handbook (7^th Edition):

Linden, Nancy Ellen 1965-. “COMPARING INCORRECT ANSWER PERCENTAGE DISPERSIONS IN STATEWIDE READING COMPREHENSION SCORES AND THEIR IMPLICATIONS FOR SCHOOL LEADERS.” 2013. Web. 13 Jul 2020.

Vancouver:

Linden NE1. COMPARING INCORRECT ANSWER PERCENTAGE DISPERSIONS IN STATEWIDE READING COMPREHENSION SCORES AND THEIR IMPLICATIONS FOR SCHOOL LEADERS. [Internet] [Doctoral dissertation]. University of Houston; 2013. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/10657/1032.

Council of Science Editors:

Linden NE1. COMPARING INCORRECT ANSWER PERCENTAGE DISPERSIONS IN STATEWIDE READING COMPREHENSION SCORES AND THEIR IMPLICATIONS FOR SCHOOL LEADERS. [Doctoral Dissertation]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/1032

University of Houston

30. -7270-5400. Is Parental Involvement a Predictor of Academic Achievement?: Administrators' Insights.

Degree: EdD, Professional Leadership, 2015, University of Houston

URL: http://hdl.handle.net/10657/1805

► This study addresses the critical issue of parental involvement in the educational process. Educational research overwhelmingly reveals the importance of parental involvement for students. In… (more)

Subjects/Keywords: Parental involvement

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

APA (6^th Edition):

-7270-5400. (2015). Is Parental Involvement a Predictor of Academic Achievement?: Administrators' Insights. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1805

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16^th Edition):

-7270-5400. “Is Parental Involvement a Predictor of Academic Achievement?: Administrators' Insights.” 2015. Doctoral Dissertation, University of Houston. Accessed July 13, 2020. http://hdl.handle.net/10657/1805.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7^th Edition):

-7270-5400. “Is Parental Involvement a Predictor of Academic Achievement?: Administrators' Insights.” 2015. Web. 13 Jul 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-7270-5400. Is Parental Involvement a Predictor of Academic Achievement?: Administrators' Insights. [Internet] [Doctoral dissertation]. University of Houston; 2015. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/10657/1805.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-7270-5400. Is Parental Involvement a Predictor of Academic Achievement?: Administrators' Insights. [Doctoral Dissertation]. University of Houston; 2015. Available from: http://hdl.handle.net/10657/1805

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

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