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University of Houston
1.
Ahmed, Sara J.
Evaluating the "New York Times'" framing of Islam and Muslims pre- and post-9/11.
Degree: 2007, University of Houston
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=1443827 
► Media play an integral role in forming, the publics' perception on matters of all dimension, varying from the small, entertainment tidbits to the wide-ranging…
(more)
▼ Media play an integral role in forming, the publics' perception on matters of all dimension, varying from the small, entertainment tidbits to the wide-ranging world affairs. This research examines how the news publication, the <i>New York Times</i>, framed the keywords <i>Muslim</i> and <i>Islam</i> before and after the 9/11 attacks. Qualitative and quantitative content analyses were used to evaluate articles published 30-days before and after 9/11/2001. Pre-9/11 data set included analysis of 40 articles for the keyword <i>Islam</i> and 47 articles for the keyword <i>Muslim</i>. Post-9/11 data set included analysis of 139 articles for the keyword <i>Isla</i>m and 160 articles for the keyword <i> Muslim</i>. Results for the pre-9/11 articles indicated that a framework emphasizing the Israeli and Palestinian conflict in Jerusalem dominated both <i> Islam</i> and <i>Muslim</i> data sets, Post-9/11 data sets showed disparate frameworks for the <i>Islam</i> and <i>Muslim </i> articles. <i>Islam</i> was most frequently employed in the context of violence, whereas <i>Muslim</i> was most often applied using a reconciliatory and patriotic frame.
Subjects/Keywords: Journalism; Mass Communications
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APA (6th Edition):
Ahmed, S. J. (2007). Evaluating the "New York Times'" framing of Islam and Muslims pre- and post-9/11. (Thesis). University of Houston. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1443827
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Ahmed, Sara J. “Evaluating the "New York Times'" framing of Islam and Muslims pre- and post-9/11.” 2007. Thesis, University of Houston. Accessed February 17, 2019.
http://pqdtopen.proquest.com/#viewpdf?dispub=1443827.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Ahmed, Sara J. “Evaluating the "New York Times'" framing of Islam and Muslims pre- and post-9/11.” 2007. Web. 17 Feb 2019.
Vancouver:
Ahmed SJ. Evaluating the "New York Times'" framing of Islam and Muslims pre- and post-9/11. [Internet] [Thesis]. University of Houston; 2007. [cited 2019 Feb 17].
Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1443827.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Ahmed SJ. Evaluating the "New York Times'" framing of Islam and Muslims pre- and post-9/11. [Thesis]. University of Houston; 2007. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1443827
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Houston
2.
Coones, Julie Dennis.
Cardinal directionality in Maya burials.
Degree: 2007, University of Houston
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=1443834
► Previous research established the prevalence of cardinal directions in Maya thought and worldview as evidenced in architecture, settlement patterns, calendrical systems, and certain functions…
(more)
▼ Previous research established the prevalence of cardinal directions in Maya thought and worldview as evidenced in architecture, settlement patterns, calendrical systems, and certain functions of the gods. However, the possible association of the cardinal directions and Maya burial practices has not been studied. Thus, this research investigated the use of the cardinal directions in Maya burial practices, to establish their function as determinants in the placement of the body. Data was analyzed from the Maya sites of K'axob, Belize, and Gordon Phase, Rural Copán, and Group 9N-8 at Copán, Honduras. Initial hypotheses proposed that the use of cardinal directionality in placement of the body in burial would be established through this study, and that primary emphasis would be on the directions of <i>North</i> and <i>West</i>. However, results of this study revealed that primary emphasis was on <i>South, North</i> and <i>West</i>, with the Southern direction unexpected.
Subjects/Keywords: Anthropology; Archaeology
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APA (6th Edition):
Coones, J. D. (2007). Cardinal directionality in Maya burials. (Thesis). University of Houston. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1443834
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Coones, Julie Dennis. “Cardinal directionality in Maya burials.” 2007. Thesis, University of Houston. Accessed February 17, 2019.
http://pqdtopen.proquest.com/#viewpdf?dispub=1443834.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Coones, Julie Dennis. “Cardinal directionality in Maya burials.” 2007. Web. 17 Feb 2019.
Vancouver:
Coones JD. Cardinal directionality in Maya burials. [Internet] [Thesis]. University of Houston; 2007. [cited 2019 Feb 17].
Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1443834.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Coones JD. Cardinal directionality in Maya burials. [Thesis]. University of Houston; 2007. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1443834
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Houston
3.
Cloud, Kara Lee.
Walking between the worlds| Performative transmission of contemporary Scottish Gaidhlig identities.
Degree: 2007, University of Houston
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=1444785
► Contemporary Scottish Gaidhlig social bonds are formed and given meaning through <i>ceilidean</i> (arts performance and participation gatherings) and <i>feisean</i> (Gaidhlig arts tuition workshops). These…
(more)
▼ Contemporary Scottish Gaidhlig social bonds are formed and given meaning through <i>ceilidean</i> (arts performance and participation gatherings) and <i>feisean</i> (Gaidhlig arts tuition workshops). These social forms are a locus for creating community and serve as a place in which to negotiate the meanings of identity and tradition. While some of these meanings stand in opposition to the diversity of cultural icons and images portrayed by Gaidhlig promotion and revitalization agencies, each takes its place as a legitimate and viable expression of Scottish Gaidhlig community and association.
Subjects/Keywords: Anthropology; Cultural
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APA (6th Edition):
Cloud, K. L. (2007). Walking between the worlds| Performative transmission of contemporary Scottish Gaidhlig identities. (Thesis). University of Houston. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1444785
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Cloud, Kara Lee. “Walking between the worlds| Performative transmission of contemporary Scottish Gaidhlig identities.” 2007. Thesis, University of Houston. Accessed February 17, 2019.
http://pqdtopen.proquest.com/#viewpdf?dispub=1444785.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Cloud, Kara Lee. “Walking between the worlds| Performative transmission of contemporary Scottish Gaidhlig identities.” 2007. Web. 17 Feb 2019.
Vancouver:
Cloud KL. Walking between the worlds| Performative transmission of contemporary Scottish Gaidhlig identities. [Internet] [Thesis]. University of Houston; 2007. [cited 2019 Feb 17].
Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1444785.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Cloud KL. Walking between the worlds| Performative transmission of contemporary Scottish Gaidhlig identities. [Thesis]. University of Houston; 2007. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1444785
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Houston
4.
O'Brien, Shellee.
A Madisonian framework for civic involvement.
Degree: 2015, University of Houston
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3663755
► Popular government in the United States requires an American citizenry capable to confront the difficult questions of a self-governing people. As political science deepens…
(more)
▼ Popular government in the United States requires an American citizenry capable to confront the difficult questions of a self-governing people. As political science deepens our understanding of the political behavior of the American people, it also narrows our understanding of the citizen's role to election cycles and policy outcomes. The Madisonian Framework for Civic Involvement represents an understanding of the citizen's role as complex and varied as the proposition of popular government itself. The Framework traces three themes (interaction, input and integration) that recur in James Madison's writing as a political theorist and his work as a political actor. Rather than a prescription of specific behaviors required from each individual, Madison's work provides a framework for understanding the patterns, perspectives and principles giving shape to an American citizenry capable of countering the worst tendencies of popular government and their own nature. The work presented here revisits an understanding of the citizen's role as Madison imagined it, embedded in his commitments about the proper role of government, the institutional scheme of an extensive republic and the lessons of America's past. The Framework demonstrates how the study of American Political Behavior has worked to shrink our ideas about the citizen's role while promoting studies constrained by specific commitments about the relationship between citizens and government. The Madisonian Framework for Civic Involvement makes it possible to suspend debate over Madison's liberal, democratic or civic republican commitments in order to extend our own understanding of civic involvement as it aligns with the more complex understanding of the nature of humankind and government that guided the original design of the American system of government. Finally, the author demonstrates how the Framework has potential to help us understand the political debates (Lincoln-Douglas Debates), social programs (President Johnson's Community Action Programs) and policy initiatives (President Obama's online petition) of the past and future where the understanding of the citizen's role makes all the difference.
Subjects/Keywords: American history; Political science
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APA ·
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CSE |
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Manager
APA (6th Edition):
O'Brien, S. (2015). A Madisonian framework for civic involvement. (Thesis). University of Houston. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3663755
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
O'Brien, Shellee. “A Madisonian framework for civic involvement.” 2015. Thesis, University of Houston. Accessed February 17, 2019.
http://pqdtopen.proquest.com/#viewpdf?dispub=3663755.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
O'Brien, Shellee. “A Madisonian framework for civic involvement.” 2015. Web. 17 Feb 2019.
Vancouver:
O'Brien S. A Madisonian framework for civic involvement. [Internet] [Thesis]. University of Houston; 2015. [cited 2019 Feb 17].
Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3663755.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
O'Brien S. A Madisonian framework for civic involvement. [Thesis]. University of Houston; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3663755
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Houston
5.
Ross, Elizabeth.
The Role of Stress Generation in Emerging Borderline Personality Disorder.
Degree: Psychology, 2013, University of Houston
URL: http://hdl.handle.net/10657/843
► Borderline Personality Disorder (BPD) is a debilitating disorder that is highly prevalent among clinical samples, and is associated with high levels of comorbidity with other…
(more)
▼ Borderline Personality Disorder (BPD) is a debilitating disorder that is highly prevalent among clinical samples, and is associated with high levels of comorbidity with other Axis I conditions. Thus, identifying mechanisms that contribute to the negative impact of this disorder is of great value. Recent evidence suggests that stress generation may provide such an opportunity. Within the depression literature, the stress generation theory (Hammen, 1992) holds that depressed individuals experience more dependent life stress, (life stress that is dependent on the individual’s own contribution and interpersonal in nature) rather than independent, non-interpersonal life stress. Preliminary evidence in adolescent studies indicates that underlying Axis II cluster B pathology, and BPD are associated with stress generation initially; and this generated stress subsequently contributes to the development of depressive symptoms. However, very little is currently known about the links between depression, BPD, and stress generation in adolescent clinical samples. The aim of the current study was to address this gap in knowledge by assessing the role of BPD in relation to stress generation and depression utilizing developmentally appropriate measures in an inpatient sample of adolescents. Results indicated that BPD was not related to chronic, independent stress or stress perception, but bivariate level analyses suggest that adolescents with BPD report higher levels of dependent and interpersonal stress. At the same time, multivariate level analyses indicated that BPD only predicted the number of interpersonal episodic stressors after controlling for confounds. Interestingly, of all potential comorbid conditions, conduct problems was the most salient predictor of stress generation; significantly predicting chronic interpersonal stress and the number of dependent episodic events when controlling for BPD, age, and depression. Lastly, results suggested that chronic interpersonal stress, a component of stress generation, was not a significant mediator of the relation between BPD and depression, even though this trend had been reported in similar studies. All in all, these findings suggest that among inpatient adolescent samples, Axis II traits (BPD and conduct problems) predict stress generation above and beyond the influence of depression. This indicates that current conceptualizations of stress generation may need to be modified to gain a more comprehensive perspective of this phenomenon. Future research should assess the role of BPD; conduct problems, and depression in relation to stress generation within the context of a longitudinal design.
Advisors/Committee Members: Sharp, Carla (advisor), Norton, Peter J. (committee member), Neighbors, Clayton (committee member), Auerbach, Randy P. (committee member).
Subjects/Keywords: Borderline Personality Disorder; emerging pathology; stress generation; Conduct Disorder; Depression; Clinical psychology
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APA ·
Chicago ·
MLA ·
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CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Ross, E. (2013). The Role of Stress Generation in Emerging Borderline Personality Disorder. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/843
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Ross, Elizabeth. “The Role of Stress Generation in Emerging Borderline Personality Disorder.” 2013. Thesis, University of Houston. Accessed February 17, 2019.
http://hdl.handle.net/10657/843.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Ross, Elizabeth. “The Role of Stress Generation in Emerging Borderline Personality Disorder.” 2013. Web. 17 Feb 2019.
Vancouver:
Ross E. The Role of Stress Generation in Emerging Borderline Personality Disorder. [Internet] [Thesis]. University of Houston; 2013. [cited 2019 Feb 17].
Available from: http://hdl.handle.net/10657/843.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Ross E. The Role of Stress Generation in Emerging Borderline Personality Disorder. [Thesis]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/843
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Houston
6.
Ott, Bryan Michael 1988-.
Cretaceous-Cenozoic tectonostratigraphic evolution of the Nicaraguan Rise based on seismic reflection, wells, and potential fields data.
Degree: 2015, University of Houston
URL: http://hdl.handle.net/10657/1790
► The Nicaraguan Rise in the western Caribbean Sea is a poorly studied Late Cretaceous to Recent modern carbonate platform with surrounding deeper-water basins that covers…
(more)
▼ The Nicaraguan Rise in the western Caribbean Sea is a poorly studied Late Cretaceous to Recent modern carbonate platform with surrounding deeper-water basins that covers an offshore area of ~700,000 km2 within the maritime zones of Honduras, Nicaragua, Jamaica, Hispaniola, and Colombia. This mega-regional subsurface study integrates interpretations of 50,000 kilometers of 2D seismic reflection data and 16 wells from both academic and industry sources with seismic refraction, satellite gravity, new and previous age dating from wells, and outcrop data. The first objective of the study is to define the underlying crustal structure and basement architecture of the Nicaraguan Rise in order to reconstruct the complex tectonic events that shaped the western half of the Caribbean plate. I identify three subsurface terranes beneath the Nicaraguan Rise that include: 1) the offshore extension of the Precambrian-Paleozoic continental Chortis block of Honduras; 2) the subsurface location of the Late Cretaceous to Paleocene arc rocks of the Great Arc of the Caribbean known from outcrops in Nicaragua and Jamaica; and 3) the subsurface location of the Late Cretaceous Caribbean large igneous province known from outcrops in Jamaica, the Greater Antilles, Central America, and northern South America. The second objective of the study is to define Late Cretaceous and Cenozoic history of the Jamaica area with emphasis on correlating tectonic events well known from over a century of outcrop studies in Jamaica, to poorly studied, correlative events offshore. The major event studied is the late Miocene to recent formation of the Jamaica strike-slip restraining bend that deformed and uplifted a previous generation of Paleogene rifts on the island, and controlled offshore depocenters formed from localized restraining bend uplifts. I identify the major east-west strike-slip faults and NW-striking reverse faults both on- and offshore. Using well log information, I reconstruct basin histories in offshore basins and relate these events to basins onshore in Jamaica. The third objective of the study is define a previously unrecognized area of intraplate deformation within the Upper and Lower Nicaraguan Rise that is active, but moving slower than the current resolution of GPS-based geodesy. These faults correspond in some cases to the older, terrane-bounding faults described in the first part of the study.
Advisors/Committee Members: Mann, Paul (advisor), Hall, Stuart (committee member), Sager, William (committee member), Bird, Dale (committee member), Emmet, Pete (committee member).
Subjects/Keywords: Tectonics; Caribbean; Nicaraguan Rise
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APA ·
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Manager
APA (6th Edition):
Ott, B. M. 1. (2015). Cretaceous-Cenozoic tectonostratigraphic evolution of the Nicaraguan Rise based on seismic reflection, wells, and potential fields data. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1790
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Ott, Bryan Michael 1988-. “Cretaceous-Cenozoic tectonostratigraphic evolution of the Nicaraguan Rise based on seismic reflection, wells, and potential fields data.” 2015. Thesis, University of Houston. Accessed February 17, 2019.
http://hdl.handle.net/10657/1790.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Ott, Bryan Michael 1988-. “Cretaceous-Cenozoic tectonostratigraphic evolution of the Nicaraguan Rise based on seismic reflection, wells, and potential fields data.” 2015. Web. 17 Feb 2019.
Vancouver:
Ott BM1. Cretaceous-Cenozoic tectonostratigraphic evolution of the Nicaraguan Rise based on seismic reflection, wells, and potential fields data. [Internet] [Thesis]. University of Houston; 2015. [cited 2019 Feb 17].
Available from: http://hdl.handle.net/10657/1790.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Ott BM1. Cretaceous-Cenozoic tectonostratigraphic evolution of the Nicaraguan Rise based on seismic reflection, wells, and potential fields data. [Thesis]. University of Houston; 2015. Available from: http://hdl.handle.net/10657/1790
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Houston
7.
Anderson, Anna Marie 1985-.
Jewish Women in the Concentration Camps: Physical, Moral, and Psychological Resistance.
Degree: 2013, University of Houston
URL: http://hdl.handle.net/10657/2688
► This thesis examines the methods of resistance used by Jewish women in the concentration camps. These women based their resistance on their pre-camp experiences, having…
(more)
▼ This thesis examines the methods of resistance used by Jewish women in the concentration camps. These women based their resistance on their pre-camp experiences, having learned valuable skills during the economic crises and violent anti-Semitism of the 1920s to 1930s. This study demonstrates that Jewish women had to rely on alternative forms of resistance—such as the formation of “camp families,” saving food, repairing clothing, and personal hygiene—in order to survive the camps. This work relies on survivor testimonies and memoirs.
Advisors/Committee Members: Fishman, Sarah (advisor), Beck Young, Nancy (committee member), Guenther, Irene (committee member).
Subjects/Keywords: Jewish women; Resistance; Holocaust; World War II; Anti-Semitism
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APA ·
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MLA ·
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APA (6th Edition):
Anderson, A. M. 1. (2013). Jewish Women in the Concentration Camps: Physical, Moral, and Psychological Resistance. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/2688
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Anderson, Anna Marie 1985-. “Jewish Women in the Concentration Camps: Physical, Moral, and Psychological Resistance.” 2013. Thesis, University of Houston. Accessed February 17, 2019.
http://hdl.handle.net/10657/2688.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Anderson, Anna Marie 1985-. “Jewish Women in the Concentration Camps: Physical, Moral, and Psychological Resistance.” 2013. Web. 17 Feb 2019.
Vancouver:
Anderson AM1. Jewish Women in the Concentration Camps: Physical, Moral, and Psychological Resistance. [Internet] [Thesis]. University of Houston; 2013. [cited 2019 Feb 17].
Available from: http://hdl.handle.net/10657/2688.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Anderson AM1. Jewish Women in the Concentration Camps: Physical, Moral, and Psychological Resistance. [Thesis]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/2688
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Houston
8.
McAlexander, Kristen.
Correspondence of directly and indirectly measured built environment attributes and physical activity adoption among African American and Hispanic or Latina Women.
Degree: Health and Human Performance, Department of, 2010, University of Houston
URL: http://hdl.handle.net/10657/ETD-UH-2010-05-19
► Ethnic minority women report poorer health outcomes and attitudes and are more vulnerable to overweight and/or obesity compared to Caucasian women. Epidemiological studies and ecologic…
(more)
▼ Ethnic minority women report poorer health outcomes and attitudes and are more vulnerable to overweight and/or obesity compared to Caucasian women. Epidemiological studies and ecologic models of health behavior suggest that built environmental factors are associated with health behaviors, like physical activity (PA), that can help to prevent obesity and its many comorbidities. Despite growth and development in this field of research, many questions remain about the relationship between the built environment and perceptions about the built environment, and whether accurate perceptions are important for PA adoption. The objectives of the study were (1) to measure the concordance of directly measured and indirectly measured neighborhood attributes and (2) to determine the correlates of the concordance between directly and indirectly measured built environment attributes among separate samples of African American and Hispanic or Latina women (3) to determine whether there is an association between concordance and PA adoption among African American and Hispanic or Latina women. Community dwelling African American and Hispanic or Latina women participating in an ongoing HIP study self-reported their environmental perceptions at baseline (T1). In order to assess longitudinal PA levels and explore ethnic differences of neighborhood perceptions, we compared objectively measured neighborhood attributes with self-reported neighborhood attributes for African American and Hispanic or Latina women. Participants’ (N=409) average BMI was classified as obese (M BMI=34.5 kg/m2, SD=7.9) and the mean body fat percentage was 42.8% (SD=7.1). BMI, body fat percentage, PA and ethnicity were not significantly associated with any built environment attribute, and no multinomial regression model significantly predicted indirectly measured built environment attributes. Repeated measures analyses suggested no significant relationships between any built environment attribute concordance value and PA adoption for total self-reported or objectively measured PA. Self-reported PA significantly increased over time (F(1,184)=7.82, p=.006), and this increase did not vary by ethnicity or any built environment attribute concordance value. Being less familiar with certain built environment attributes may not be associated with PA adoption. In an effort to promote PA, community leaders and investigators must consider the complex associations between built environment attribute concordance and PA adoption, particularly among the vulnerable population of minority women.
Advisors/Committee Members: Lee, Rebecca E. (advisor), Layne, Charles S. (committee member), O'Connor, Daniel P. (committee member), Rifai, Hanadi S. (committee member).
Subjects/Keywords: physical activity; built environment; minority women
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APA (6th Edition):
McAlexander, K. (2010). Correspondence of directly and indirectly measured built environment attributes and physical activity adoption among African American and Hispanic or Latina Women. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/ETD-UH-2010-05-19
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
McAlexander, Kristen. “Correspondence of directly and indirectly measured built environment attributes and physical activity adoption among African American and Hispanic or Latina Women.” 2010. Thesis, University of Houston. Accessed February 17, 2019.
http://hdl.handle.net/10657/ETD-UH-2010-05-19.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
McAlexander, Kristen. “Correspondence of directly and indirectly measured built environment attributes and physical activity adoption among African American and Hispanic or Latina Women.” 2010. Web. 17 Feb 2019.
Vancouver:
McAlexander K. Correspondence of directly and indirectly measured built environment attributes and physical activity adoption among African American and Hispanic or Latina Women. [Internet] [Thesis]. University of Houston; 2010. [cited 2019 Feb 17].
Available from: http://hdl.handle.net/10657/ETD-UH-2010-05-19.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
McAlexander K. Correspondence of directly and indirectly measured built environment attributes and physical activity adoption among African American and Hispanic or Latina Women. [Thesis]. University of Houston; 2010. Available from: http://hdl.handle.net/10657/ETD-UH-2010-05-19
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Houston
9.
Haddadin, Rania.
Combination of Manumycin A and Mebendazole in Human Breast Cancer Cell Lines.
Degree: Pharmacological and Pharmaceutical Sciences, Department of, 2010, University of Houston
URL: http://hdl.handle.net/10657/166
► We evaluated the combination of MA and Mbz in wild-type and HER2 transfected MDA-MB-231 and MCF-7 human breast cancer cell-lines in vitro and in xenografted…
(more)
▼ We evaluated the combination of MA and Mbz in wild-type and HER2 transfected MDA-MB-231 and MCF-7 human breast cancer cell-lines in vitro and in xenografted mouse model.
Methods: XTT colorimetric and SRB assays were used to determine cell viability in culture after single and combination treatment. Flow cytometry and western blotting were used to test the role of cell cycle arrest and apoptosis in cytotoxicity of single and combination treatment. We used PI for cell cycle and Annexin-V-FITC for apoptosis. We probed for Cyclins E and B and cleaved PARP. In vivo MDA-MB-231cell pair was used for dorsal subcutaneous xenogratfs in nu/nu Swiss mice. MA and Mbz were administered ip in single and combination treatments. The change in tumor volume was used to assess effectiveness.
Results: MA and Mbz were cytotoxic in all four cell-lines at micro-molar levels. Mbz is more effective in MDA-MB-231 cells. MA 1st and Mbz1st showed additional benefit in MDA-MB-231/ErbB2 and MCF-7/Her18 cells, respectively. MA arrested MCF-7cells at G1/S and MDA-MB-231 cells at G2/M phase. No cleaved PARP was detected at 89kDa in all four cell-lines. In vivo, concurrent treatment showed additional benefit in MDA-MB-23/ErbB2. Mbz1st treatment showed additional benefit in male but not female mice with MDA-MB-231 xenografts. Liver histopathology showed necrosic, apoptosic and microangiopathic changes with combination treatment.Discussion: MA and Mbz were cytotoxic in all four cell-lines at micro-molar levels, with Mbz being more effective in MDA-MB-231 cells. Combination therapy showed additional benefit over single agent treatment in HER2 transfected but not wild-type cells. Apoptotic cell death did not play a major role in cytotoxicty. Sequence of drug administration, drug concentration, ratio of MA to Mbz, and targeted cells affect final outcome of combination treatment in vitro. Sequence of drug administration, type of cancer cells, and gender affect treatment outcome in vivo. Liver toxicity was observed with combination treatment.
Conclusion: We were able to identify factors affecting MA and Mbz combination outcome. This combination is antagonistic with some exceptions. We are the first to show anticancer activity of Mbz in breast cancer xenografts using a microemulsion formulation.
Advisors/Committee Members: Chow, Diana (advisor), Yeung, Jim (committee member), Bond, Richard A. (committee member), Liang, Dong (committee member), Giovanella, Beppino C. (committee member).
Subjects/Keywords: Manumycin; Mebendazole; breast cancer; sequential treatment; combination chemotherapy.
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APA (6th Edition):
Haddadin, R. (2010). Combination of Manumycin A and Mebendazole in Human Breast Cancer Cell Lines. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/166
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Haddadin, Rania. “Combination of Manumycin A and Mebendazole in Human Breast Cancer Cell Lines.” 2010. Thesis, University of Houston. Accessed February 17, 2019.
http://hdl.handle.net/10657/166.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Haddadin, Rania. “Combination of Manumycin A and Mebendazole in Human Breast Cancer Cell Lines.” 2010. Web. 17 Feb 2019.
Vancouver:
Haddadin R. Combination of Manumycin A and Mebendazole in Human Breast Cancer Cell Lines. [Internet] [Thesis]. University of Houston; 2010. [cited 2019 Feb 17].
Available from: http://hdl.handle.net/10657/166.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Haddadin R. Combination of Manumycin A and Mebendazole in Human Breast Cancer Cell Lines. [Thesis]. University of Houston; 2010. Available from: http://hdl.handle.net/10657/166
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Houston
10.
Bezette, Noel.
An Ethnographic Study of a Refugee Family in the Initial Stages of Resettlement in a Major City in the United States.
Degree: Educational Psychology, Department of, 2010, University of Houston
URL: http://hdl.handle.net/10657/182
► The researcher used ethnographic methods to catalog the experiences of a family of Burmese refugees re-settled in the U.S. Archival video footage from a documentary…
(more)
▼ The researcher used ethnographic methods to catalog the experiences of a family of Burmese refugees re-settled in the U.S. Archival video footage from a documentary film was analyzed in the light of Bronfenbrenner’s (1979) Ecological Systems theory in order to understand: 1) the expectations the family had about life in the U.S. before coming, (2) the way the family acquired resources for setting up a household, (3) the nature of any social or kinship relational networks of which they became a part once arriving, (4) the nature of their institutional interactions with schools, resettlement agencies, or the organs of government, (5) the nature and effectiveness of any interagency collaborations designed to help the family with resettlement. The refugee family was interviewed at three distinct times: upon arrival, six months, and one year after arrival. Their responses to the interview questions were transcribed and then cataloged with respect to Ecological Systems theory (Bronfenbrenner, 1979). Furthermore, key players in the resettlement experience also were interviewed. These participants included school personnel, the resettlement agency director and employees, a city and state level official, representatives of non-profit community assistance agencies, and a representative of a local Burmese community outreach organization. All were asked either about the family in this study or about the re-settlement experience in general, depending upon their acquaintance with the participating family. Their responses were also transcribed and cataloged with respect to Ecological Systems theory (Bronfenbrenner, 1979). Through a process of data triangulation between the responses of the family and the other participants, the visual ethnographer identified which problems in resettlement consistently arise over time. Ecological Systems theory further informed the ethnographer as to the distance of the solutions to these problems from the family itself. The software application NVIVO, specifically designed for qualitative analysis, provided the heuristic consistency required to establish both inter-rater agreement and the identification of which issues consistently arise throughout the interview footage. Issues resulting from the analysis include, but are not limited to: communication with service providers, inequitable distribution of resources among agencies and states, language acquisition, low wages, and transportation difficulties and how they affect employment. Some of the problems are institutional, such as misinformation refugees receive at orientation prior to resettlement and lack of consortium among the involved agencies. Caseworkers are expected to serve an inordinate number of families whose language they may not know and for whom they are not properly trained to act as social service providers.
Cultural differences cause problems when there are prioritizing decisions to be made concerning the purchase of supplies for the household, as what the families believe is important or acceptable does…
Advisors/Committee Members: Liberman, David (advisor), Gore-Laird, Helen (advisor), Gaa, John P. (committee member), Zou, Yali (committee member).
Subjects/Keywords: refugee resettlement; Bronfenbrenner's Ecological Systems Theory; Burma; NVivo; ethnography; Refugees – Texas – Houston; Burmese – Texas – Houston; Refugees – Burma
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APA (6th Edition):
Bezette, N. (2010). An Ethnographic Study of a Refugee Family in the Initial Stages of Resettlement in a Major City in the United States. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/182
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Bezette, Noel. “An Ethnographic Study of a Refugee Family in the Initial Stages of Resettlement in a Major City in the United States.” 2010. Thesis, University of Houston. Accessed February 17, 2019.
http://hdl.handle.net/10657/182.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Bezette, Noel. “An Ethnographic Study of a Refugee Family in the Initial Stages of Resettlement in a Major City in the United States.” 2010. Web. 17 Feb 2019.
Vancouver:
Bezette N. An Ethnographic Study of a Refugee Family in the Initial Stages of Resettlement in a Major City in the United States. [Internet] [Thesis]. University of Houston; 2010. [cited 2019 Feb 17].
Available from: http://hdl.handle.net/10657/182.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Bezette N. An Ethnographic Study of a Refugee Family in the Initial Stages of Resettlement in a Major City in the United States. [Thesis]. University of Houston; 2010. Available from: http://hdl.handle.net/10657/182
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Houston
11.
Adams, Jeffrey C.
ATHLETIC IDENTITY AND EGO IDENTITY STATUS AS PREDICTORS OF CAREER MATURITY AMONG HIGH SCHOOL STUDENTS.
Degree: Educational Psychology, Department of, 2011, University of Houston
URL: http://hdl.handle.net/10657/261
► The purpose of the present study was to examine the relationship between degree of identification with the role of athlete (athletic identity), identity foreclosure, and…
(more)
▼ The purpose of the present study was to examine the relationship between degree of identification with the role of athlete (athletic identity), identity foreclosure, and career maturity among high school students. In the current study 275 high school students completed the Athletic Identity Measurement Scale (AIMS), The Extended Objective Measure of Ego Identity Status (EOM-EIS-2), and the Attitude scale (Screening Form A-2) of the Career Maturity Inventory. Pearson product moment correlations demonstrated that identity foreclosure scores were inversely related to career maturity. Athletic identity was also positively correlated with identity foreclosure. Multiple regression analyses were employed to test the mediation effects of identity foreclosure, in explaining the relation between athletic identity and career maturity. However, the analyses indicated that athletic identity was not significantly related to career maturity. Consequently, no mediational path was detected. Three separate exploratory MANOVAs were then performed to examine the effects of participation in interscholastic athletics (athletes [n = 133] vs. non-athletes [n = 142]), gender (males [n = 141] vs. females [n = 134]), and grade level (9th and 10th grade students [n = 53] vs. 11th and 12 grade students [n = 222]) on identity foreclosure, athletic identity and career maturity scores. The results indicated that athletes displayed significantly higher scores on athletic identity and identity foreclosure than their non-athlete peers. Males also scored significantly higher in athletic identity and identity foreclosure than females. Finally, students in lower grades exhibited significantly greater levels of athletic identity and identity foreclosed thinking. The only significant differences in career maturity were found for gender, with females exhibiting more mature vocational attitudes than males. The findings offered a glimpse at the relationship between identity and career development variables within a high school population. While student-athletes demonstrated a strong commitment to the athlete role and greater identity foreclosure, they did not appear to be distinct from non-athletes in terms of their vocational maturity.
Advisors/Committee Members: McPherson, Robert H. (advisor), Gaa, John P. (advisor), Dao, Tam K. (committee member), Jones, Howard L. (committee member).
Subjects/Keywords: Athletic identity; identity foreclosure; career maturity; athletics; high school
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APA ·
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APA (6th Edition):
Adams, J. C. (2011). ATHLETIC IDENTITY AND EGO IDENTITY STATUS AS PREDICTORS OF CAREER MATURITY AMONG HIGH SCHOOL STUDENTS. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/261
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Adams, Jeffrey C. “ATHLETIC IDENTITY AND EGO IDENTITY STATUS AS PREDICTORS OF CAREER MATURITY AMONG HIGH SCHOOL STUDENTS.” 2011. Thesis, University of Houston. Accessed February 17, 2019.
http://hdl.handle.net/10657/261.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Adams, Jeffrey C. “ATHLETIC IDENTITY AND EGO IDENTITY STATUS AS PREDICTORS OF CAREER MATURITY AMONG HIGH SCHOOL STUDENTS.” 2011. Web. 17 Feb 2019.
Vancouver:
Adams JC. ATHLETIC IDENTITY AND EGO IDENTITY STATUS AS PREDICTORS OF CAREER MATURITY AMONG HIGH SCHOOL STUDENTS. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Feb 17].
Available from: http://hdl.handle.net/10657/261.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Adams JC. ATHLETIC IDENTITY AND EGO IDENTITY STATUS AS PREDICTORS OF CAREER MATURITY AMONG HIGH SCHOOL STUDENTS. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/261
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Houston
12.
Cuellar, Kregg.
THE EFFECT OF COLLABORATIVE TEACHING ON THE GENERAL EDUCATION STUDENT POPULATION: A CASE STUDY.
Degree: Curriculum and Instruction, Department of, 2011, University of Houston
URL: http://hdl.handle.net/10657/277
► The study aims to answer the following questions: (1) How do non-disabled students perform academically in a collaborative teaching environment using the method of inclusion…
(more)
▼ The study aims to answer the following questions: (1) How do non-disabled students perform academically in a collaborative teaching environment using the method of inclusion in comparison to a traditional non-inclusive learning environment? (2) Does
the collaborative teaching inclusion method in a learning environment alter the non-disabled students’ socio-emotional state, with emphasis on behavior and discipline, in comparison to a traditional non- inclusive learning environment? (3) Is there a change in class attendance with non-disabled students in a collaborative teaching inclusion
environment in comparison to a traditional non-inclusive learning environment?
In order to answer the research questions above, thirty (30) non-disabled students
were randomly selected from an HISD High School, fifteen (15) sophomores and fifteen (15) juniors. Student grades in English, Mathematics, Science and their average grade on
the three subjects, number of absences, number of disciplinary referrals, ELA/Reading TAKS scaled scores and Math TAKS scaled scores were collected. On the second year, they were all in a classroom with co-teaching and the data for the same set of variables
were collected from each of the thirty non-disabled students.
Repeated Measures Analysis of Variance (ANOVA), and Chi-square tests of goodness-of-fit were used to determine if there were significant differences between
without co-teaching and with co-teaching in the areas of academic performance (TAKS scores and academic grades in English, Math and Science), attendance (number of absences), and discipline (number of disciplinary referrals). Paired Sample T-Tests were used as Post-Hoc tests on variables found with significant differences via Repeated
Measures Analysis of Variance (ANOVA).
Based on the Repeated Measures ANOVA, Chi Square test of goodness-of-fit and Paired sample T-Tests, the following conclusions were obtained: (1) Students who are
non-disabled perform academically better in a collaborative teaching environment using the method of inclusion in comparison to a traditional non-inclusive learning
environment in the areas of TAKS ELA/Reading, TAKS Math, average grade (English, Math and Science) and Science grades. However, no significant differences were
observed between without co-teaching and with co-teaching on non-disabled students grades in English and Math; (2) The collaborative teaching inclusion learning environment has significantly lower number of disciplinary referrals in comparison to a traditional non-inclusive learning environment; and (3) Attendance by non-disabled students in a collaborative teaching inclusion environment is significantly higher (fewer number of absences) in comparison to a traditional non-inclusive learning environment.
Advisors/Committee Members: White, Cameron (advisor), Liberman, David (committee member), Busch, Steven D. (committee member), Dance, Dallas (committee member).
Subjects/Keywords: Collaborative Teaching; Effects of Collaborative Teaching; Inclusion; Co-teaching and its effect on general education population; Students with disabilities – Texas – Houston; Inclusive education – Texas – Houston; Academic achievement – Texas – Houston
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APA ·
Chicago ·
MLA ·
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CSE |
Export
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Manager
APA (6th Edition):
Cuellar, K. (2011). THE EFFECT OF COLLABORATIVE TEACHING ON THE GENERAL EDUCATION STUDENT POPULATION: A CASE STUDY. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/277
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Cuellar, Kregg. “THE EFFECT OF COLLABORATIVE TEACHING ON THE GENERAL EDUCATION STUDENT POPULATION: A CASE STUDY.” 2011. Thesis, University of Houston. Accessed February 17, 2019.
http://hdl.handle.net/10657/277.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Cuellar, Kregg. “THE EFFECT OF COLLABORATIVE TEACHING ON THE GENERAL EDUCATION STUDENT POPULATION: A CASE STUDY.” 2011. Web. 17 Feb 2019.
Vancouver:
Cuellar K. THE EFFECT OF COLLABORATIVE TEACHING ON THE GENERAL EDUCATION STUDENT POPULATION: A CASE STUDY. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Feb 17].
Available from: http://hdl.handle.net/10657/277.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Cuellar K. THE EFFECT OF COLLABORATIVE TEACHING ON THE GENERAL EDUCATION STUDENT POPULATION: A CASE STUDY. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/277
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Houston
13.
Stockton, Karen.
Transition from Fifth Grade to Sixth Grade and its Impact on Discipline Referrals.
Degree: Educational Leadership and Cultural Studies, Department of, 2011, University of Houston
URL: http://hdl.handle.net/10657/279
► This study investigated the effects of students transitioning from fifth grade elementary to sixth grade middle school on office discipline referrals. When students transition to…
(more)
▼ This study investigated the effects of students transitioning from fifth grade elementary to sixth grade middle school on office discipline referrals. When students transition to the next grade, they may face challenges surrounding change, such as anxiety related to bullying or harassing behaviors by older students, stolen items, conflict, and discipline with teachers.
The study was drawn from the population of two school campuses within a large southwestern suburban school district in the state of Texas. The sample consisted of 153 students during their fifth grade year in elementary school and the same group of students during their sixth grade year in middle school. Comparisons were made to determine if the transition from elementary to middle school affected students’ discipline data. Archival discipline data measured changes between grade levels. Class schedules were compared from both elementary and middle school documenting the differences in the academic structures. Class schedules were analyzed using qualitative analysis frameworks. The analysis of the data included descriptive statistics regarding the student
discipline data by frequency, location and description of incident, and action taken by administration. The analysis of descriptive data determined that discipline referrals increased for the same cohort of 153 students in fifth grade elementary to sixth grade middle school from 28.3 percent to 71.7 percent.
Class schedules comparisons revealed that students in fifth grade versus sixth grade have fewer teachers, longer class periods, less transition, and stayed with the same peers all day. In addition, middle school students are allotted five minutes between classes for transition. While elementary students do not have transition times scheduled within their school day, they are given 30 minutes of recess time every day. Implications of this study suggest that further study is needed to address the association between elementary versus middle school discipline referrals and scheduling, and to test ways to mediate the psychological and organizational transitions from elementary to middle school.
Advisors/Committee Members: Freiberg, H. Jerome (advisor), MacNeil, Angus J. (committee member), Busch, Steven D. (committee member), Amine, Rayyan (committee member).
Subjects/Keywords: Transition to Middle School; Student adjustment; School discipline – Texas; School children Social conditions – Texas
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APA ·
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APA (6th Edition):
Stockton, K. (2011). Transition from Fifth Grade to Sixth Grade and its Impact on Discipline Referrals. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/279
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Stockton, Karen. “Transition from Fifth Grade to Sixth Grade and its Impact on Discipline Referrals.” 2011. Thesis, University of Houston. Accessed February 17, 2019.
http://hdl.handle.net/10657/279.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Stockton, Karen. “Transition from Fifth Grade to Sixth Grade and its Impact on Discipline Referrals.” 2011. Web. 17 Feb 2019.
Vancouver:
Stockton K. Transition from Fifth Grade to Sixth Grade and its Impact on Discipline Referrals. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Feb 17].
Available from: http://hdl.handle.net/10657/279.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Stockton K. Transition from Fifth Grade to Sixth Grade and its Impact on Discipline Referrals. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/279
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Houston
14.
Vick, Lonnie C.
Assistant Principals perceptions: knowledge, skills, and attributes for effective leadership.
Degree: Curriculum and Instruction, Department of, 2011, University of Houston
URL: http://hdl.handle.net/10657/280
► Research by Fields (2002) concerning professional development and new administrators found that the role of assistant principal is one of the least researched and discussed…
(more)
▼ Research by Fields (2002) concerning professional development and new administrators found that the role of assistant principal is one of the least researched and discussed topics in professional journals and books on educational leadership. The purpose of this study is to describe and examine the perceptions of assistant principals regarding the knowledge, skills, and attributes needed to be an effective leader. The results of this study will add to the knowledge base of the assistant principal and provide useful information to improve the position of the assistant principal. Recent research indicates that the assistant principal position does not provide the appropriate training or
preparation for assistant principals to become principals (Fields, 2002; Goodson, 2000; Mertz, 2000
The current study is a section of a larger multi-phase study called the Principal as a Successful Leader Project (Waxman, 2008) that examined the results from interviewed surveys completed by 383 practicing Assistant Principals from a large metropolitan area in the Gulf Coast region. The survey instrument included three main sections. Section 1 included 22 items for administrators’ background information and school demographics, section 2 includes 62 Likert-scale items, and section 3 consists of 31 open-ended questions. The cognitive interview technique was used in section 3, and this study focuses on the responses of participants to three of the questions in section 3. .Descriptive statistics will be reported for all variables. A factor analysis will be used to determine predominant factors on the survey. General Linear Model of Univariate analysis of variance will be used to determine if there are statistically significant differences on the survey items by assistant principal years of experience, gender, and school rating. The findings revealed that the characteristics are measured by two constructs; interpersonal and job related skills with a significant difference between males and females assistant principals and their perceived knowledge, skills, and attributes needed for effective leadership. This study will be useful in making recommendations to existing and future Assistant Principals and improving professional development and preparation programs for Assistant Principals both at the district and
university level.
Advisors/Committee Members: Busch, Steven D. (advisor), MacNeil, Angus J. (committee member), Emerson, Michael W. (committee member), Amine, Rayyan (committee member).
Subjects/Keywords: Assitant Principal and Leadership; Educational leadership – Texas; Teacher-principal relationships – Texas
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APA ·
Chicago ·
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Export
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APA (6th Edition):
Vick, L. C. (2011). Assistant Principals perceptions: knowledge, skills, and attributes for effective leadership. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/280
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Vick, Lonnie C. “Assistant Principals perceptions: knowledge, skills, and attributes for effective leadership.” 2011. Thesis, University of Houston. Accessed February 17, 2019.
http://hdl.handle.net/10657/280.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Vick, Lonnie C. “Assistant Principals perceptions: knowledge, skills, and attributes for effective leadership.” 2011. Web. 17 Feb 2019.
Vancouver:
Vick LC. Assistant Principals perceptions: knowledge, skills, and attributes for effective leadership. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Feb 17].
Available from: http://hdl.handle.net/10657/280.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Vick LC. Assistant Principals perceptions: knowledge, skills, and attributes for effective leadership. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/280
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Houston
15.
Evans, Paige K.
A NARRATIVE INQUIRY INTO TEACHING PHYSICS AS INQUIRY: AN EXAMINATION OF IN-SERVICE EXEMPLARS.
Degree: Curriculum and Instruction, Department of, 2011, University of Houston
URL: http://hdl.handle.net/10657/285
► Studies show that teachers who have experienced inquiry are more likely to practice the inquiry method in their own classrooms (McDermott, 2007; Olson, 1995; Pereira,…
(more)
▼ Studies show that teachers who have experienced inquiry are more likely to practice the inquiry method in their own classrooms (McDermott, 2007; Olson, 1995; Pereira, 2005; Windschitl, 2002). This study explores changes in science teachers’ personal practical knowledge (Clandinin, 1986) after participating in a graduate level physics inquiry course and subsequent professional development throughout the school year. In addition, teacher participants were studied to determine the roadblocks they encountered when altering curriculum mandates in ways that would enable them to work with the inquiry method. The results of this course and subsequent professional development sessions were analyzed for the benefits of using the inquiry method to teacher learning and to ascertain whether the teacher participants would be more apt to employ the inquiry method in their own classrooms. Moreover, the results of this study were analyzed to inform my personal practice as a leader preparing undergraduate science teachers in the teachHOUSTON program as well as in my continuing work with in-service teachers. An inquiry course may be added to the teachHOUSTON course sequence, based on the discoveries unearthed by this thesis study.
This research study is conducted as a narrative inquiry (Clandinin & Connelly, 1992, 2000; Craig, 2011; Polkinghorne, 1995) where story works as both a research method and a form of representation (Connelly & Clandinin, 1990). Narrative inquiry is strongly influenced by John Dewey (1938) who believed that one must rely on past experiences and knowledge to solve current and future problems and that life experience is in fact education. This study inquires into the narratives of two teachers who are teaching secondary science in public schools. These stories illuminate the teachers’ lived experiences as they co-constructed curriculum with their students. The images of teacher as a curriculum maker vs. teacher as a curriculum implementer (Craig & Ross, 2008; Craig, 2010) demonstrate what needs to be taken into account when teachers live physics curriculum alongside their students in physics classroom settings. The exemplars featured in this thesis illuminate teachers’ developing knowledge as they expand their understandings of inquiry in a physics inquiry course undertaken for professional development purposes and their subsequent enactment of science curriculum in their own classrooms with their students as they, too, inquire into physics.
Advisors/Committee Members: Craig, Cheryl J. (advisor), Busch, Steven D. (committee member), Warner, Allen R. (committee member), Hutto, Nora (committee member).
Subjects/Keywords: Science Education; Narrative Inquiry; Teacher Education; Inquiry; Physics; Secondary Education; Physics – Study and teaching; Effective teaching; Curriculum planning
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Manager
APA (6th Edition):
Evans, P. K. (2011). A NARRATIVE INQUIRY INTO TEACHING PHYSICS AS INQUIRY: AN EXAMINATION OF IN-SERVICE EXEMPLARS. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/285
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Evans, Paige K. “A NARRATIVE INQUIRY INTO TEACHING PHYSICS AS INQUIRY: AN EXAMINATION OF IN-SERVICE EXEMPLARS.” 2011. Thesis, University of Houston. Accessed February 17, 2019.
http://hdl.handle.net/10657/285.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Evans, Paige K. “A NARRATIVE INQUIRY INTO TEACHING PHYSICS AS INQUIRY: AN EXAMINATION OF IN-SERVICE EXEMPLARS.” 2011. Web. 17 Feb 2019.
Vancouver:
Evans PK. A NARRATIVE INQUIRY INTO TEACHING PHYSICS AS INQUIRY: AN EXAMINATION OF IN-SERVICE EXEMPLARS. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Feb 17].
Available from: http://hdl.handle.net/10657/285.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Evans PK. A NARRATIVE INQUIRY INTO TEACHING PHYSICS AS INQUIRY: AN EXAMINATION OF IN-SERVICE EXEMPLARS. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/285
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Houston
16.
Horner, Glenda.
Jump in, the Water is Fine: Job-Embedded Teacher Professional Development.
Degree: Curriculum and Instruction, Department of, 2011, University of Houston
URL: http://hdl.handle.net/10657/287
► This qualitative study explores teacher professional development with an eye directed towards job-embedded professional development, specifically the enactment of differentiated instruction (DI) utilizing the services…
(more)
▼ This qualitative study explores teacher professional development with an eye directed towards job-embedded professional development, specifically the enactment of differentiated instruction (DI) utilizing the services of an ASCD (formerly the Association for Supervision and Curriculum Development) coach on selected campuses in a large suburban school district located in southwest Texas. The researcher examines the professional development experiences of two suburban middle school teachers in the midst of their second year of being coached and examined how these teachers described their learning experiences.
Narrative inquiry (Connelly & Clandinin, 1990) provided the framework for studying teacher knowledge in teacher professional development. The four theoretical pillars on which this investigation relies are Dewey’s (1938) theory of experience, Schwab’s (1983) four commonplaces of teaching and educational thinking, Connelly and Clandinin’s (1988) concepts of personal practical knowledge and teacher as curriculum implementer verses teacher as curriculum maker, and Craig’s (in press, a) focus on “what individual teachers already know and do.” The questions guiding this study include: What is the experience of DI? How does DI impact teachers and how does it shape teachers’ thinking about their own practices? How does job-embedded professional development influence change in teaching practices? What might the researcher learn through creating a narrative case from teachers who are currently living their second-year of being coached by ASCD faculty?
The findings identify four themes consistently expressed by the participants, including the impact of one's past on how one experiences the present, the complexity of teaching and learning, orientation towards change suggests that constant reflection, evaluation, and experimentation are integral elements of the teaching role, and the on-going construction and re-construction of narratives, which allows teachers to navigate their experiences.
The implications of this research for educators are two-fold; the first is the need for a metacognitive understanding of how one perceives the role of narrative assembly in how one makes meaning, and the second is the usefulness and limits of job-embedded professional development. The implications of this study for researchers includes the process of navigating powerful professional development experiences for teachers, realizing and embracing narrative truths, and considerations about the tremendous need for schools and school districts to offer our current practitioners better and more meaningful professional development experiences.
Advisors/Committee Members: Craig, Cheryl J. (advisor), Zou, Yali (committee member), Emerson, Michael W. (committee member), Merrell, Linda (committee member).
Subjects/Keywords: job-embedded; teacher professional development; differentiated instruction; narrative inquiry; Individualized instruction – Texas; Teachers – In-service training – Texas
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APA (6th Edition):
Horner, G. (2011). Jump in, the Water is Fine: Job-Embedded Teacher Professional Development. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/287
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Horner, Glenda. “Jump in, the Water is Fine: Job-Embedded Teacher Professional Development.” 2011. Thesis, University of Houston. Accessed February 17, 2019.
http://hdl.handle.net/10657/287.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Horner, Glenda. “Jump in, the Water is Fine: Job-Embedded Teacher Professional Development.” 2011. Web. 17 Feb 2019.
Vancouver:
Horner G. Jump in, the Water is Fine: Job-Embedded Teacher Professional Development. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Feb 17].
Available from: http://hdl.handle.net/10657/287.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Horner G. Jump in, the Water is Fine: Job-Embedded Teacher Professional Development. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/287
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Houston
17.
Sabari-Lancaster, Desiree S. 1966-.
Teachers' Management Styles in a Positive Behavior Interventions and Supports Framework: A narrative inquiry.
Degree: Curriculum and Instruction, Department of, 2011, University of Houston
URL: http://hdl.handle.net/10657/433
► The purpose of this narrative inquiry was to explore teachers’ perspectives on management styles in a Positive Behavior Interventions and Supports (PBIS) framework, in order…
(more)
▼ The purpose of this narrative inquiry was to explore teachers’ perspectives on management styles in a Positive Behavior Interventions and Supports (PBIS) framework, in order to identify teacher behaviors that facilitated reduced school-wide office discipline referrals (ODR’s). Using narrative inquiry, the study explored specific tenets of PBIS, from participant’s perspectives, that impacted the reduction of office discipline referrals for all students, particularly African American males. All participants, including researcher, were employed at the same suburban Texas elementary school, during the three-year PBIS implementation. European American participants were two teachers and the principal, of varying ages, experiences, and parental statuses. Field notes and transcriptions were developed from one-on-one audio-recorded interviews. Storied experiences of management practices, perceptions and observations were sketched. Using narrative analysis, emerging themes, tensions, and researcher reflections were summarized. Findings support existing PBIS research that identifies consistent school-wide use of positively stated common expectations as most influential tenet toward reduced ODR’s., for all students and specifically for African American males. However, findings also suggest the need for ongoing school-wide acknowledgments and announcements, which served as reminders not catalysts for changed adult behaviors. Moreover, findings suggest unvoiced discipline expectations among administrators and teachers, create misalignments in discipline practices. Initial recommendations include state, district, and campus transparency in discipline data to increase collaborative participation by students, families, and communities. Also recommendations include district and campus development of; specific classroom discipline expectations, adult inventory of discipline beliefs and discipline styles, and individualized teacher discipline plans. Consideration for PBIS staffing, in order to discharge consistent school-wide communications and acknowledgements, is vital in school-wide initiatives. Future research could include qualitative research into adult learning and outcomes in school-wide programs such as PBIS. Comparative studies of adult outcomes in schools, between successful versus unsuccessful school-wide implementation, could also add to the body of PBIS knowledge. Furthermore, both qualitative and quantitative studies are needed on the alignment of administrator’s, teachers’, and parent’s discipline beliefs and expectations. I encourage all districts and schools, in the midst of school-wide initiatives, to continue dialectical practices and action research.
Advisors/Committee Members: White, Cameron (advisor), Busch, Steven D. (committee member), Craig, Cheryl J. (committee member), Borneman, Robert C. (committee member).
Subjects/Keywords: Teachers' management style; teachers' discipline beliefs; school-wide programs; Postitive Behavior Interventions and Supports; PBIS; elementary discipline; School discipline – Texas; Classroom management – Texas; Rewards and punishments in education – Texas
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APA ·
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APA (6th Edition):
Sabari-Lancaster, D. S. 1. (2011). Teachers' Management Styles in a Positive Behavior Interventions and Supports Framework: A narrative inquiry. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/433
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Sabari-Lancaster, Desiree S 1966-. “Teachers' Management Styles in a Positive Behavior Interventions and Supports Framework: A narrative inquiry.” 2011. Thesis, University of Houston. Accessed February 17, 2019.
http://hdl.handle.net/10657/433.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Sabari-Lancaster, Desiree S 1966-. “Teachers' Management Styles in a Positive Behavior Interventions and Supports Framework: A narrative inquiry.” 2011. Web. 17 Feb 2019.
Vancouver:
Sabari-Lancaster DS1. Teachers' Management Styles in a Positive Behavior Interventions and Supports Framework: A narrative inquiry. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Feb 17].
Available from: http://hdl.handle.net/10657/433.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Sabari-Lancaster DS1. Teachers' Management Styles in a Positive Behavior Interventions and Supports Framework: A narrative inquiry. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/433
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Houston
18.
Ross, Jasmine 1982-.
SEXUAL SCRIPTS AND AFRICAN AMERICAN WOMEN: EMPIRICAL VALIDATION OF STEPHENS AND PHILLIPS’ (2003) HIP-HOP SEXUAL SCRIPTING MODEL WITH AFRICAN AMERICAN COLLEGE WOMEN.
Degree: Educational Psychology, Department of, 2012, University of Houston
URL: http://hdl.handle.net/10657/442
► Sexuality reflects not only biological processes but also the social, cultural, and political ideals of the context in which it develops. The purpose of this…
(more)
▼ Sexuality reflects not only biological processes but also the social, cultural, and political ideals of the context in which it develops. The purpose of this study was to increase our understanding of the unique socio-cultural factors that influence young African American women’s sexuality. This was achieved through an exploration of Stephens and Phillips’ (2003) Hip–Hop sexual scripting model. To gain this understanding, Q methodology was used to empirically test Stephens and Phillips’ (2003) Hip-Hop sexual scripting model for young African American women with a college sample. Participants were 40 African American college students from a Southwestern
University. Participants in the study completed nine q-sorts and demographic and qualitative questionnaires. The study yielded useful findings regarding the validity of Stephens and Phillips (2003) sexual scripts among a college sample of African American women. In addition, it seemed that there was shared meaning among groups of participants regarding the important features of each script. It is suggested that the results have significant implications for theory and practice. Finally, this study provides important support for the use of Q methodology in the exploration of African American women's sexuality.
Advisors/Committee Members: Coleman, M. Nicole (advisor), Arbona, Consuelo (committee member), Horn, Catherine (committee member), Bishop, Peter (committee member), McPherson, Robert H. (committee member).
Subjects/Keywords: Sexual Scripts; African American women; Stephens and Phillips (2003); Hip-Hop; African American women – Sexual behavior; African American women – Social aspects; Sex role – United States; Hip-hop – United States
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APA (6th Edition):
Ross, J. 1. (2012). SEXUAL SCRIPTS AND AFRICAN AMERICAN WOMEN: EMPIRICAL VALIDATION OF STEPHENS AND PHILLIPS’ (2003) HIP-HOP SEXUAL SCRIPTING MODEL WITH AFRICAN AMERICAN COLLEGE WOMEN. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/442
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Ross, Jasmine 1982-. “SEXUAL SCRIPTS AND AFRICAN AMERICAN WOMEN: EMPIRICAL VALIDATION OF STEPHENS AND PHILLIPS’ (2003) HIP-HOP SEXUAL SCRIPTING MODEL WITH AFRICAN AMERICAN COLLEGE WOMEN.” 2012. Thesis, University of Houston. Accessed February 17, 2019.
http://hdl.handle.net/10657/442.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Ross, Jasmine 1982-. “SEXUAL SCRIPTS AND AFRICAN AMERICAN WOMEN: EMPIRICAL VALIDATION OF STEPHENS AND PHILLIPS’ (2003) HIP-HOP SEXUAL SCRIPTING MODEL WITH AFRICAN AMERICAN COLLEGE WOMEN.” 2012. Web. 17 Feb 2019.
Vancouver:
Ross J1. SEXUAL SCRIPTS AND AFRICAN AMERICAN WOMEN: EMPIRICAL VALIDATION OF STEPHENS AND PHILLIPS’ (2003) HIP-HOP SEXUAL SCRIPTING MODEL WITH AFRICAN AMERICAN COLLEGE WOMEN. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Feb 17].
Available from: http://hdl.handle.net/10657/442.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Ross J1. SEXUAL SCRIPTS AND AFRICAN AMERICAN WOMEN: EMPIRICAL VALIDATION OF STEPHENS AND PHILLIPS’ (2003) HIP-HOP SEXUAL SCRIPTING MODEL WITH AFRICAN AMERICAN COLLEGE WOMEN. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/442
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Houston
19.
Macias, Linda 1960-.
A CASE STUDY OF THE TRANSFORMATION OF A LOW-PERFORMING SCHOOL INTO A HIGH PERFORMING SCHOOL.
Degree: Educational Leadership and Cultural Studies, Department of, 2011, University of Houston
URL: http://hdl.handle.net/10657/443
► A critical issue for school administrators is low-performing schools. The enactment of the No Child Left Behind Act in 2001 and the resulting emphasis on…
(more)
▼ A critical issue for school administrators is low-performing schools. The enactment of the No Child Left Behind Act in 2001 and the resulting emphasis on school accountability ratings and high-stakes achievement testing have increased the pressure on school leaders to effectively deal with issues that interfere with students’ academic success. Principals of low-performing schools need a different kind of leadership based on proven knowledge, skills, and attributes that bring about the changes required to make the schools high performing. This thesis case study focuses on the factors and strategies that lead to the transformation of Plainville Elementary in the Plains Independent School District (PISD), a large, fast-growing, suburban/urban school district in southeast Texas, from a low-performing school into a high-performing school within a three-year period. Plainville Elementary, referred to as “Painville Elementary” by some employees, was assigned a technical assistance team (TAT) by the Texas Education Agency (TEA) in 2006 due to the school’s poor academic performance on the 2005-2006 state assessment instrument. The “Case of Painville Elementary” was explored through interviews with the district superintendent and campus principal and through a series of focus groups with teachers, campus administrators, district superintendents, and district administrators who worked at, or were involved with, the campus during the time frame studied (2006-2007 to 2008-2009). The thesis research was guided by the following research questions:
1. What factors contributed to the changes in student achievement?
2. What changes in the leadership influenced student achievement?
3. What changes in the climate influenced student achievement?
4. What changes in teacher expectations influenced student achievement?
The triangulation of the data provided the researcher with 10 factors that led to the transformation of Plainville Elementary from a low-performing school into a high-performing school. The data further supported that school transformation was guided by an effective leader.
Advisors/Committee Members: MacNeil, Angus J. (advisor), Busch, Steven D. (committee member), Emerson, Michael W. (committee member), Salyards, Cheryl (committee member).
Subjects/Keywords: Transformation; High-performing; Low-performing; Change; School improvement programs – Texas – Houston – Case studies; Educational leadership – Texas – Houston – Case studies
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APA ·
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APA (6th Edition):
Macias, L. 1. (2011). A CASE STUDY OF THE TRANSFORMATION OF A LOW-PERFORMING SCHOOL INTO A HIGH PERFORMING SCHOOL. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/443
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Macias, Linda 1960-. “A CASE STUDY OF THE TRANSFORMATION OF A LOW-PERFORMING SCHOOL INTO A HIGH PERFORMING SCHOOL.” 2011. Thesis, University of Houston. Accessed February 17, 2019.
http://hdl.handle.net/10657/443.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Macias, Linda 1960-. “A CASE STUDY OF THE TRANSFORMATION OF A LOW-PERFORMING SCHOOL INTO A HIGH PERFORMING SCHOOL.” 2011. Web. 17 Feb 2019.
Vancouver:
Macias L1. A CASE STUDY OF THE TRANSFORMATION OF A LOW-PERFORMING SCHOOL INTO A HIGH PERFORMING SCHOOL. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Feb 17].
Available from: http://hdl.handle.net/10657/443.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Macias L1. A CASE STUDY OF THE TRANSFORMATION OF A LOW-PERFORMING SCHOOL INTO A HIGH PERFORMING SCHOOL. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/443
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Houston
20.
Brosnahan, Carla 1957-.
THE IMPACT OF A SCHOOL’S ORGANIZATIONAL HEALTH ON.
Degree: Educational Leadership and Cultural Studies, Department of, 2011, University of Houston
URL: http://hdl.handle.net/10657/445
► The purpose of this study was to compare the achievement of twenty-five campuses as measured by their reading and math performance and state accountability ratings,…
(more)
▼ The purpose of this study was to compare the achievement of twenty-five campuses as measured by their reading and math performance and state accountability ratings, to the outcomes the schools achieved from the administration of the Organizational Health Inventory. The literature review examined a historical perspective of school reform, high stakes testing, school culture and climate, and the importance of leadership in schools.
The study was conducted in a fast growing urban school district of over 100,000 students located in the Gulf Coast area of Texas. The population of the study consisted of the personnel in twenty-five schools trained in Fairman’s Organizational Health model. Sample schools were assigned an accountability rating based on student performance, measured using the state achievement test mandated by the Texas Education Agency.
Standard scores for each of the ten dimensions were derived from the administration of the OHI at each of the 25 campuses and were compared with the accountability rating of each school using a one way analysis of variance (ANOVA). In nine of the ten dimensions of Organizational Health, statistical significance was not found at a p < .05 alpha showing there was not variance between the Organizational Health campuses. The Cohesiveness dimension was the only dimension in this study to
show a statistical significance at p < .05.
The means of each of the ten dimensions were then compared between the Recognized and Exemplary campuses. In every dimension, the mean of the Recognized campuses was lower than the mean of the Exemplary campuses. This demonstrates a positive trend indicating organizational health impacts student achievement. By comparing the differences in means, the top four dimensions having the greatest variance are Cohesiveness, Adaptation, Goal Focus, and Communication. The Autonomy dimension is fifth by a small margin.
All twenty-five campuses had high performance ratings on TAKS in 2010 so to answer the research question: “Is there a correlation between Organizational Health, and their achievement based on the TAKS assessment in reading and math,” a Pearson Correlation was done. The Pearson Correlation was statistically significant at .049, with a probability of (p < .05) on the Autonomy dimension of OHI and Reading.
Advisors/Committee Members: MacNeil, Angus J. (advisor), Busch, Steven D. (committee member), Emerson, Michael W. (committee member), Salyards, Cheryl (committee member).
Subjects/Keywords: School Climate; Academic achievement – Texas; Educational leadership-Texas; Schools – Rating of – Texas; Teacher morale – Texas; Corporate culture – Texas
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APA ·
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Manager
APA (6th Edition):
Brosnahan, C. 1. (2011). THE IMPACT OF A SCHOOL’S ORGANIZATIONAL HEALTH ON. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/445
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Brosnahan, Carla 1957-. “THE IMPACT OF A SCHOOL’S ORGANIZATIONAL HEALTH ON.” 2011. Thesis, University of Houston. Accessed February 17, 2019.
http://hdl.handle.net/10657/445.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Brosnahan, Carla 1957-. “THE IMPACT OF A SCHOOL’S ORGANIZATIONAL HEALTH ON.” 2011. Web. 17 Feb 2019.
Vancouver:
Brosnahan C1. THE IMPACT OF A SCHOOL’S ORGANIZATIONAL HEALTH ON. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Feb 17].
Available from: http://hdl.handle.net/10657/445.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Brosnahan C1. THE IMPACT OF A SCHOOL’S ORGANIZATIONAL HEALTH ON. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/445
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Houston
21.
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 ·
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APA (6th 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 (16th 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 17, 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 (7th Edition):
Phillips, Carlos 1978-. “The Disproportionate Enrollment of Minority Students in Disciplinary Alternative Education Programs: The Parents' Perception.” 2011. Web. 17 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 17].
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
22.
Wen, Yuanfeng 1984-.
Energy Efficient Hybrid Display for Embedded and Mobile Systems.
Degree: Computer Science, Department of, 2013, University of Houston
URL: http://hdl.handle.net/10657/469
► Embedded and mobile devices, such as smartphones, e-books, and tablets, have limited battery capability because of the constraint of battery size and mobility requirement. However…
(more)
▼ Embedded and mobile devices, such as smartphones, e-books, and tablets, have limited battery capability because of the constraint of battery size and mobility requirement. However the large color display on those devices put more tensions on this situation as the display consumes a large portion of the total battery power.
Electrophoretic displays (EPDs) and organic light-emitting diodes (OLEDs) are two key technologies used on embedded and mobile devices. We propose the design of an integrated hybrid display combining a transparent OLED (TOLED) and a low-power EPD, which is adaptive to show contents of a frame partially on either the TOLED or the EPD. A windows-based predictive model and a calibration algorithm on TOLED are introduced to decide how frame contents can be split between the two displays for achieving the best tradeoff between power reduction and user experiences.
In addition to regular contents, we also propose a design of mobile video playback, Decoder4Hybrid , for the hybrid displays to play realtime videos. A fast DCT(Discrete Cosine Transform)-based heuristic algorithm is proposed to detect the changes between frames at block level with minimal computation cost.
A simulation environment that can estimate both the energy consumption and optical properties of the proposed hybrid display is set up based on actual physical measurements. Simulation results show that the predictive model can make right decisions on choosing proper displays in over 90% of the test cases, and this new display design can save over 70% power under many mobile application contexts and still support contents that require fast update rates. Experimental results show that the proposed approach can save up to 40% power with acceptable video quality.
Advisors/Committee Members: Cheng, Albert M. K. (advisor), Shi, Weidong (committee member), Hofer, Heidi J. (committee member).
Subjects/Keywords: Energy Efficient; Hybrid Display; Embedded System; Mobile Systems; Computer science
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APA (6th Edition):
Wen, Y. 1. (2013). Energy Efficient Hybrid Display for Embedded and Mobile Systems. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/469
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Wen, Yuanfeng 1984-. “Energy Efficient Hybrid Display for Embedded and Mobile Systems.” 2013. Thesis, University of Houston. Accessed February 17, 2019.
http://hdl.handle.net/10657/469.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Wen, Yuanfeng 1984-. “Energy Efficient Hybrid Display for Embedded and Mobile Systems.” 2013. Web. 17 Feb 2019.
Vancouver:
Wen Y1. Energy Efficient Hybrid Display for Embedded and Mobile Systems. [Internet] [Thesis]. University of Houston; 2013. [cited 2019 Feb 17].
Available from: http://hdl.handle.net/10657/469.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Wen Y1. Energy Efficient Hybrid Display for Embedded and Mobile Systems. [Thesis]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/469
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Houston
23.
Chapman, Stephanie 1976-.
Qualitative Investigation of Mexican-American Experiences of Racial Microaggressions.
Degree: Educational Psychology, Department of, 2011, University of Houston
URL: http://hdl.handle.net/10657/492
► Racial microaggressions are the brief, commonplace racial slights and insults that are expressed by Whites against people of color (Sue, Capodilupo et al, 2007). This…
(more)
▼ Racial microaggressions are the brief, commonplace racial slights and insults that are expressed by Whites against people of color (Sue, Capodilupo et al, 2007). This qualitative study examined previously unexplored area of ethnic-racial microaggressions directed against Mexican-American persons. Through the use of a semi-structured focus group interview, 15 self-identifying Mexican-American
university students shared their experiences of microaggressions. Data was collected and analyzed following the guidelines of Consensual Qualitative Research (Hill, Thompson & Williams, 1997), a rigorous method for analyzing qualitative data that involves a team approach in the development and coding of domains and core ideas in order to accurately describe consistencies across cases. Results identified 7 major domains of microaggressions experienced by participants: 1) Assumption of foreigner status, 2) Assumption of criminality, 3) Assumption of inferior social class and/or second class citizenship, 4) Pathologizing cultural values, 5) Invalidation of racial reality, 6) Implied special privileges as a minority group, and 7) Invalidation of interethnic differences. Two additional domains described participant’s emotional experiences of racial microaggressions and strategies employed by participants to cope with aggressive events. Results supported broad domains of racial microaggressions previously identified by other research teams in their research of Black American (Constantine, 2007; Sue, Nadal et al. 2008) and Asian-American (Sue, Bucceri, et al., 2007) experiences of racial microaggressions. Group-specific
messages of racial microaggressions identified within this study include the assumption of illegal immigrant, messages regarding inferior English language skills, and messages pathologizing Mexican-American cultural values and forms of communication, particularly related to the Spanish language and traditional Mexican cultural values of familismo. This evidence supports the hypothesis first proposed by Sue, Capodilupo et al. (2007) that different racial and ethnic groups are vulnerable to experiencing different forms of racial microaggressions.
Advisors/Committee Members: Coleman, M. Nicole (advisor), Horn, Catherine (committee member), Arbona, Consuelo (committee member), Torres, Luis R. (committee member).
Subjects/Keywords: Racial microaggressions; Mexican-American; racism; Mexican American college students – Social conditions; Mexican American college students – Race identity; Racism
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APA (6th Edition):
Chapman, S. 1. (2011). Qualitative Investigation of Mexican-American Experiences of Racial Microaggressions. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/492
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Chapman, Stephanie 1976-. “Qualitative Investigation of Mexican-American Experiences of Racial Microaggressions.” 2011. Thesis, University of Houston. Accessed February 17, 2019.
http://hdl.handle.net/10657/492.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Chapman, Stephanie 1976-. “Qualitative Investigation of Mexican-American Experiences of Racial Microaggressions.” 2011. Web. 17 Feb 2019.
Vancouver:
Chapman S1. Qualitative Investigation of Mexican-American Experiences of Racial Microaggressions. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Feb 17].
Available from: http://hdl.handle.net/10657/492.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Chapman S1. Qualitative Investigation of Mexican-American Experiences of Racial Microaggressions. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/492
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Houston
24.
Gomez, Gloria E. 1956-.
High Efficacy Bilingual/ELL Teachers' Perception of Effective Professional Development.
Degree: Curriculum and Instruction, Department of, 2011, University of Houston
URL: http://hdl.handle.net/10657/493
► Few challenges facing America today are as vital as improving the educational attainment of low social economic and English Language Learners (language minority children). The…
(more)
▼ Few challenges facing America today are as vital as improving the educational attainment of low social economic and English Language Learners (language minority children). The United States’ educational reform has brought forth numerous initiatives throughout the past decades to address the “Achievement Gap” between Latino students and their Anglo counterparts. Even when the teachers in high-poverty schools have experience and credentials, they are generally inadequately prepared and supported to handle the enormous instructional challenges they face, challenges that would test the mettle of the most experienced and accomplished teachers.
The study explored high-efficacy bilingual/ English Language Learner teachers’ perceptions of what they consider to be relevant professional development that meets their essential needs. The research methodology used in this study consisted of rigorous qualitative, multisite ethnographic interviews and their analysis and synthesis. The study addressed the following two research questions: What are high-efficacy bilingual/ELL teachers’ perceptions of effective professional development? And what resources, means of delivery and organizational support at the school level do high-efficacy bilingual/ELL teachers’ perceive as promoting effective professional development?
This study was conducted in three phases using qualitative methods of ethnographic analysis of individual semi-structured interviews. Interviews provided multifaceted understanding of the impact that high-efficacy bilingual/ELL teacher’ perceptions on professional development have on their instructional effectiveness and challenges they face. The three sections include a description of the participants’ gleaned from the (TDQ) Teacher Demographic Questionnaires, a description of the archival district data, selection of the study participants and discussion of categories emerging from analysis of the interview data.
This study found differences and similarities among the bilingual campuses in learning, practice, supportive school cultures and sustainability of school practices. Study participants disclosed the lack of adequate educational programs, instruction, resources, unfair assessment, and exclusion of parents and community within school district. Consistent with social, racial, ethnic or linguistic research, this study’s participants disclose that English language learners in transitional bilingual campuses are isolated on three campuses. Furthermore, the study results indicate that bilingual/ELL teachers’ lack of professional development specifically designed to target the needs of English.
In addition, this study revealed the extremely difficult challenges teachers face on a daily basis in addressing the needs of their bilingual/ELL students. Teachers had to contend with inadequate instructional material and resources as well as a lack of support. Consequently, bilingual/ELL teachers’ reported that they are left to fend for themselves. In conclusion, the study results revealed the need of specific…
Advisors/Committee Members: Holland, Patricia E. (advisor), Busch, Steven D. (committee member), Emerson, Michael W. (committee member), Téllez, Kip (committee member).
Subjects/Keywords: Bilingual Education; Bilingual/ELL Teacher Professional Development
Multicultural Education; and
Bilingual/ELL Teacher Self-EfficacyBilingual Education; Bilingual/ELL Teacher Professional Development
Multicultural Education; and
Bilingual/ELL Teacher Self-Efficacy; English teachers – Vocational guidance; Education, Bilingual – Texas
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APA ·
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APA (6th Edition):
Gomez, G. E. 1. (2011). High Efficacy Bilingual/ELL Teachers' Perception of Effective Professional Development. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/493
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Gomez, Gloria E 1956-. “High Efficacy Bilingual/ELL Teachers' Perception of Effective Professional Development.” 2011. Thesis, University of Houston. Accessed February 17, 2019.
http://hdl.handle.net/10657/493.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Gomez, Gloria E 1956-. “High Efficacy Bilingual/ELL Teachers' Perception of Effective Professional Development.” 2011. Web. 17 Feb 2019.
Vancouver:
Gomez GE1. High Efficacy Bilingual/ELL Teachers' Perception of Effective Professional Development. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Feb 17].
Available from: http://hdl.handle.net/10657/493.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Gomez GE1. High Efficacy Bilingual/ELL Teachers' Perception of Effective Professional Development. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/493
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Houston
25.
Jimenez, Carolina.
Predictors of well-being and depression among Latino college students.
Degree: Educational Psychology, Department of, 2011, University of Houston
URL: http://hdl.handle.net/10657/494
► Latinos are one of the fastest growing minority groups in the United States. It is estimated that by the year 2050 approximately 25 percent of…
(more)
▼ Latinos are one of the fastest growing minority groups in the United States. It is estimated that by the year 2050 approximately 25 percent of the United States population will be Latino (U.S. Department of Health & Human services, 2001). However, only approximately 10 percent of all Latinos in the United States possess a college degree (Saunders & Serna, 2004; Yazedjian & Towes, 2006). In addition to the typical college stressors faced by most students as they transition from high school to college, it is believed that Latino students experience unique challenges as an ethnic and cultural minority group within the academic community (Rodriguez, et al). These challenges produce stress which affects students’ well-being. Psychological symptoms such as anxiety and depression result from stress; thus, the study of stress among Latino college students may assist in formulating prevention and intervention strategies to increase Latino students’ college retention (Rosenthal & Schreiner, 2000).
The objectives of this study were to examine the relative contribution of general college stress and minority student college stress to depression and well-being among Latino college students, controlling for gender and college generational status. Three dimensions of general college stress (academic, social and financial) and two dimensions of minority college stress (interracial and achievement) were examined. Participants were 229 students (77% women) enrolled in the second most ethnically diverse major research
university of the United States. Forty seven percent of participants were first generation college students, meaning that neither their fathers nor mothers had attended college. The measures used to examine the variables of interest included the College Stress Scale (CSS), the Minority Student Stress Scale (MSSS), the Center for Epidemiological Studies Depression Scale (CES-D), and the General Well-being Schedule (GWBS).
Results of preliminary analyses revealed very few gender and college generational status differences in the variables of interest: males reported higher levels of well-being than females and first generation college students reported higher levels of achievement stress than non-first generation students. Results of two hierarchical regression analyses (that controlled for gender and college generational status) indicated that minority college stress contributed unique variance to well-being (R2=.36, ∆R2 =.05, p=.01) and depression (R2=.38, ∆R2 =.10, p=.001) above and beyond the variance contributed by the three general college stress variables. Inspection of the Beta coefficients in the two final models indicated that (a) one general stress variable (social) and two minority stress variables (interracial and achievement) contributed unique variance to well-being, and (b) one general stress variable (social) and one minority stress variable (achievement) contributed unique variance to depression. In all cases, higher levels of stress were associated to lower levels of well-being and to…
Advisors/Committee Members: Arbona, Consuelo (advisor), Mindiola, Tatcho (committee member), McPherson, Robert H. (committee member), Wiesner, Margit F. (committee member).
Subjects/Keywords: Well-being; depression; stress; Latino college students; Hispanic American college students – Psychology
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APA ·
Chicago ·
MLA ·
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CSE |
Export
to Zotero / EndNote / Reference
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APA (6th Edition):
Jimenez, C. (2011). Predictors of well-being and depression among Latino college students. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/494
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Jimenez, Carolina. “Predictors of well-being and depression among Latino college students.” 2011. Thesis, University of Houston. Accessed February 17, 2019.
http://hdl.handle.net/10657/494.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Jimenez, Carolina. “Predictors of well-being and depression among Latino college students.” 2011. Web. 17 Feb 2019.
Vancouver:
Jimenez C. Predictors of well-being and depression among Latino college students. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Feb 17].
Available from: http://hdl.handle.net/10657/494.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Jimenez C. Predictors of well-being and depression among Latino college students. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/494
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Houston
26.
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 ·
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APA (6th 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 (16th 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 17, 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 (7th Edition):
Dalton, Colin. “The Effects of Supplemental Instruction on Pass Rates, Academic Performance, Retention and Persistence in Community College Developmental Reading Courses.” 2011. Web. 17 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 17].
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
27.
Koen, Bobbie 1952-.
The Location and Effects of Visual Hemisphere-specific Stimulation on Fluency in Children with the Characteristics of Dyslexia.
Degree: Educational Psychology, Department of, 2011, University of Houston
URL: http://hdl.handle.net/10657/497
► Fluency is often used as an indicator of reading proficiency, but many students with reading disabilities are unable to benefit from typical classroom interventions. Lorusso,…
(more)
▼ Fluency is often used as an indicator of reading proficiency, but many students with reading disabilities are unable to benefit from typical classroom interventions. Lorusso, et al. (2006) used a modified FlashWord computer program that tachistoscopically presents words in the right or left visual hemi-field (Visual Hemisphere-specific Stimulation or VHSS). They matched the intervention to the specific reading profiles (dyslexia subtypes) of reading disabled Italian students using parameters proposed by Bakker, Bouma, and Gardien, (1990). After 1440 minutes of intervention, their behavioral results show significant gains in fluency, reading accuracy, spelling, and memory. The present study is designed to replicate Lorusso’s work in English and locate through fMRI imaging the processing areas involved in fluency and changes as a result of the FlashWord intervention.
Recent advancements in the conceptualization of fluency (Katzir et al., 2006), define fluency as the automatization of reading processes which results from the automatization of underlying lexical and sublexical skills. This suggests that investigations of the development fluent reading should focus on the fast processing of phonological analysis, as well as underlying skills already linked by fMRI results to specific brain regions. Shaywitz, et al., (2004) focused on three Regions of Interest (ROI) within the core sub-systems supporting the processing of written language in normal readers: the left hemisphere (LH) superior temporal gyrus (STG) in the inferior parietal lobule within the temporoparietal system associated with semantic encoding or word meaning; the posterior aspect of the inferior frontal gyrus (IFG) within the anterior system associated with phonological encoding and sound/symbol associations; and the LH inferior occipito-temporal/fusiform area (VWFA) within the ventral system associated with orthographic encoding and quick recall of high frequency words. It is hypothesized that achieving fluency in reading will involve automaticity within each of these ROIs and that the intervention will increase fluency scores in students with reading disabilities.
This study involved 15 students aged 8-19 years with reading disabilities randomly assigned to Intervention (N = 9) and Delayed Intervention (N = 6) groups. Based on initial fluency assessments, these subjects were matched to a computerized VHSS intervention, FlashWord, modified, targeting either the right or left hemisphere, or both. The Intervention group completed 1440 minutes of their assigned program, and the Delayed Intervention group participated in regular fluency instruction in their classrooms only during the course of the study. Both groups also contributed fMRI data collected during scans conducted pre- and post-intervention and post-intervention assessments of fluency.
Analysis of intervention data showed that six of the nine Intervention group subjects (67%) achieved levels of automatic processing (<100 ms as defined by Bakker, et al., 1990) in either left or right…
Advisors/Committee Members: Hawkins, Jacqueline (committee member), Fan, Weihua (committee member), Jansen, Ben H. (committee member), Johnson, Sharon (committee member).
Subjects/Keywords: Reading; dyslexia; fluency; fMRI; Dyslexic children; Dyslexia – Physiological aspects
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APA ·
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MLA ·
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Export
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Manager
APA (6th Edition):
Koen, B. 1. (2011). The Location and Effects of Visual Hemisphere-specific Stimulation on Fluency in Children with the Characteristics of Dyslexia. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/497
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Koen, Bobbie 1952-. “The Location and Effects of Visual Hemisphere-specific Stimulation on Fluency in Children with the Characteristics of Dyslexia.” 2011. Thesis, University of Houston. Accessed February 17, 2019.
http://hdl.handle.net/10657/497.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Koen, Bobbie 1952-. “The Location and Effects of Visual Hemisphere-specific Stimulation on Fluency in Children with the Characteristics of Dyslexia.” 2011. Web. 17 Feb 2019.
Vancouver:
Koen B1. The Location and Effects of Visual Hemisphere-specific Stimulation on Fluency in Children with the Characteristics of Dyslexia. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Feb 17].
Available from: http://hdl.handle.net/10657/497.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Koen B1. The Location and Effects of Visual Hemisphere-specific Stimulation on Fluency in Children with the Characteristics of Dyslexia. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/497
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Houston
28.
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)
▼ 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 to teach in the classroom have become more stringent. More specifically, No Child Left Behind requires states to test pre-service teachers, upon graduation, in the content areas in which they will teach to ensure that teachers are “highly qualified” as mandated by this federal law. In order to successfully pass state examinations, teachers should be prepared through some type of teacher preparation program. Previous research suggests that preparation plays an integral role in teacher effectiveness however, researchers have not defined what constitutes appropriate teacher preparation. One example of a preparation program at a large, urban
university in Texas prepares pre-service teachers to pass the TExES Exam, the state certification exam in Texas. The purpose of this study was to examine pre-service teacher scores on the EC-4 Generalist and EC-6 Generalist TExES exams, overall scores and content area scores, in order to assess which content areas are challenging. The TExES scores that have been examined are from testees who attended the teacher preparation program at this large, urban
university in
Houston. Although a high percentage of pre-service teachers are passing the TExES exam, findings indicate that it is important to align the preparation program standards with the test standards to address those pre-service teachers who are failing the overall exam and/or content areas on the exams.
Advisors/Committee Members: Hawkins, Jacqueline (advisor), Fan, Weihua (committee member), Pierson, Melissa E. (committee member), Hutchison, Laveria F. (committee member).
Subjects/Keywords: Teacher preparation; TExES exam; No Child Left Behind; teacher testing; Teachers – Certification – Texas; Teaching – Texas – Examinations
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APA (6th 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 (16th 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 17, 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 (7th Edition):
Bains, Loveen 1981-. “An Analysis of TExES Scores: Evaluating Teacher Preparation At One Institution in the State of Texas.” 2011. Web. 17 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 17].
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
29.
Islak, Ruhsan Burcu 1979-.
ACADEMIC PROCRASTINATION IN RELATION TO GENDER AMONG GIFTED AND TALENTED COLLEGE STUDENTS.
Degree: Educational Psychology, Department of, 2011, University of Houston
URL: http://hdl.handle.net/10657/501
► The aim of the study was to investigate to what extent gender predicts academic procrastination among gifted and talented college students. The study consisted of…
(more)
▼ The aim of the study was to investigate to what extent gender predicts academic procrastination among gifted and talented college students. The study consisted of 35 honor college undergraduate students enrolled in a large urban
university in Texas. A questionnaire packet was used for collecting data. It included a demographic data form and the Procrastination Assessment Scale-Students (PASS).
The results of the t-test analysis for the total sample indicated that, gender was not a significant predictor of academic procrastination among gifted and talented students.
Implications of the findings were discussed and some suggestions were made for further research.
Advisors/Committee Members: Gaa, John P. (advisor), Olenchak, F. Richard (committee member), Meuth, Amber (committee member).
Subjects/Keywords: Academic Procrastination; Academic Achievement; Gender; Gifted and Talented Students; Gifted persons – Education (Higher); Gifted persons – Sex differences
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APA (6th Edition):
Islak, R. B. 1. (2011). ACADEMIC PROCRASTINATION IN RELATION TO GENDER AMONG GIFTED AND TALENTED COLLEGE STUDENTS. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/501
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Islak, Ruhsan Burcu 1979-. “ACADEMIC PROCRASTINATION IN RELATION TO GENDER AMONG GIFTED AND TALENTED COLLEGE STUDENTS.” 2011. Thesis, University of Houston. Accessed February 17, 2019.
http://hdl.handle.net/10657/501.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Islak, Ruhsan Burcu 1979-. “ACADEMIC PROCRASTINATION IN RELATION TO GENDER AMONG GIFTED AND TALENTED COLLEGE STUDENTS.” 2011. Web. 17 Feb 2019.
Vancouver:
Islak RB1. ACADEMIC PROCRASTINATION IN RELATION TO GENDER AMONG GIFTED AND TALENTED COLLEGE STUDENTS. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Feb 17].
Available from: http://hdl.handle.net/10657/501.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Islak RB1. ACADEMIC PROCRASTINATION IN RELATION TO GENDER AMONG GIFTED AND TALENTED COLLEGE STUDENTS. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/501
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Houston
30.
Liu, Fang 1973-.
An Energy-Aware Management Technique for Real-Time Multi-Core Systems.
Degree: Computer Science, Department of, 2013, University of Houston
URL: http://hdl.handle.net/10657/516
► In this work, we propose a new dynamic migration (DM) heuristic method integrating dynamic voltage scaling (DVS), dynamic power management (DPM) and task migration in…
(more)
▼ In this work, we propose a new dynamic migration (DM) heuristic method integrating dynamic voltage scaling (DVS), dynamic power management (DPM) and task migration in multi-core real-time systems which can feasibly balance the task load and reduce energy consumption during execution to achieve energy efficiency. Meanwhile, voltage scaling based dynamic core scaling (VSDCS) is presented for reducing leakage power consumption under low task load conditions. The framework used for the proposed methods is composed of a partitioner, a local earliest deadline first (EDF) scheduler, a power-aware manager, a dynamic migration module, and a dynamic core scaling module. The primary unit is the power-aware manager which controls the frequency for the power consumption and the voltage scaling based on the feedback of the dynamic migration module and the dynamic core scaling module.
Simulation results show that the DM heuristic can produce further energy savings of about 3 percent compared with the closest previous work. That is (1-(1 - 8%)x(1 - 3%))=11% energy saved with the new DM techniques. This work also greatly reduces the cost of task migration among the multi-core processors. The results show that VSDCS can achieve up to 33 percent of energy savings under low load conditions as compared with previous methods.
Advisors/Committee Members: Cheng, Albert M. K. (advisor), Shi, Weidong (committee member), Yuan, Xiaojing (committee member).
Subjects/Keywords: real-time systems; real-time scheduling; low-power design; energy-aware scheduling; energy-aware systems; multi-core processors; Computer science
Record Details
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Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Liu, F. 1. (2013). An Energy-Aware Management Technique for Real-Time Multi-Core Systems. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/516
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Liu, Fang 1973-. “An Energy-Aware Management Technique for Real-Time Multi-Core Systems.” 2013. Thesis, University of Houston. Accessed February 17, 2019.
http://hdl.handle.net/10657/516.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Liu, Fang 1973-. “An Energy-Aware Management Technique for Real-Time Multi-Core Systems.” 2013. Web. 17 Feb 2019.
Vancouver:
Liu F1. An Energy-Aware Management Technique for Real-Time Multi-Core Systems. [Internet] [Thesis]. University of Houston; 2013. [cited 2019 Feb 17].
Available from: http://hdl.handle.net/10657/516.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Liu F1. An Energy-Aware Management Technique for Real-Time Multi-Core Systems. [Thesis]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/516
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