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

University of Houston

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

Degree: Curriculum and Instruction, Department of, 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 (advisor), Ruban, Lilia (committee member), Hutchison, Laveria F. (committee member), Li, Xiaobao (committee member).

Subjects/Keywords: Parental Involvement; Appalachia; Appalachian; rural; low-income; Educational leadership

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APA (6^th Edition):

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

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

Chicago Manual of Style (16^th Edition):

Hutchins, James 1976-. “Parental Involvement in an Appalachian Rural Community.” 2012. Thesis, University of Houston. Accessed February 21, 2019. http://hdl.handle.net/10657/626.

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

MLA Handbook (7^th Edition):

Hutchins, James 1976-. “Parental Involvement in an Appalachian Rural Community.” 2012. Web. 21 Feb 2019.

Vancouver:

Hutchins J1. Parental Involvement in an Appalachian Rural Community. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/10657/626.

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

Council of Science Editors:

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

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

University of Houston

2. Stasney, Rebecca. The Effects of a College Preparatory Program for High-Risk, Non-Traditional Students with a Focus on Vocational and Technical Training.

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

URL: http://hdl.handle.net/10657/985

► Within the large population of non-traditional college students is a small subset of students who are considered to be “high-risk” non-traditional students. These students face… (more)

▼ Within the large population of non-traditional college students is a small subset of students who are considered to be “high-risk” non-traditional students. These students face unique challenges, yet because their population is so small, their needs are often unaddressed. Such needs include meaningful relationships with faculty, advisors, and counselors, flexibility of student services, relevance in classroom content, financial aid, and study skills (Belcastro and Purslow, 2006, p.6). This research study examined an innovative program at a community college in Southeast Texas that was designed to help high-risk students meet these needs through an intense six-week program in a cohort setting that reflects an authentic college experience. In this program, students not only are given the opportunity to simply adapt to the college environment, but they also attend a series of courses that serve to review their reading, writing, math, computer, and study skills prior to their first full semester in college. In addition, students also explore careers through visits from department chairs and instructors from across the campus. This research study examined the academic effects of this program on its participants and the results will expand the limited body of literature surrounding this select student population. Data were collected as part of the professional duties of the researcher as commissioned by the program director and president of the college and was requested for use as archival data for this study. Data included individual student, staff, and instructor interviews, classroom observations, and a survey. The data were reviewed to find out how the program affected the participants’ academic preparation as they entered their first semester in college and to determine which aspects of the program are the most valuable to high-risk students so that future programs may provide similar assistance to this distinctive subset of students. Five primary themes emerged as the data were analyzed: a) constructing confidence; b) establishing a routine; c) reinforcing skills; d) establishing a system of support; and e) resource knowledge. Within four of the five primary themes, several sub-themes emerged. The first two sub-themes refer to specific types of confidence: a) confidence in mathematics skills; and b) confidence in belonging in college. The next three sub-themes refer to areas of skill reinforcement: a) mathematics; b) reading and writing; and c) study skills. In addition, two sub-themes were discovered in the area of support: a) faculty and staff support; and b) peer support. Finally, the last three sub-themes refer to types of resources that students found to be useful: a) counseling; b) financial aid; and c) careers. Each theme and subtheme was discussed in detail, and evidence from the student interviews and survey was used for support. To conclude, implications were discussed for each primary theme, and recommendations for the program and for future research were made. Advisors/Committee Members: Hutchison, Laveria F. (advisor), Horn, Catherine (committee member), Mountain, Lee (committee member), Dalton, Colin (committee member).

Subjects/Keywords: non-traditional students; vocational training; technical training; developmental education; adult learners; Reading and language arts

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APA (6^th Edition):

Stasney, R. (2013). The Effects of a College Preparatory Program for High-Risk, Non-Traditional Students with a Focus on Vocational and Technical Training. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/985

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

Chicago Manual of Style (16^th Edition):

Stasney, Rebecca. “The Effects of a College Preparatory Program for High-Risk, Non-Traditional Students with a Focus on Vocational and Technical Training.” 2013. Thesis, University of Houston. Accessed February 21, 2019. http://hdl.handle.net/10657/985.

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

MLA Handbook (7^th Edition):

Stasney, Rebecca. “The Effects of a College Preparatory Program for High-Risk, Non-Traditional Students with a Focus on Vocational and Technical Training.” 2013. Web. 21 Feb 2019.

Vancouver:

Stasney R. The Effects of a College Preparatory Program for High-Risk, Non-Traditional Students with a Focus on Vocational and Technical Training. [Internet] [Thesis]. University of Houston; 2013. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/10657/985.

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

Council of Science Editors:

Stasney R. The Effects of a College Preparatory Program for High-Risk, Non-Traditional Students with a Focus on Vocational and Technical Training. [Thesis]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/985

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

University of Houston

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

Degree: Curriculum and Instruction, Department of, 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 (committee member), Hutchison, Laveria F. (committee member).

Subjects/Keywords: science; mathematics; integration

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

APA (6^th Edition):

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

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

Chicago Manual of Style (16^th Edition):

Cain, Raymond. “TEACHERS’ UNDERSTANDINGS ABOUT SCIENCE AND MATHEMATICS INTEGRATION.” 2014. Thesis, University of Houston. Accessed February 21, 2019. http://hdl.handle.net/10657/1423.

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

MLA Handbook (7^th Edition):

Cain, Raymond. “TEACHERS’ UNDERSTANDINGS ABOUT SCIENCE AND MATHEMATICS INTEGRATION.” 2014. Web. 21 Feb 2019.

Vancouver:

Cain R. TEACHERS’ UNDERSTANDINGS ABOUT SCIENCE AND MATHEMATICS INTEGRATION. [Internet] [Thesis]. University of Houston; 2014. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/10657/1423.

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

Council of Science Editors:

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

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

University of Houston

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

Degree: Curriculum and Instruction, Department of, 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 (advisor), Hutchison, Laveria F. (committee member), Lee, Mimi (committee member), Mountain, Lee (committee member).

Subjects/Keywords: Foreign Language Anxiety; Foreign Language Learning; Language Anxiety Triggers

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

APA (6^th Edition):

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

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

Chicago Manual of Style (16^th Edition):

Liu, Yueh-Hua. “Perspectives of International Students in the USA: Qualitative Research in Foreign Language Anxiety.” 2014. Thesis, University of Houston. Accessed February 21, 2019. http://hdl.handle.net/10657/1682.

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

MLA Handbook (7^th Edition):

Liu, Yueh-Hua. “Perspectives of International Students in the USA: Qualitative Research in Foreign Language Anxiety.” 2014. Web. 21 Feb 2019.

Vancouver:

Liu Y. Perspectives of International Students in the USA: Qualitative Research in Foreign Language Anxiety. [Internet] [Thesis]. University of Houston; 2014. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/10657/1682.

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

Council of Science Editors:

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

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

University of Houston

5. -4493-9605. Stories of Adult ELLs in a Public Setting.

Degree: Curriculum and Instruction, Department of, 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 (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 · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

-4493-9605. (2017). Stories of Adult ELLs in a Public Setting. (Thesis). 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
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

-4493-9605. “Stories of Adult ELLs in a Public Setting.” 2017. Thesis, University of Houston. Accessed February 21, 2019. http://hdl.handle.net/10657/1894.

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

MLA Handbook (7^th Edition):

-4493-9605. “Stories of Adult ELLs in a Public Setting.” 2017. Web. 21 Feb 2019.

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] [Thesis]. University of Houston; 2017. [cited 2019 Feb 21]. 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
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

-4493-9605. Stories of Adult ELLs in a Public Setting. [Thesis]. 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
Not specified: Masters Thesis or Doctoral Dissertation

University of Houston

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

Degree: Educational Leadership and Cultural Studies, Department of, 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 (advisor), Hutchison, Laveria F. (committee member), Smith, Natasha R. (committee member), Conyers, James (committee member).

Subjects/Keywords: DAEP; Disciplinary Alternative Education Programs; Zero Tolerance; Minority Students; Suspension Rate; School to Prison Pipeline; Recidivism; Parents Perception; Alternative Education; Elementary Discipline Programs; Student Drop Out; Student Removal; Dis; Alternative education – Texas – Case studies; Minority students – Texas – Case studies; School discipline – Texas Case studies

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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. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/450

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

Chicago Manual of Style (16^th Edition):

Phillips, Carlos 1978-. “The Disproportionate Enrollment of Minority Students in Disciplinary Alternative Education Programs: The Parents' Perception.” 2011. Thesis, University of Houston. Accessed February 21, 2019. http://hdl.handle.net/10657/450.

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

MLA Handbook (7^th Edition):

Phillips, Carlos 1978-. “The Disproportionate Enrollment of Minority Students in Disciplinary Alternative Education Programs: The Parents' Perception.” 2011. Web. 21 Feb 2019.

Vancouver:

Phillips C1. The Disproportionate Enrollment of Minority Students in Disciplinary Alternative Education Programs: The Parents' Perception. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/10657/450.

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

Council of Science Editors:

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

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

University of Houston

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

Degree: Curriculum and Instruction, Department of, 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 (committee member), Mountain, Lee (committee member), Busch, Steven D. (committee member).

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

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

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. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/496

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

Chicago Manual of Style (16^th Edition):

Dalton, Colin. “The Effects of Supplemental Instruction on Pass Rates, Academic Performance, Retention and Persistence in Community College Developmental Reading Courses.” 2011. Thesis, University of Houston. Accessed February 21, 2019. http://hdl.handle.net/10657/496.

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

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. 21 Feb 2019.

Vancouver:

Dalton C. The Effects of Supplemental Instruction on Pass Rates, Academic Performance, Retention and Persistence in Community College Developmental Reading Courses. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/10657/496.

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

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. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/496

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

University of Houston

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

Degree: Educational Psychology, Department of, 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; teacher testing; Teachers – Certification – Texas; Teaching – Texas – Examinations

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APA (6^th Edition):

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

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

Chicago Manual of Style (16^th Edition):

Bains, Loveen 1981-. “An Analysis of TExES Scores: Evaluating Teacher Preparation At One Institution in the State of Texas.” 2011. Thesis, University of Houston. Accessed February 21, 2019. http://hdl.handle.net/10657/498.

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

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. 21 Feb 2019.

Vancouver:

Bains L1. An Analysis of TExES Scores: Evaluating Teacher Preparation At One Institution in the State of Texas. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/10657/498.

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

Council of Science Editors:

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

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

University of Houston

9. Gauna, Leslie Michel. STORIES OF LANGUAGES AND TEACHING: FIRST YEAR BILINGUAL SPANISH/ENGLISH TEACHERS’ NARRATIVES.

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

URL: http://hdl.handle.net/10657/1415

► This dissertation seeks to study how three bilingual teachers make sense of their first year of teaching practice through their narratives recounts. Through the use… (more)

▼ This dissertation seeks to study how three bilingual teachers make sense of their first year of teaching practice through their narratives recounts. Through the use of a combination of critical framework and narrative inquiry approach the study will show how beginning bilingual teachers reflect upon their transition from being a teacher candidate to being a first year teacher. Ultimately, as a researcher and teacher educator, my goal is to become informed about the challenges and supports that first year bilingual teachers face and therefore incorporate the resulted information as part of the curriculum of teacher educator institutions. It is my desire to listen and re-tell language minority students’s stories who choose to become bilingual teachers in the context of U.S. and Texas education. To begin the inquiry, I present an autobiographic understanding of my own dealings with language, teaching and stories. Then I conduct a three-branched literature review. The first part defines bilingualism in education and society. It also explains ideologies that view language as a problem, as a right or as a resource. The second part of the literature review focuses on how Critical Pedagogy provides a way to place the learner, in the center of the knowledge production. Jim Cummins explains collaborative relations of power as crucial in the identity formation of language minority students. The third part of the literature review addressed culture, specifically, multiculturalism in education exposing prevalent deficit theories which compete with alternative accounts of bilinguals cultural practices as an asset. I explain my methodology as a combination of a critical view of society, critical theory, with a narrative inquiry approach. I review similarities on the narrative inquirer’s postulate of individual experiences as the basis for knowledge and the critical pedagogists’ use of firsthand experience turned into theory which in turn can become another person’s theory that then turns into experience (Olson & Craig, 2009, p. 1079). I also provide epistemological resonances among critical pedagogy questioning what is given as reality, Foucault’s explanation of the object of study as temporary agreements and Bruner’s turning up the status quo in narratives of experience. Narrative Inquiry, based on Dewey’s relational notion of experience (1929) and on Clandinin and Connelly’s (2000) three dimensional attention to people, place and time will allow the exploration of the first year bilingual teachers’ stories of language practices in their teaching and of the support and challenges they encounter in their becoming of teachers. The critical approach will provide the alertness needed to contest monolingual ideologies and monocultural teaching practices of bilingual students. Selected References Dewey, J. (1929). Experience and nature. New York, NY. U.S.: WW Norton & Company. Clandinin, D. J., & Connelly, F. M. (2000). Narrative Inquiry: Experience and Story in Qualitative Research. San Francisco: John Wiley &… Advisors/Committee Members: White, Cameron (advisor), Craig, Cheryl J. (committee member), Pedrana, Angela López (committee member), Hutchison, Laveria F. (committee member).

Subjects/Keywords: Spanish English Bilinguals; Bilingual Teacher Education; Teacher Education; Language Diversity Students; Multicultural Education; Student Teacher; Teacher Candidates; Novice Teachers; Language Ideologies; Language as a Problem; Language as a Right; Language as a Resource; Challenging Culturally Deficiency Theories

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APA (6^th Edition):

Gauna, L. M. (2014). STORIES OF LANGUAGES AND TEACHING: FIRST YEAR BILINGUAL SPANISH/ENGLISH TEACHERS’ NARRATIVES. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1415

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

Chicago Manual of Style (16^th Edition):

Gauna, Leslie Michel. “STORIES OF LANGUAGES AND TEACHING: FIRST YEAR BILINGUAL SPANISH/ENGLISH TEACHERS’ NARRATIVES.” 2014. Thesis, University of Houston. Accessed February 21, 2019. http://hdl.handle.net/10657/1415.

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

MLA Handbook (7^th Edition):

Gauna, Leslie Michel. “STORIES OF LANGUAGES AND TEACHING: FIRST YEAR BILINGUAL SPANISH/ENGLISH TEACHERS’ NARRATIVES.” 2014. Web. 21 Feb 2019.

Vancouver:

Gauna LM. STORIES OF LANGUAGES AND TEACHING: FIRST YEAR BILINGUAL SPANISH/ENGLISH TEACHERS’ NARRATIVES. [Internet] [Thesis]. University of Houston; 2014. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/10657/1415.

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

Council of Science Editors:

Gauna LM. STORIES OF LANGUAGES AND TEACHING: FIRST YEAR BILINGUAL SPANISH/ENGLISH TEACHERS’ NARRATIVES. [Thesis]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1415

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

University of Houston

10. -2392-3425. LEARNING FRAMEWORKS, FIRST YEAR EXPERIENCE, EDUCATION 1300: A QUALITATIVE EXAMINATION OF EXPECTATIONS & PERCEPTIONS OF FIRST YEAR STUDENTS AND FACULTY.

Degree: Educational Leadership and Policy Studies, Department of, 2017, University of Houston

URL: http://hdl.handle.net/10657/1845

► The course most offered by Community Colleges to enhance first-year student success focuses on facilitating students in academic transition from high school to higher education.… (more)

▼ The course most offered by Community Colleges to enhance first-year student success focuses on facilitating students in academic transition from high school to higher education. The purpose of the first-year experience course is designed to increase tenacity, retention, completion, and personal advancement at the university level. Research is limited regarding the expectations and perceptions of college students as they matriculate into higher education. The purpose of this study was to identify and analyze the congruence of expectations of students and faculty in the Student Success Course (SSC) at the Community College level. The study most influenced experiences identified by first-year students such as their expectations; the perceptions for the first year SSC; the academic, social and career – related expectations students have during their first year of college that they believe will lead them to success in college; the preparation levels for the SSC and the extent student and faculty expectations are in alignment. The study used a qualitative approach that probed student and faculty perceptions as it related to the student success course. Five first-year students enrolled in Education 1300, and five Education 1300 faculty were identified and volunteered for the study at a large suburban community college. A semi-structured interview guide and cognitive interviews were employed to collect data, and these interviews were transcribed into themes. Five themes emerged, and two related to prior experiences that identified first generation familial disconnect to the college experience and taking the SSC. Three themes related to student perceptions of college success were hybrid course scheduling, faculty interactions, and academic advising. Implications for researchers and practitioners are discussed. Advisors/Committee Members: MacNeil, Angus J. (advisor), Emerson, Michael W. (committee member), Hutchison, Laveria F. (committee member), Chavez, Michael (committee member).

Subjects/Keywords: First Year Experience

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

APA (6^th Edition):

-2392-3425. (2017). LEARNING FRAMEWORKS, FIRST YEAR EXPERIENCE, EDUCATION 1300: A QUALITATIVE EXAMINATION OF EXPECTATIONS & PERCEPTIONS OF FIRST YEAR STUDENTS AND FACULTY. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1845

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

Chicago Manual of Style (16^th Edition):

-2392-3425. “LEARNING FRAMEWORKS, FIRST YEAR EXPERIENCE, EDUCATION 1300: A QUALITATIVE EXAMINATION OF EXPECTATIONS & PERCEPTIONS OF FIRST YEAR STUDENTS AND FACULTY.” 2017. Thesis, University of Houston. Accessed February 21, 2019. http://hdl.handle.net/10657/1845.

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

MLA Handbook (7^th Edition):

-2392-3425. “LEARNING FRAMEWORKS, FIRST YEAR EXPERIENCE, EDUCATION 1300: A QUALITATIVE EXAMINATION OF EXPECTATIONS & PERCEPTIONS OF FIRST YEAR STUDENTS AND FACULTY.” 2017. Web. 21 Feb 2019.

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

Vancouver:

-2392-3425. LEARNING FRAMEWORKS, FIRST YEAR EXPERIENCE, EDUCATION 1300: A QUALITATIVE EXAMINATION OF EXPECTATIONS & PERCEPTIONS OF FIRST YEAR STUDENTS AND FACULTY. [Internet] [Thesis]. University of Houston; 2017. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/10657/1845.

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

Council of Science Editors:

-2392-3425. LEARNING FRAMEWORKS, FIRST YEAR EXPERIENCE, EDUCATION 1300: A QUALITATIVE EXAMINATION OF EXPECTATIONS & PERCEPTIONS OF FIRST YEAR STUDENTS AND FACULTY. [Thesis]. University of Houston; 2017. Available from: http://hdl.handle.net/10657/1845

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

University of Houston

11. Foulds, Gregory A. The Principal's Role in Building Positive Teacher Identity in Early Career Public School Teachers.

Degree: Educational Leadership and Policy Studies, Department of, 2017, University of Houston

URL: http://hdl.handle.net/10657/1849

► As school teaching staffs become increasingly younger, the role principals play in helping teachers develop a positive teaching identity in the first five years of… (more)

▼ As school teaching staffs become increasingly younger, the role principals play in helping teachers develop a positive teaching identity in the first five years of their careers becomes even more important. The purpose of this study is to examine the principals’ role in building positive teacher identity in early career public school teachers. Teachers who create positive teaching identities are more likely to have higher job satisfaction and are more likely to remain in the profession. This study examined school leadership and the areas in which principals can exert influence on the formation of positive teaching identity. The research questions for this study examine the principal’s role in new teacher job satisfaction and efficacy; a principals’ sphere of influence on new teachers, mentoring and teacher induction; the principal’s role in instructional support, teacher empowerment, building teacher relationships, trust and organizational commitment. The methods for this study included the facilitation of focus groups that provided the data collection source. Two focus groups with eleven participants total were convened one time each; one for principals, and one for the teachers who work together with them. The conversations were audio-taped, transcribed, and summarized. Common themes and connections were made between and across focus groups. This study is significant because teachers need to develop positive teaching identities in order to be successful in their profession. Principals have significant influence over the identity of early career teachers. Themes found in the participant responses included communication, support, relationship building, honesty, trust, visibility and mentoring. The themes and conclusions drawn from them can be used as items for reflection to inform individual practice, and provide some insight into the formation of positive teaching identity. Further research could examine in greater depth, these, and other possible aspects of positive teacher identity formation. Advisors/Committee Members: MacNeil, Angus J. (advisor), Emerson, Michael W. (committee member), Hutchison, Laveria F. (committee member), Villarreal, Javier (committee member).

Subjects/Keywords: Positive Teacher Identity; Self-Efficacy

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

APA (6^th Edition):

Foulds, G. A. (2017). The Principal's Role in Building Positive Teacher Identity in Early Career Public School Teachers. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1849

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

Chicago Manual of Style (16^th Edition):

Foulds, Gregory A. “The Principal's Role in Building Positive Teacher Identity in Early Career Public School Teachers.” 2017. Thesis, University of Houston. Accessed February 21, 2019. http://hdl.handle.net/10657/1849.

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

MLA Handbook (7^th Edition):

Foulds, Gregory A. “The Principal's Role in Building Positive Teacher Identity in Early Career Public School Teachers.” 2017. Web. 21 Feb 2019.

Vancouver:

Foulds GA. The Principal's Role in Building Positive Teacher Identity in Early Career Public School Teachers. [Internet] [Thesis]. University of Houston; 2017. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/10657/1849.

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

Council of Science Editors:

Foulds GA. The Principal's Role in Building Positive Teacher Identity in Early Career Public School Teachers. [Thesis]. University of Houston; 2017. Available from: http://hdl.handle.net/10657/1849

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

University of Houston

12. Boothe, Elizabeth Anne. A Case Study of the Implementation and Adoption of a Learning Management System (LMS) in a Large Urban School District.

Degree: Educational Leadership and Policy Studies, Department of, 2017, University of Houston

URL: http://hdl.handle.net/10657/1850

► Leaders planning for innovative teaching and learning require special decision-making abilities, and need to avoid imposing new technology when organizational members are not well-prepared or… (more)

▼ Leaders planning for innovative teaching and learning require special decision-making abilities, and need to avoid imposing new technology when organizational members are not well-prepared or integrated into the project plan. The success or failure of an implementation, however, often relies upon leadership-dependent elements that enable or impede the adoption process. The purpose of this study was to examine the “human”, interpersonal elements of innovation adoption of a learning management system in a large urban school district. This study asked: Of the teachers who adopt the LMS for teaching and learning, what is different about those who adopt more quickly than others? The research method used a case study approach utilizing recorded and transcribed teacher interviews from ten campuses across a large district in the Southwestern United States. This qualitative study analyzed the data using Rogers’ theory of Diffusion of Innovations, which include motivating and inhibiting factors that affect the adoption of new learning technologies; some of which are related to leadership decisions, technology, and relative advantage of use. The interviews consisted of guided questions which sought to reveal explanations for or against the adoption, correlated with Rogers’ perceived attributes. Data was sorted by response and examined for patterns and trends, to reveal ways for leaders to increase not only individual adoption, but identify organizational obstacles and best practices, as well. Analysis showed that adopters consistently saw the advantages of the LMS through observing peers, trying new pedagogical strategies and tools, and/or believing that digital learning was necessary to prepare students for 21st century learning. This would suggest a need for leadership to focus on providing more opportunities in the future for social interaction and face-to-face training involving the new technology, for teachers to more rapidly adopt and utilize the learning management system. Advisors/Committee Members: MacNeil, Angus J. (advisor), Emerson, Michael W. (committee member), Hutchison, Laveria F. (committee member), Holmes, Venita R. (committee member).

Subjects/Keywords: Learning Management System; LMS; diffusion of innovations; adoption

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

APA (6^th Edition):

Boothe, E. A. (2017). A Case Study of the Implementation and Adoption of a Learning Management System (LMS) in a Large Urban School District. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1850

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

Chicago Manual of Style (16^th Edition):

Boothe, Elizabeth Anne. “A Case Study of the Implementation and Adoption of a Learning Management System (LMS) in a Large Urban School District.” 2017. Thesis, University of Houston. Accessed February 21, 2019. http://hdl.handle.net/10657/1850.

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

MLA Handbook (7^th Edition):

Boothe, Elizabeth Anne. “A Case Study of the Implementation and Adoption of a Learning Management System (LMS) in a Large Urban School District.” 2017. Web. 21 Feb 2019.

Vancouver:

Boothe EA. A Case Study of the Implementation and Adoption of a Learning Management System (LMS) in a Large Urban School District. [Internet] [Thesis]. University of Houston; 2017. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/10657/1850.

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

Council of Science Editors:

Boothe EA. A Case Study of the Implementation and Adoption of a Learning Management System (LMS) in a Large Urban School District. [Thesis]. University of Houston; 2017. Available from: http://hdl.handle.net/10657/1850

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

University of Houston

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

Degree: Curriculum and Instruction, Department of, 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 (committee member).

Subjects/Keywords: Student-directed; critical theory; educational theory

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

APA (6^th Edition):

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

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

Chicago Manual of Style (16^th Edition):

Schlafly, Ashley L. “Empowering Student Driven Resistance: Using Student-Directed Learning to Create Self-Advocacy in the Classroom.” 2018. Thesis, University of Houston. Accessed February 21, 2019. http://hdl.handle.net/10657/3103.

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

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. 21 Feb 2019.

Vancouver:

Schlafly AL. Empowering Student Driven Resistance: Using Student-Directed Learning to Create Self-Advocacy in the Classroom. [Internet] [Thesis]. University of Houston; 2018. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/10657/3103.

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

Council of Science Editors:

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

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

University of Houston

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

Degree: Curriculum and Instruction, Department of, 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 (committee member), McAlister-Shields, Leah (committee member), Beaudry, Christine (committee member).

Subjects/Keywords: Reading Comprehension

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

APA (6^th Edition):

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

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

Chicago Manual of Style (16^th Edition):

Scott, Melanie. “Improving Reading Comprehension Skills of Middle School Learners Using the Secondary Explicit Comprehension Model of Instruction.” 2018. Thesis, University of Houston. Accessed February 21, 2019. http://hdl.handle.net/10657/3111.

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

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. 21 Feb 2019.

Vancouver:

Scott M. Improving Reading Comprehension Skills of Middle School Learners Using the Secondary Explicit Comprehension Model of Instruction. [Internet] [Thesis]. University of Houston; 2018. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/10657/3111.

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

Council of Science Editors:

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

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

University of Houston

15. Li, Yumei. Becoming Educational Researchers: Stories of Asian International Doctoral Students in the United States.

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

URL: http://hdl.handle.net/10657/3113

► Background: International education, with a purpose to reduce provincial attitudes and to adopt truly international perspectives, promotes global understanding and tackles social injustice around the… (more)

▼ Background: International education, with a purpose to reduce provincial attitudes and to adopt truly international perspectives, promotes global understanding and tackles social injustice around the world. It also exposes international students to different languages and cultures, posing both opportunities and challenges. While doctoral education should prepare the next generation of scholars, little research has touched on the experiences of Asian international doctoral students and how they make meaning of their experiences in order to become educational researchers. Purpose: To address this gap, this research explored the lived experiences that contributed to the becoming of Asian international doctoral students. The research was aimed to address three questions: 1) What are the academic and social experiences of Asian international doctoral students in the field of education? 2) In what ways do these Asian international doctoral students address challenges they encounter in their doctoral education? 3) How do they conduct their academic research and become educational researchers? Methods: Critical narrative inquiry was employed to humanize educational research, with the understanding that research is a responsibility to schools and community and its ultimate goal is improvement of education. Four Asian international students were involved in this joint inquiry. The field texts of this research mainly derived from processes as observations, interviews, conversations and reflective journals. Narrative tools employed to facilitate analysis and interpretation include broadening, burrowing, storying and restorying. Results: The stories of four international doctoral students were unraveled to delve into the miscellaneous that have comprised their lives. There was a constant negotiation between their personal and academic experiences, temporally and spatially. Challenges, aspirations and awareness were interwoven into their lives on the foreign land. Conclusion: A critical look at culture, language and power is needed to reexamine the experiences of international doctoral students. Empowerment in doctoral education includes both individual agency and institutional support. International doctoral students are changed by, and bringing changes to, international education with the cultures, languages and experiences they bring with them. Advisors/Committee Members: White, Cameron (advisor), Craig, Cheryl J. (committee member), Mountain, Lee (committee member), Hutchison, Laveria F. (committee member).

Subjects/Keywords: International students; doctoral education; educational researcher; narrative inquiry; culture; language; identity

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APA (6^th Edition):

Li, Y. (2018). Becoming Educational Researchers: Stories of Asian International Doctoral Students in the United States. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/3113

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

Chicago Manual of Style (16^th Edition):

Li, Yumei. “Becoming Educational Researchers: Stories of Asian International Doctoral Students in the United States.” 2018. Thesis, University of Houston. Accessed February 21, 2019. http://hdl.handle.net/10657/3113.

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

MLA Handbook (7^th Edition):

Li, Yumei. “Becoming Educational Researchers: Stories of Asian International Doctoral Students in the United States.” 2018. Web. 21 Feb 2019.

Vancouver:

Li Y. Becoming Educational Researchers: Stories of Asian International Doctoral Students in the United States. [Internet] [Thesis]. University of Houston; 2018. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/10657/3113.

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

Council of Science Editors:

Li Y. Becoming Educational Researchers: Stories of Asian International Doctoral Students in the United States. [Thesis]. University of Houston; 2018. Available from: http://hdl.handle.net/10657/3113

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

University of Houston

16. -0068-1021. Secondary Science Teachers’ Understanding of the Nature of Science and Its Relationship to Evolution Theory.

Degree: Curriculum and Instruction, Department of, 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 (committee member), McAlister-Shields, Leah (committee member).

Subjects/Keywords: 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. (Thesis). 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
Not specified: Masters Thesis or Doctoral Dissertation

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. Thesis, University of Houston. Accessed February 21, 2019. http://hdl.handle.net/10657/3147.

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

MLA Handbook (7^th Edition):

-0068-1021. “Secondary Science Teachers’ Understanding of the Nature of Science and Its Relationship to Evolution Theory.” 2018. Web. 21 Feb 2019.

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] [Thesis]. University of Houston; 2018. [cited 2019 Feb 21]. 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
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

-0068-1021. Secondary Science Teachers’ Understanding of the Nature of Science and Its Relationship to Evolution Theory. [Thesis]. 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
Not specified: Masters Thesis or Doctoral Dissertation

University of Houston

17. Zehavi, Eve. The Theodor Geisel Award Books: An Exploration of Early Readers.

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

URL: http://hdl.handle.net/10657/3176

► The importance of beginner books in the lives of nascent readers cannot be understated. In an effort to recognize these critical tools for early reading,… (more)

Subjects/Keywords: Early Readers; Computational Linguistics; Theodor Geisel Award

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APA (6^th Edition):

Zehavi, E. (2016). The Theodor Geisel Award Books: An Exploration of Early Readers. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/3176

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

Chicago Manual of Style (16^th Edition):

Zehavi, Eve. “The Theodor Geisel Award Books: An Exploration of Early Readers.” 2016. Thesis, University of Houston. Accessed February 21, 2019. http://hdl.handle.net/10657/3176.

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

MLA Handbook (7^th Edition):

Zehavi, Eve. “The Theodor Geisel Award Books: An Exploration of Early Readers.” 2016. Web. 21 Feb 2019.

Vancouver:

Zehavi E. The Theodor Geisel Award Books: An Exploration of Early Readers. [Internet] [Thesis]. University of Houston; 2016. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/10657/3176.

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

Council of Science Editors:

Zehavi E. The Theodor Geisel Award Books: An Exploration of Early Readers. [Thesis]. University of Houston; 2016. Available from: http://hdl.handle.net/10657/3176

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

University of Houston

18. -6153-460X. Perception of Campus Administration: Leadership Practices Foreshadowing Future Teachers’ Attrition.

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

URL: http://hdl.handle.net/10657/3213

► The purpose of this study is to identify that identified the major factors that prompted early career teachers to decide to leave the teaching profession… (more)

Subjects/Keywords: Teacher Attrition

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APA (6^th Edition):

-6153-460X. (2016). Perception of Campus Administration: Leadership Practices Foreshadowing Future Teachers’ Attrition. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/3213

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

Chicago Manual of Style (16^th Edition):

-6153-460X. “Perception of Campus Administration: Leadership Practices Foreshadowing Future Teachers’ Attrition.” 2016. Thesis, University of Houston. Accessed February 21, 2019. http://hdl.handle.net/10657/3213.

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

MLA Handbook (7^th Edition):

-6153-460X. “Perception of Campus Administration: Leadership Practices Foreshadowing Future Teachers’ Attrition.” 2016. Web. 21 Feb 2019.

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

Vancouver:

-6153-460X. Perception of Campus Administration: Leadership Practices Foreshadowing Future Teachers’ Attrition. [Internet] [Thesis]. University of Houston; 2016. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/10657/3213.

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

Council of Science Editors:

-6153-460X. Perception of Campus Administration: Leadership Practices Foreshadowing Future Teachers’ Attrition. [Thesis]. University of Houston; 2016. Available from: http://hdl.handle.net/10657/3213

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

University of Houston

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

Degree: Curriculum and Instruction, Department of, 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 (committee member), Hutchison, Laveria F. (committee member).

Subjects/Keywords: Teacher Knowledge; TPACK; Technology Integration; Rubric Development; and Technology Lesson Cycle

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

APA (6^th Edition):

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

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

Chicago Manual of Style (16^th Edition):

Kurban, Karman. “Characterizing Middle Grade Mathematics Teachers’ Technological Pedagogical Content Knowledge (TPACK) in Practice.” 2016. Thesis, University of Houston. Accessed February 21, 2019. http://hdl.handle.net/10657/3220.

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

MLA Handbook (7^th Edition):

Kurban, Karman. “Characterizing Middle Grade Mathematics Teachers’ Technological Pedagogical Content Knowledge (TPACK) in Practice.” 2016. Web. 21 Feb 2019.

Vancouver:

Kurban K. Characterizing Middle Grade Mathematics Teachers’ Technological Pedagogical Content Knowledge (TPACK) in Practice. [Internet] [Thesis]. University of Houston; 2016. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/10657/3220.

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

Council of Science Editors:

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

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

University of Houston

20. Lee, Kar Man 1978-. Relative Contributions of Phonological Awareness and Orthographic Knowledge to the Reading Proficiency of Chinese Students Learning English as a Foreign Language.

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

URL: http://hdl.handle.net/10657/427

► Phonological awareness and orthographic knowledge have been shown in the literature as the two most important precursor skills underlying word identification, which is in turn… (more)

Subjects/Keywords: Learning English as a Second Language; Phonological Awareness; Orthographic Knowledge; Word Identification; Reading Comprehension; English language – Study and teaching; Second language acquisition; Word recognition

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

APA (6^th Edition):

Lee, K. M. 1. (2011). Relative Contributions of Phonological Awareness and Orthographic Knowledge to the Reading Proficiency of Chinese Students Learning English as a Foreign Language. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/427

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

Chicago Manual of Style (16^th Edition):

Lee, Kar Man 1978-. “Relative Contributions of Phonological Awareness and Orthographic Knowledge to the Reading Proficiency of Chinese Students Learning English as a Foreign Language.” 2011. Thesis, University of Houston. Accessed February 21, 2019. http://hdl.handle.net/10657/427.

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

MLA Handbook (7^th Edition):

Lee, Kar Man 1978-. “Relative Contributions of Phonological Awareness and Orthographic Knowledge to the Reading Proficiency of Chinese Students Learning English as a Foreign Language.” 2011. Web. 21 Feb 2019.

Vancouver:

Lee KM1. Relative Contributions of Phonological Awareness and Orthographic Knowledge to the Reading Proficiency of Chinese Students Learning English as a Foreign Language. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/10657/427.

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

Council of Science Editors:

Lee KM1. Relative Contributions of Phonological Awareness and Orthographic Knowledge to the Reading Proficiency of Chinese Students Learning English as a Foreign Language. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/427

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

University of Houston

21. Keyim, Hasiyet. THE IMPACT OF THE ACCELERATED READER PROGRAM ON ELEMENTARY STUDENTS’ READING TAKS SCORES IN AN URBAN PREDOMINANTLY HISPANIC TITLE I SCHOOL.

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

URL: http://hdl.handle.net/10657/447

► Many students continue to struggle with acquiring the necessary skills to become successful readers. The most commonly used software for teaching reading is the Accelerated… (more)

▼ Many students continue to struggle with acquiring the necessary skills to become successful readers. The most commonly used software for teaching reading is the Accelerated Reader (AR) program. The purpose of this study was to investigate the impact of the Accelerated Reader program on elementary students’ reading TAKS scores in an urban predominantly Hispanic Title I school. Namely, the study investigated the relationship among the amount of time spent reading, amount of reading, average AR test scores, and students’ reaching AR goal in the Accelerated Reader Program, and students’ reading achievement, as measured by the state high stakes standardized test, Texas Assessment of Knowledge and Skills (TAKS) test. Archival data contained AR reading records and TAKS reading scores for 300 elementary students in an urban predominantly Hispanic Title I school during 2007- 2008 and 2008-2009 school years was analyzed. A correlation design was utilized for this ex-post facto study to determine if a correlation exists between the reading achievement of the students, as measured by the Texas Assessment of Knowledge and Skill reading tests and the implementation of Accelerated Reader Program as measured by Engaged time in reading, AR points, AR average scores, and AR goal. The results showed there are low to moderate correlation between the Accelerated Reader program’s major components AR Engaged Time, AR points, AR average correct, AR goal, and The TAKS reading test. Surprisingly, we found very 1 provocative results; 100% of the students who did not pass TAKS-Reading also did not reach their AR Goal; 100% of the students who reach their AR goals also passed TAKS reading tests. In addition, the researchers found limited empirical support for “Matthew effect” in reading, as evidenced by low to moderate correlations and small amount of variance explained. Importantly, there was significant variation in program implementation by teacher and grade level. Practical implications for elementary school reading instruction are discussed. Advisors/Committee Members: Ruban, Lilia (advisor), Hutchison, Laveria F. (committee member), Warner, Allen R. (committee member), Fan, Weihua (committee member).

Subjects/Keywords: Title One schools; Accelerated Reader Program; reading comprehension; Reading (Secondary) – Ability testing – Texas; Reading (Secondary) – Computer-assisted instruction – Texas; Texas Assessment of Knowledge and Skills; English language – Study and teaching – Texas – Examinations

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

APA (6^th Edition):

Keyim, H. (2011). THE IMPACT OF THE ACCELERATED READER PROGRAM ON ELEMENTARY STUDENTS’ READING TAKS SCORES IN AN URBAN PREDOMINANTLY HISPANIC TITLE I SCHOOL. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/447

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

Chicago Manual of Style (16^th Edition):

Keyim, Hasiyet. “THE IMPACT OF THE ACCELERATED READER PROGRAM ON ELEMENTARY STUDENTS’ READING TAKS SCORES IN AN URBAN PREDOMINANTLY HISPANIC TITLE I SCHOOL.” 2011. Thesis, University of Houston. Accessed February 21, 2019. http://hdl.handle.net/10657/447.

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

MLA Handbook (7^th Edition):

Keyim, Hasiyet. “THE IMPACT OF THE ACCELERATED READER PROGRAM ON ELEMENTARY STUDENTS’ READING TAKS SCORES IN AN URBAN PREDOMINANTLY HISPANIC TITLE I SCHOOL.” 2011. Web. 21 Feb 2019.

Vancouver:

Keyim H. THE IMPACT OF THE ACCELERATED READER PROGRAM ON ELEMENTARY STUDENTS’ READING TAKS SCORES IN AN URBAN PREDOMINANTLY HISPANIC TITLE I SCHOOL. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/10657/447.

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

Council of Science Editors:

Keyim H. THE IMPACT OF THE ACCELERATED READER PROGRAM ON ELEMENTARY STUDENTS’ READING TAKS SCORES IN AN URBAN PREDOMINANTLY HISPANIC TITLE I SCHOOL. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/447

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

University of Houston

22. Hunt, Walter. The Relationship Between African-American Teachers and 8th Grade Student Achievement on Title I Campuses.

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

URL: http://hdl.handle.net/10657/656

► The focus of this study was to examine the relationship between African-American teachers and academic achievement of middle school students in Title I schools. Student… (more)

Subjects/Keywords: middle school student achievement; African-American; African-American student achievement; education; Title I campuses; Professional leadership

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APA (6^th Edition):

Hunt, W. (2012). The Relationship Between African-American Teachers and 8th Grade Student Achievement on Title I Campuses. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/656

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

Chicago Manual of Style (16^th Edition):

Hunt, Walter. “The Relationship Between African-American Teachers and 8th Grade Student Achievement on Title I Campuses.” 2012. Thesis, University of Houston. Accessed February 21, 2019. http://hdl.handle.net/10657/656.

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

MLA Handbook (7^th Edition):

Hunt, Walter. “The Relationship Between African-American Teachers and 8th Grade Student Achievement on Title I Campuses.” 2012. Web. 21 Feb 2019.

Vancouver:

Hunt W. The Relationship Between African-American Teachers and 8th Grade Student Achievement on Title I Campuses. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/10657/656.

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

Council of Science Editors:

Hunt W. The Relationship Between African-American Teachers and 8th Grade Student Achievement on Title I Campuses. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/656

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

University of Houston

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

Degree: Curriculum and Instruction, Department of, 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. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/668

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

Chicago Manual of Style (16^th Edition):

Hertel, Nichole 1972-. “Origin of the species: An epistemological tale of classroom management theory and the evolution of a teacher preparation course syllabus.” 2012. Thesis, University of Houston. Accessed February 21, 2019. http://hdl.handle.net/10657/668.

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

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. 21 Feb 2019.

Vancouver:

Hertel N1. Origin of the species: An epistemological tale of classroom management theory and the evolution of a teacher preparation course syllabus. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/10657/668.

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

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. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/668

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

University of Houston

24. Atkins, Katie 1981-. At-Risk Eleventh Graders' Perceptions of High School Developmental Reading Programs and Their Effects on Reading Comprehension and Motivation.

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

URL: http://hdl.handle.net/10657/796

► This study investigates the perceptions of struggling readers in the eleventh grade regarding the methods and motivational effectiveness of reading instruction provided to them in… (more)

Subjects/Keywords: Reading comprehension; motivation; struggling readers; Curriculum and instruction

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APA (6^th Edition):

Atkins, K. 1. (2012). At-Risk Eleventh Graders' Perceptions of High School Developmental Reading Programs and Their Effects on Reading Comprehension and Motivation. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/796

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

Chicago Manual of Style (16^th Edition):

Atkins, Katie 1981-. “At-Risk Eleventh Graders' Perceptions of High School Developmental Reading Programs and Their Effects on Reading Comprehension and Motivation.” 2012. Thesis, University of Houston. Accessed February 21, 2019. http://hdl.handle.net/10657/796.

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

MLA Handbook (7^th Edition):

Atkins, Katie 1981-. “At-Risk Eleventh Graders' Perceptions of High School Developmental Reading Programs and Their Effects on Reading Comprehension and Motivation.” 2012. Web. 21 Feb 2019.

Vancouver:

Atkins K1. At-Risk Eleventh Graders' Perceptions of High School Developmental Reading Programs and Their Effects on Reading Comprehension and Motivation. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/10657/796.

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

Council of Science Editors:

Atkins K1. At-Risk Eleventh Graders' Perceptions of High School Developmental Reading Programs and Their Effects on Reading Comprehension and Motivation. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/796

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

University of Houston

25. Marvin, Douglas 1975-. A STUDY OF THE BELIEFS OF ELEMENTARY AND SECONDARY SCHOOL ADMINISTRATORS: BELIEFS REGARDING THE PROFESSIONAL DEVELOPMENT AND APPRAISAL SYSTEM TEACHER CHARACTERISTICS.

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

URL: http://hdl.handle.net/10657/803

► This research study investigates how Texas school administrators perceive the Professional Development and Appraisal System (P.D.A.S.) in Texas as a means of establishing specific essential… (more)

▼ This research study investigates how Texas school administrators perceive the Professional Development and Appraisal System (P.D.A.S.) in Texas as a means of establishing specific essential teacher qualities. What is being measured in this study is the identification of what essential teacher qualities contained within this accepted instrument are considered most important by public school administrators. The P.D.A.S. is comprised of eight comprehensive domains that entail essential effective teaching qualities. The beliefs of school administrators toward effective teaching practices are examined to determine which qualities administrators deem most desirable in teacher appraisals. Quantitative survey data and qualitative interviews allow for examination of the specific qualities administrators look for in teachers and whether those characteristics vary across schools and administrators. The study identifies which specific P.D.A.S. domains administrators regard as most important. This study further examines which specific characteristics within each domain are identified as most important by school administrators. Consequently, the results of this study could be utilized to ensure greater potential success for individuals in teacher preparation programs as well as for career teachers. It can provide further insight into recommended teacher training. Additionally, this study identifies the specific beliefs of current administrators regarding potential teacher candidates and currently employed teachers. These beliefs about teaching practices and professional qualities are measured through the 2012 Texas Public Schools Principal Survey developed for this study. The results of the statistical analyses indicate the survey has strong internal reliability. An analysis of the individual domains provides evidence that the results are in the acceptable range for internal reliability. The descriptive statistics were analyzed and referenced showing a need for more data in order to draw correlations through factor analysis. The results indicate that “encouraging and supporting students who are reluctant or having difficulty”, scored the highest average mean of the characteristics listed in the instrument. Also among the highest means of items reported were; “Establish a classroom environment which promotes and encourages self-discipline and self-directed learning as appropriate.”, and “Works collaboratively and constructively with colleagues and other professionals toward the overall improvement of student performance.” Domain VII reported the highest overall mean among administrators regarding “Compliance with Policies, Operating Procedures and Requirements”. Respondents reported that good teaching characteristics differ little across grade levels with the exception of content knowledge for advanced secondary course work. More data from school districts need to be collected to perform factor analysis in order to gain a more complete perspective of the current beliefs of K-12 administrators. Advisors/Committee Members: Ruban, Lilia (advisor), Hutchison, Laveria F. (committee member), Ramsey, John M. (committee member), Emerson, Michael W. (committee member).

Subjects/Keywords: Teacher Quality; P.D.A.S.; K-12 Administrators; Evaluation; Texas; Curriculum and instruction

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APA (6^th Edition):

Marvin, D. 1. (2012). A STUDY OF THE BELIEFS OF ELEMENTARY AND SECONDARY SCHOOL ADMINISTRATORS: BELIEFS REGARDING THE PROFESSIONAL DEVELOPMENT AND APPRAISAL SYSTEM TEACHER CHARACTERISTICS. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/803

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

Chicago Manual of Style (16^th Edition):

Marvin, Douglas 1975-. “A STUDY OF THE BELIEFS OF ELEMENTARY AND SECONDARY SCHOOL ADMINISTRATORS: BELIEFS REGARDING THE PROFESSIONAL DEVELOPMENT AND APPRAISAL SYSTEM TEACHER CHARACTERISTICS.” 2012. Thesis, University of Houston. Accessed February 21, 2019. http://hdl.handle.net/10657/803.

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

MLA Handbook (7^th Edition):

Marvin, Douglas 1975-. “A STUDY OF THE BELIEFS OF ELEMENTARY AND SECONDARY SCHOOL ADMINISTRATORS: BELIEFS REGARDING THE PROFESSIONAL DEVELOPMENT AND APPRAISAL SYSTEM TEACHER CHARACTERISTICS.” 2012. Web. 21 Feb 2019.

Vancouver:

Marvin D1. A STUDY OF THE BELIEFS OF ELEMENTARY AND SECONDARY SCHOOL ADMINISTRATORS: BELIEFS REGARDING THE PROFESSIONAL DEVELOPMENT AND APPRAISAL SYSTEM TEACHER CHARACTERISTICS. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/10657/803.

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

Council of Science Editors:

Marvin D1. A STUDY OF THE BELIEFS OF ELEMENTARY AND SECONDARY SCHOOL ADMINISTRATORS: BELIEFS REGARDING THE PROFESSIONAL DEVELOPMENT AND APPRAISAL SYSTEM TEACHER CHARACTERISTICS. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/803

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

University of Houston

26. Hernandez, Federico 1975-. The Relationship Between Reading and Mathematics Achievement of Middle School Students as Measured by the Texas Assessment of Knowledge and Skills.

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

URL: http://hdl.handle.net/10657/990

► The purpose of this study was to determine the strength and direction of the relationship between the three different levels of reading achievement on the… (more)

▼ The purpose of this study was to determine the strength and direction of the relationship between the three different levels of reading achievement on the Texas Assessment of Knowledge and Skills and the mathematics achievement of middle school students in a large urban school district in southwestern United States as assessed by the Texas Assessment of Knowledge and Skills. A correlational research design was used to study this relationship. The participants were current high school students who were administered both the Reading and Mathematics sections of the Texas Assessment of Knowledge and Skills in their sixth, seventh, and eighth grade year in middle school (N = 652). A bivariate analysis using the Pearson product-moment correlation technique was used to determine the strength and direction of the relationship between the three different levels of reading achievement and mathematics achievement as measured by the Texas Assessment of Knowledge and Skills. Students who achieved a Commended performance and a Met Standard performance in the Reading section of the Texas Assessment of Knowledge and Skills in sixth, seventh, and eighth grade, all yielded a correlation coefficient that was statistically significant with a p-value < .01. This also held true for the overall relationship in sixth (r = + .481 and N =652), seventh (r = + .537 and N = 652), and eighth (r = + .385 and N = 652) grade. These results suggest that there is a moderate to strong relationship between the reading achievement and mathematics achievement of sixth, seventh, and eighth grade students who achieved a Commended or Met Standard performance on the reading section of the Texas Assessment of Knowledge and Skills. The seventh grade students who achieved a Did Not Meet Standard in the Reading section of the Texas Assessment of Knowledge and Skills, N = 53, yielded a correlation coefficient, r = + .325, which was statistically significant with a p-value < .05. These results suggest that there is a moderate relationship between the reading achievement and mathematics achievement of seventh grade students who achieved a Did Not Meet Standard performance on the reading section of the Texas Assessment of Knowledge and Skills. The sixth (n = 360) and eighth (N = 22) grade students who achieved a Did Not Meet Standard in the reading section of the Texas Assessment of Knowledge and Skills resulted in a correlation coefficient that was not statistically significant with a p-value > .05. This suggests that there is not a statistically significant relationship between the reading achievement and mathematics achievement of sixth and eighth grade students who achieved a Did Not Meet Standard performance on the reading section of the Texas Assessment of Knowledge and Skills. The overall results of this study concur with the current body of literature in that there exists a relationship between reading achievement and mathematics achievement. The results from this study suggests that reading achievement has an important role in the mathematics… Advisors/Committee Members: Hutchison, Laveria F. (advisor), Mountain, Lee (committee member), Ramsey, John M. (committee member), Craig, Cheryl J. (committee member).

Subjects/Keywords: Reading Achievement; Mathematics Achievement; Reading Comprehension; Problem Solving; Texas Testing History; United States Testing History; Middle School Students; Schema Theory

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APA (6^th Edition):

Hernandez, F. 1. (2013). The Relationship Between Reading and Mathematics Achievement of Middle School Students as Measured by the Texas Assessment of Knowledge and Skills. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/990

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

Chicago Manual of Style (16^th Edition):

Hernandez, Federico 1975-. “The Relationship Between Reading and Mathematics Achievement of Middle School Students as Measured by the Texas Assessment of Knowledge and Skills.” 2013. Thesis, University of Houston. Accessed February 21, 2019. http://hdl.handle.net/10657/990.

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

MLA Handbook (7^th Edition):

Hernandez, Federico 1975-. “The Relationship Between Reading and Mathematics Achievement of Middle School Students as Measured by the Texas Assessment of Knowledge and Skills.” 2013. Web. 21 Feb 2019.

Vancouver:

Hernandez F1. The Relationship Between Reading and Mathematics Achievement of Middle School Students as Measured by the Texas Assessment of Knowledge and Skills. [Internet] [Thesis]. University of Houston; 2013. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/10657/990.

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

Council of Science Editors:

Hernandez F1. The Relationship Between Reading and Mathematics Achievement of Middle School Students as Measured by the Texas Assessment of Knowledge and Skills. [Thesis]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/990

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

University of Houston

27. 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: Curriculum and Instruction, Department of, 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; Minority girls and STEM; Minority females and STEM; 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. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/997

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

Chicago Manual of Style (16^th Edition):

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. Thesis, University of Houston. Accessed February 21, 2019. http://hdl.handle.net/10657/997.

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

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. 21 Feb 2019.

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] [Thesis]. University of Houston; 2013. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/10657/997.

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

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. [Thesis]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/997

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

University of Houston

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

Degree: Curriculum and Instruction, Department of, 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: Assessment; 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. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1032

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

Chicago Manual of Style (16^th Edition):

Linden, Nancy Ellen 1965-. “COMPARING INCORRECT ANSWER PERCENTAGE DISPERSIONS IN STATEWIDE READING COMPREHENSION SCORES AND THEIR IMPLICATIONS FOR SCHOOL LEADERS.” 2013. Thesis, University of Houston. Accessed February 21, 2019. http://hdl.handle.net/10657/1032.

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

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. 21 Feb 2019.

Vancouver:

Linden NE1. COMPARING INCORRECT ANSWER PERCENTAGE DISPERSIONS IN STATEWIDE READING COMPREHENSION SCORES AND THEIR IMPLICATIONS FOR SCHOOL LEADERS. [Internet] [Thesis]. University of Houston; 2013. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/10657/1032.

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

Council of Science Editors:

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

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

University of Houston

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

Degree: Curriculum and Instruction, Department of, 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 (6^th Edition):

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

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

Chicago Manual of Style (16^th Edition):

Pletcher, Bethanie C. “WRITING TO LEARN: DIALOGUE JOURNALS FOR MASTERY IN A READING ASSESSMENT COURSE.” 2013. Thesis, University of Houston. Accessed February 21, 2019. http://hdl.handle.net/10657/1187.

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

MLA Handbook (7^th Edition):

Pletcher, Bethanie C. “WRITING TO LEARN: DIALOGUE JOURNALS FOR MASTERY IN A READING ASSESSMENT COURSE.” 2013. Web. 21 Feb 2019.

Vancouver:

Pletcher BC. WRITING TO LEARN: DIALOGUE JOURNALS FOR MASTERY IN A READING ASSESSMENT COURSE. [Internet] [Thesis]. University of Houston; 2013. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/10657/1187.

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

Council of Science Editors:

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

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

University of Houston

30. Laverpool Leatherwood, Lenora. DOES BLENDED INSTRUCTION MATTER FOR ENGLISH-LANGUAGE LEARNERS? A STUDY ASSESSING THE INFLUENCE OF INSTRUCTIONAL METHOD ON LANGUAGE ACQUISITION.

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

URL: http://hdl.handle.net/10657/1234

► In the 21st century, Texas schools continue to experience exponential growth in their numbers of English language learners (ELLs). At the secondary level, high school… (more)

▼ In the 21st century, Texas schools continue to experience exponential growth in their numbers of English language learners (ELLs). At the secondary level, high school ELLs are expected to take and pass the State of Texas Assessment of Academic Readiness End-of-Course (STAAR/EOC) exams as part of their cumulative graduation requirements. Additionally, ELLs' performance on the STAAR exams at all grade levels significantly impacts their schools’ and districts’ adequate yearly progress (AYP). Subsequently, many schools and districts in the state continue to explore innovative ways to help ELLs effectively and efficiently acquire the academic English they need to succeed in school. This study examined a high school that piloted English as a Second Language (ESL) English and Reading courses delivered through a blended method of instruction in order to determine if the method increases students’ language acquisition at a greater rate than students taking ESL English and Reading courses delivered via a traditional method of instruction as measured by Texas English Language Proficiency Assessment System (TELPAS) reading tests. Results indicate that there were no statistically significant differences in TELPAS 2013 reading scores between the group that received the blended method of instruction and the group that received the traditional method of instruction. The same was true in terms of STAAR English II reading scores, the differences between the groups were not statistically significant. ANOVA and ANCOVA did indicate a significant effect of TELPAS 2012 scores on TELPAS 2013 scores. Likewise there was a significant effect of STAAR English I reading scores on STAAR English II reading scores. Further, results indicated that there were significant differences in TELPAS 2013 reading scores based on instructional level, age, STAAR English I reading scores, and STAAR English II reading scores, but there were not significant differences based on gender and years in U.S. schools. As for STAAR English II reading scores, there were significant differences in scores based on instructional level, years in U.S. schools, and TELPAS 2012, yet no significant differences based on gender and age Advisors/Committee Members: Hutchison, Laveria F. (advisor), Mountain, Lee (committee member), Ramos, Miguel A. (committee member), Watson, Margaret (committee member).

Subjects/Keywords: blended instruction; language acquisition; second language acquisition; blended learning; instructional method

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

APA (6^th Edition):

Laverpool Leatherwood, L. (2013). DOES BLENDED INSTRUCTION MATTER FOR ENGLISH-LANGUAGE LEARNERS? A STUDY ASSESSING THE INFLUENCE OF INSTRUCTIONAL METHOD ON LANGUAGE ACQUISITION. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1234

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

Chicago Manual of Style (16^th Edition):

Laverpool Leatherwood, Lenora. “DOES BLENDED INSTRUCTION MATTER FOR ENGLISH-LANGUAGE LEARNERS? A STUDY ASSESSING THE INFLUENCE OF INSTRUCTIONAL METHOD ON LANGUAGE ACQUISITION.” 2013. Thesis, University of Houston. Accessed February 21, 2019. http://hdl.handle.net/10657/1234.

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

MLA Handbook (7^th Edition):

Laverpool Leatherwood, Lenora. “DOES BLENDED INSTRUCTION MATTER FOR ENGLISH-LANGUAGE LEARNERS? A STUDY ASSESSING THE INFLUENCE OF INSTRUCTIONAL METHOD ON LANGUAGE ACQUISITION.” 2013. Web. 21 Feb 2019.

Vancouver:

Laverpool Leatherwood L. DOES BLENDED INSTRUCTION MATTER FOR ENGLISH-LANGUAGE LEARNERS? A STUDY ASSESSING THE INFLUENCE OF INSTRUCTIONAL METHOD ON LANGUAGE ACQUISITION. [Internet] [Thesis]. University of Houston; 2013. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/10657/1234.

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

Council of Science Editors:

Laverpool Leatherwood L. DOES BLENDED INSTRUCTION MATTER FOR ENGLISH-LANGUAGE LEARNERS? A STUDY ASSESSING THE INFLUENCE OF INSTRUCTIONAL METHOD ON LANGUAGE ACQUISITION. [Thesis]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/1234

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

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Open Access Theses and Dissertations