College of Professional Education
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Item How does creative drama instruction increase the reading engagement of eighth grade students with learning disabilities?(1/1/2013) Kirkland, Janice L; Albright, Lettie K.; White, Nora; Vardell, Sylvia M.Students with learning disabilities may experience difficulty engaging in literacy activities, as they risk being hindered by negative attitudes and doubt of their intellectual abilities, reduced effort, lower self-efficacy, and failure (Klassen, 2007; Litcht & Kirstner, 1986; Oldfather, 2002; Roberts, Torgesen, Boardman, & Scammacca, 2008). Motivating these adolescents to read critically from an engaged stance is an indispensable requirement of literacy instruction because adolescent readers face increasingly complex material, may risk aliteracy (Brinda, 2007), need to develop a positive reader identity to facilitate life-long reading (Strommen & Mates, 2004), and live in a world with increased literacy demands (Allington, 2001). Hearing the adolescents voices concerning reading engagement is of value (Brinda, 2007: Mizzelle, 1997; Oldfather, 2002) when addressing the literacy needs of these students. Once teachers can understand how their students feel about reading, they can help students to engage in successful learning (Vlach & Burcie, 2010). This study explores if creative drama instruction increases reading engagement of eighth grade students with learning disabilities. Using narrative inquiry, I gathered, analyzed, and interpreted the stories told by the participants through observation, conversation, and interviews using descriptive questions to discover what the students say and do that reveal their experiences and observations of engaged readers, particularly when participating in creative drama activities. I also used student created artifacts, along with student reflections following each drama enactment. Researcher observations, the researcher s reflective journal, and audio and video recordings contributed to the data sources. Themes clustered into the following categories: engaged readers are focused, interact with others, demonstrate their thinking, take an aesthetic stance, do not give up, desire to select good books, and abandon boring books. Data was portrayed using the participants words, where possible, to capture the students voices, personal meanings, and stories.Item Middle School English Second Language (ESL) Teachers' Usage of Technology for Literacy Instruction and Their English Language Learners'(ELL) Responses(Texas Woman s University, 1/1/2013) Hoki, Chieko; White, Nora; Haag, Claudia; Cowart, Melinda; Wickstrom, Carol; Briggs, ConnieDigital technologies surround our lives today and many adolescent students are actively engaged in reading and writing through multimodal digital technologies. The omnipresence of digital technologies in today’s society inevitably influences students’ literacy practices. Thus, there is an imminent need on the teacher’s part to infuse technologies as instructional tools in the classroom in order to connect with students’ lives. Recent research evidences teachers’ and researchers’ responses to this need. English language learners (ELLs) are included in this generation of youths actively engaged in digital technologies outside the classroom. However, little is known about ESL teachers’ use of technologies for literacy instruction in the classroom and their ELLs’ responses to these technologies. The purpose of this qualitative case study was to examine middle school teachers’ use of technologies for literacy instruction and their ELL student’s responses. Two middle school ESL teachers and four ELL students (two student members of each teacher's classroom) attending a middle school located in a suburban city in north Texas participated in this study. Data gathered and analyzed over a five-month period included digitally recorded interviews, field notes of classroom observations, digital and/or handwritten participant journals, teachers’ lesson plans, students’ written work, and impromptu conversations. The ESL teacher participants made literacy instruction accessible and comprehensible for students through the use of technologies. Instruction became multimodal; a variety of technologies scaffolded the language and literacy needs of middle school ELL students. The unique socio-cultural interactions and classroom contexts constructed by the teachers and students were mediated through technologies. Students used a variety of semiotics to complete their work. In a classroom where instruction took place in a small group setting, the students interacted with group members in the completion of instructional work and supported each other in their groups by sharing ideas, negotiating with their ideas, engaging in shared writing, taking turns reading, and sharing the use of technologies. In a classroom where instruction took place in an individual instructional setting, the students collaborated with the teacher by sharing and negotiating their ideas. All the student participants were interested in literacy activities mediated by technologies, and their engagement with literacy learning was active, interactive, collaborative, and negotiated.Item The nature of students' efferent or aesthetic responses to nonfiction texts in small, peer-led literature discussion groups(1/1/2014) Khieu, Tema Leah; Anderson, Nancy L.; Rodriguez, Yvonne; Briggs, Connie; Anderson, Nancy L.; Rodriguez, Yvonne; Briggs, ConnieThe purpose of this study was to provide an in-depth exploration and describe the nature of fourth graders' responses to nonfiction text in the context of small, peer-led literature discussion groups. This study took place in the teacher researcher's daily, forty-five minute, pull-out intervention time. The participants for this study consisted of a group four fourth grade students from the teacher-researcher's READ 180 class. They were in a reading intervention program because they were considered to be struggling readers. This group of students discussed six nonfiction texts during their forty-minute discussion sessions across twelve weeks. Aesthetic and efferent coding categories were developed prior to the study (Bogdan & Biklen, 1998). This scale was loosely based on Cox and Many's (1992) Instrument for Measuring Reader on an Efferent to Aesthetic Continuum, which was designed for narrative text. However, for this study, adaptations and modifications were made to accommodate reader response to nonfiction text. The teacher researcher recorded field notes, transcribed tapes, and wrote up findings. The teacher researcher acknowledged that students would take an aesthetic and/or efferent stance; however the type of stance was not predetermined. The focus of the study was to deepen an understanding of the responses made in the peer-led discussion groups by closely examining the data and allowing the findings to inform the next decisions. The data from this study revealed that the participants' responses to nonfiction trade books were predominantly in the primarily efferent category with their attention based on the information from the text. Moreover, all students had aesthetic responses in all six peer-led discussion groups. The data also revealed that the small group peer-led discussion groups provided a low risk forum to begin to personally respond to nonfiction by asking questions and making comments freely. In addition, students responded to nonfiction in many, varied, and often unique and individual ways. They expressed their personal evocations of the text in different ways. During these evocations, they made personal connections to past events, family members, other texts, and shows/movies. They continuously shifted from efferent to aesthetic and aesthetic to efferent stances throughout the discussions. Many of the aesthetic responses mirrored interactive read-alouds modeled by the Reading Intervention Teacher. This study suggests that children will respond efferently and aesthetically to nonfiction texts and exhibit diversity within their responses. Nonfiction literature offers readers windows and pathways that lead into the world. Responding to nonfiction can open windows and illuminate the pathways for venturing out into and enjoying the world. When honored and invited to personally engage with nonfiction, each reader can find her unique path that can lead to exploration, fulfillment and enjoyment.Item Disciplinary literacy: The role of the principal and improving content area knowledge through literacy and the collaborative work of teachers(Texas Woman s University, 1/1/2014) Lee, Yassmin Caram; Albright, Lettie; Briggs, Connie; Patterson, Leslie; Starrett, TeresaCurrent research in secondary literacy suggests students in high school academic programs continue to need additional support in major content areas, such as Math, Science and English. Apart from solely supporting critical skills in literacy in the English/Language Arts classrooms, traditional content area instruction without embedded content literacy has not proven to be successful for many students. Many researchers argue this is because literacy tasks and texts are more complex than earlier grades. The purpose of this research is to examine the implementation of disciplinary literacy in the content areas using writing. This study describes the work that takes place involving me, the principal, and the literacy coaches who collaborate with the content area teachers to improve content knowledge. This study examines the principal's point of view and the literacy coaches' reflections on beliefs and process in a reflective methodological approach. The study involves five participants; the data collection includes meeting agendas, work-related notes on professional development, notes on meetings with literacy coaches, interviews with participants, and my research journal. Interviews with participants are audio-recorded and transcribed. In addition to this my advisor, as well as the qualitative lab assistants, contribute to the data analysis. The study reveals my beliefs about improving student performance through disciplinary literacy by 1) shared responsibility, 2) collaboration, and 3) teamwork. My findings also reveal that the structures support the school-wide vision through 1) professional development, 2) infrastructure and process, and 3) reflection and discussion. This study offers one perspective on the how-to steps of the implementation of school-wide disciplinary literacy from the ground up and five lessons learned.Item Prekindergarten teachers’ perspectives on decision-making regarding initial set up of classroom environments, modifications during the academic school year, and barriers associated with creating optimal physical environments(1/13/2021) Stankovic-Ramirez, Zlata; Vittrup, BrigitteThe purpose of this study was to examine how prekindergarten teachers in various settings make decisions about physical classroom environments. This qualitative study composed of 22 participants who all participated in a one-hour interview revealing how they make initial decisions regarding classroom environments at the start of the school year, how they go about making decisions about when and if to modify physical environments during the school year, and finally what some of the barriers they face in creating optimal physical environments for prekindergarten age children. The main themes regarding initial decisions about classroom environments were that prekindergarten teachers decide on the initial classroom layout at the start of the school year based on curriculum or approach their school uses, the fact that a new school year is starting, and based on their total work experience. During the school year, prekindergarten teachers make modifications based on communication with other teachers and children, observation of the children and their needs, and finally needs of a center or an area to be modified based on observations or professional development. Finally, prekindergarten teachers face the barriers of space, budget, and time when it comes to creating optimal physical classroom environments. The stakeholders in the field of early childhood education must work hard in order to remove the barriers of space, budget, and time for prekindergarten teachers because children spend a considerable amount of time in build environments (home or classrooms) and it’s imperative that physical classroom environments are funded, intentional, provide adequate spacing, and overall high quality.Item Texas early childhood educators' self-efficacy(1/19/2021) Andrews, Amanda; Rose, Katherine K.The purpose of this study was to examine and analyze the influence of environmental and personal characteristics on the self-efficacy of child care teachers in Texas. Using the self-reported Teachers’ Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001) in a convenience sample population from the Texas Department of Family and Protective Services child care licensing list, a multiple linear regression and ANOVA sought to examine group differences of teacher self-efficacy based on their years of experience, highest level of education, whether the center where they were employed was accredited and depending on the type of child care center. During participant recruitment and data collection the historic global pandemic, COVID-19 led to child care center closures, unemployment, and a multitude of emotional and physical tolls on the target population, challenging the internal validity of the study. Due to an underpowered sample, no significant differences were found in either of the analyses, but the lack of significance should be interpreted with caution. Replication of this study in another time is warranted.Item A comparison of the impact of curriculum on the perceived level of self-determination in adults with intellectual and developmental disabilities(1/2/2019) Guthrie, Terry Mike; Pemberton, JaneHigher levels of perceived self-determination (SD) in individuals with intellectual and developmental disabilities (IDD) often correlate to improved post-school outcomes in education, employment, independent living, and relationships. It is imperative that instructional practices used with students with IDD address the behaviors and skills that a person must possess to be self-determined. This study used a quasi-experimental design to measure the perceived level of self-determination (SD) and the four essential characteristics of self-determined behavior and skills: autonomy, self-regulation, psychological empowerment, and self-realization in 18 adults with intellectual and developmental disabilities. The curriculum used was Life Centered Education (LCE) (Wandery, Wehmeyer & Glor-Scheib, 2013). Results of the study revealed statistically significant differences in self-regulation interpersonal cognitive problem-solving norm sample and self-regulation interpersonal cognitive problem-solving positive scores between participants with an intellectual disability compared to those with a developmental disability. Additionally, there were significant differences in mean scores between disabilities in all four essential characteristics of self-determination.Item Mathematics teachers and the inclusion of students with mathematical learning disabilities(1/2/2020) Steffek, Edward Frank; Myers, DianeThis study investigated teachers’ perceptions of their abilities to teach mathematics and which evidence-based interventions they were currently using to teach students with mathematical learning disabilities (MLD) in their inclusion classrooms. In this descriptive study, a researcher-designed survey instrument was used to investigate (a) demographic and educational characteristics of inclusion teachers of MLD at the middle and secondary levels, (b) participants’ knowledge of MLD, (c) how prepared and supported participants felt they were to teach students with MLD, and (d) whether or not participants were using evidence-based teaching strategies and interventions in their inclusion classrooms. Participants were 98 middle and high school math, special education, and/or inclusion teachers from five North Texas suburban school districts who were currently teaching mathematics classes. Survey results provided a snapshot into participants’ perceptions of their abilities to teach mathematics and which evidence-based interventions they were currently using in their inclusion classrooms; these results can shape future research and highlight teachers’ training needs. While the majority of the results aligned with current research, some results did not align with current research, indicating the need for caution when making broad generalizations. The findings in this study support continuing the discussion about the most effective teacher preparation opportunities for middle and secondary mathematics teachers related to the unique characteristics and learning styles of students with MLD. Study results indicated that teacher education programs should provide current evidence-based research to their future teachers in easy-to-use methodologies with non-intimidating terminology, school administrators should support ongoing professional development opportunities that promote the instructional effectiveness of teachers, and that the participants felt overworked, undertrained, but still yet have the best of intentions to meet the educational needs of their students including their students with MLD.Item Exploring family strengths and family social capital through parents who completed an attachment-based couples training(1/21/2020) Ryan, Jennifer; Hwang, Shann HwaUsing a curriculum based on Bowlby’s theory of attachment and the modality of Bowen’s family systems this study explored family social capital as couples were equipped with skills to help them feel more empowered in their interpersonal relationships including their intimate partnership, parenting and other relationships. This study employed a phenomenological, qualitative approach as a way of gaining a deeper understanding of the lived experience of committed partners as they attended a training based on the skills used to develop deeper relationships and family emotional connections. This researcher sought to understand the impact an attachment-based emotion skills couples training curriculum had on family social capital, strengths and family social capital. The following questions guided this research. 1. What meanings do individuals give to their committed partnership, parenting, and other relationships while attending an attachment-based emotion skills training class? 2. What meanings do individuals give to their internal working model while attending an attachment-based emotion skills training class? An attachment-based training curriculum was taught to 10 couples over a span of 5 weeks (1.5 hours each week). Two main modes of data gathering were used. First, each of the five training sessions was recorded using a digital recorder and then transcribed by the researcher into a word processing program. The instructor used probing questions throughout the curriculum, which furthered the exploration of the research questions and theory used as a frame in this study. Second, participants were asked to answer journal questions between classes using an online journal. Journal prompts were used to help guide the exploration through the lens of attachment theory and to answer the researcher questions laid forth in this study. Data were analyzed using holistic and emotion coding in first cycle coding and then focused coding in second cycle coding. Peer debriefing, member checks, and researcher reflection were used, ensuring the trustworthiness of this study. Findings revealed four themes, including a storyline that emerged from the curriculum: (1) This is Your Problem, (2) The Real Issue, (3) Kids See Everything, and (4) This is Our Issue. Finally, this study highlighted the importance of Belonging as an overarching theme of family strengths and family social capital.Item Exploring individual meaning and family interaction for anti-human trafficking volunteerism in Romania(1/29/2019) Leventhal, Julie E.; Whitworth, Jerry, Ed. D.As the result of the growing attention to issues related to human trafficking, individuals all over the world are becoming more engaged in volunteerism related to this issue (Limoncelli, 2017). Given that Romania is an origin, transit, and destination country for human trafficking (United States Department of State, 2017), various anti-human trafficking organizations within the country specifically utilize volunteers to provide prevention and intervention services in the community (GRETA, 2016). The purpose of this qualitative study was to explore the individual meaning and interactions within the family that may influence Romanians who participate in anti-human trafficking volunteerism within their own country of Romania. This research stems from the growing prevalence of human trafficking in Romania (United Nations, 2000) and the lack of research focused on both anti-human trafficking volunteerism and volunteerism within Romania. The researcher conducted nine face-to-face interviews with individuals volunteering within an anti-human trafficking non-governmental organization in Cluj, Romania. The volunteers’ interview transcripts were analyzed through first and second cycle coding. Methodological rigor was added to the study through the triangulation of data with member checking and peer debriefing. The findings of this study revealed diverse individual meanings and motivators for volunteering, such as personal or first-hand experiences, education and awareness, responsibility to others, and community or country pride. Volunteers also report mixed degrees of support from family members, ranging from pride in the volunteer’s involvement to a lack of interest or knowledge in the volunteer’s experiences. Regardless of the type of interaction within the family, individuals still had a desire to participate in anti-human trafficking volunteerism. Furthermore, throughout the interview process, many of the volunteers were continuously shaping the meaning of their volunteerism through dialogue with the researcher. It can be concluded that multiple meanings and motivators exist for anti-human trafficking volunteers and that this understanding may develop or change throughout the process of volunteering and through dialogue with others. Within the findings of this study, the researcher was able to generate implications for individuals, families, and institutions or organizations that utilize volunteers to combat human trafficking.Item Response to intervention and school leadership(1/31/2020) Paschall, Melody C; Myers, Diane; Pemberton, JaneThe purpose of this study was to examine Response to Intervention (RtI) implementation in schools from the campus administrator’s point of view, exploring components and critical factors that influence the process. The significance of the study is to provide an extension point to determine if there are trends in the RtI implementation process regarding the components in relation to school leadership’s perception and experience. A web-based survey was administered to a large group of assistant principals and principals (N = 564) in 211 school campuses in grade levels K-12. Of the 564 administrators, 157 responses were obtained. The survey consisted of 20 Likert-type items that addressed the school administrator’s knowledge and implementation of the RtI process. The components surveyed were universal screening, progress monitoring, tiered instruction, and data-based decision making. Within each component, five questions were asked about the administrators’ knowledge of the purpose, resources and support, time for implementation, training, and the component of linguistic and cultural responsiveness regarding the RtI process was asked across all the sections. The results of the t tests on the data compared elementary to secondary administrators’ perceived knowledge on four components of RtI, including the fifth component, linguistic/culturally responsive evaluated as a separate question. Three of the 20 questions with a confidence level of 95%, comparing the elementary and secondary administrators, showed no differences in knowledge. For the remaining sixteen questions, the t-test results indicated a significant difference in the means for the responses between the elementary and secondary administrators. There was a higher correspondence of agreement among elementary administrator responses on all components regarding the questions as compared to the secondary administrators’ responses. The results can assist future researchers and practitioners when evaluating the RtI process in public school settings regarding training needed to support school leaders. The study also has the potential to guide further research needed for school administrators to be able to more effectively use the RtI process to identify students at-risk of mastering grade level standards. By using the RtI process more effectively and closing education gaps for students, there is potential for fewer special education referrals on campuses.Item Financial literacy: Are young adults well equipped to face the current economic world?(1/7/2019) Ramoni, Francisca A; Armstrong, JoyceABSTRACT FRANCISCA A. RAMONI FINANCIAL LITERACY: ARE YOUNG ADULTS WELL EQUIPPED TO FACE THE CURRENT ECONOMIC WORLD? DECEMBER 2018 Previous studies focused on college students and the misuse of credit cards. This study focused on the importance of financial literacy to the well-being of young adults. This study examined the overall financial literacy of young adults using quantitative data from a diverse sample. The sample of 150 young adults was obtained from four faith-based churches in the Dallas Fort Worth Metropolitan area. The population group was limited to 18-25 years of age, who had just finished (a) high school and entering college or attending college, (b) never married, and (c) no dependents. The data were collected using a financial literacy questionnaire. Specifically, the study examined financial knowledge, financial influences, financial attitudes, and financial behaviors as compared by gender and income. Social learning theory, theory of consumer socialization and financial socialization were used to explore this study. The study utilized two instruments a comprehensive questionnaire from the Organization for Economic Co-Operation and only one section of the College Students’ Financial Literacy Survey (CSFLS). The Young Adult Financial Literacy Questionnaire is inclusive of two survey instruments which was organized by the researcher and included Development/International Network on Financial Education (OECD/INFE) questionnaire was designed to measure financial behavior, knowledge, and attitudes, while the College Students’ Financial Literacy Survey (CSFLS) was designed to measure the influences that may affect young adults’ financial literacy. The findings of this study found no significant differences between attitudes and behaviors as compared by gender and income. However, the study found micro-level influences of financial knowledge, parental influence, financial documents, and financial goals specifically with gender. Females were more likely to have a higher financial knowledge while males were more likely to have a budget. Females were more likely to have higher financial knowledge while males were more likely to have a budget. Both females and males reported that they kept receipts/copies of financial documents such as major purchases, minor purchases, bank statements, housing, rent or mortgage payments and tax records. The results of the study provided recommendations about promoting financial literacy by parents, educators, policymakers, and financial professionals.Item Caribbean immigrant parents' cultural perspectives on preparing their children for kindergarten(1/7/2021) South, Suzan Antanya; Snider, SharlaABSTRACT SUZAN A SOUTH CARIBBEAN IMMIGRANT PARENTS’ CULTURAL PERSPECTIVES ON PREPARING THEIR CHILDREN FOR KINDERGARTEN DECEMBER 2020 Early learning and transition into kindergarten are paramount to children’s development. Parent involvement also plays a crucial role in the experience. Parents being the first teachers for their children, develop and acquire expectations essential to developmental domains, and education. A transcendental phenomenological study explored Caribbean immigrant parents’ cultural perspectives on preparing their children for kindergarten. Parents shared experiences that reflected their prior and current knowledge about preparation process, learning, and the school system in general. The experiences created a balance in the changes and transitions that occurred during the preparation. The study focused on understanding and describing cultural perspectives critical to Caribbean immigrant parents’ lived experiences in the United States. Data collected through in-depth interviews captured parents’ experiences. Data analysis used the four steps of philosophical phenomenological method (a) Epoche, (b) Phenomenology Reduction, (c) Imaginative Variation, and (d) Synthesis. Four major themes emerged from the participant’s representation of their cultural perspectives. The four themes include: (a) balancing expectations, (b) developing relationships, (c) investing in your child’s education, and (d) creating lifelong critical thinkers. These findings demonstrate that parents’ cultural differences, values, and perspectives play a crucial role in preparing, developing, and promoting children’s early learning. Overall, being knowledgeable about Caribbean immigrant parents’ preparation process is instrumental in shaping future research in this area.Item Voices of youth: Listening to the perspectives of youth about positive youth development, a mosaic approach(1/8/2018) Brown, Ragan M.; Petty, Karen; Armstrong, Joyce; Moore, LinThe purpose of this qualitative study was to listen to the voices of youth ages 9-12 about environmental contributors or resources that influence their positive youth development. An adapted version of this Clark and Moss (2011) participatory research method, the mosaic approach provided youth an opportunity to use their voice to provide insight to research. Bronfenbrenner’s ecological systems theory and Bandura’s self-efficacy component of the social learning theory were established the theoretical construct that framed this study. Eleven participants from the southwestern region of the United States illustrated their daily life encounters through interviews, photographs, and artifacts. The participants were between the ages of 9-11 and were considered co-researchers. The researcher’s field notes were also used. One interview question created a foundation for participants to provide open-ended responses. Triangulation of interviews, photographs, artifacts, and field notes revealed three themes describing what influenced youth and what they valued. The three themes were 1) interdependent relationships 2) opportunities for risk taking and 3) humanitarian contributions. Implications for early education professionals, parents, and youth programming professionals were offered as well as recommendations for future research.Item An investigation of the implementation of the greeting circle to promote social and emotional skills in pre-kindergarten children(1/8/2020) Murphy, Pamela A.; Moore, LinThe research study investigated the effectiveness of the implementation of the Greeting Circle to promote social and emotional skill development in pre-kindergarten children. The participants in the study were nine pre-kindergarten teachers from three campuses in a charter school district. This research study utilized a phenomenological mixed methods approach. The qualitative data was collected to support the quantitative data. Qualitative data was collected using focus group interviews. Quantitative data included the Children’s Learning Institute Progress Monitoring Tool (CLI) (University of Texas Health Science Center of Houston, 2017) Social and Emotional Behaviors Checklist and the Classroom Assessment Scoring System (CLASS) (Pianta, La Paro, & Hamre, 2008). Classroom quality was measured by the CLASS observations in the fall and spring. There are three domains in the CLASS scoring system: Educational Support, Instructional Support, and Classroom Organization. Mean scores for Emotional Support and Classroom Organization increased, while there was a decrease in mean scores for Instructional Support. Changes in scores from fall to spring were not significant. Children’s social and emotional skill development was measured using the CLI Progress Monitoring Tool. The CLI was used by the pre-kindergarten teachers to score the children’s skills across five dimensions: Positive Social Behavior, Classroom Community, Regulation, Self-Care, and Approaches to Learning. The fall and spring scores for each of these dimensions were used in the analyses. Additionally, data based on the Social and Emotional Behaviors totals were used to determine the overall progress in social and emotional skill development for boys and girls. The children made significant gains in mean scores in four of the dimensions. Self-Care scores increased but not significantly. The total mean scores for Social and Emotional Behaviors increased significantly. Multiple regression analysis was used to determine the best predictors of the spring Social and Emotional Behaviors total scores. The independent variables included the CLASS domain scores, the teachers’ years of teaching, and children’s gender. None of the variables were found to be significant predictors. Focus group interviews were conducted with pre-kindergarten teachers at each of the campuses. Teachers described their experiences with implementing the Greeting Circle. The focus groups interviews were audio-recorded and transcribed by the researcher. Based on several readings of the transcripts, four themes emerged. These themes were supplementing curriculum, use of strategies, challenges, and successes.Item Student success in advanced academics: Identifiers and predictors(10/17/2019) Hollis, Savannah; Malone, PeggyResearch indicates improved academic performance and higher college attendance rates for students participating in advanced courses in high school (Shaw et al., 2012). Advanced academic programs may also build human capital while preparing students for college by exposing them to higher level curriculum and teaching time management skills (Klopfenstein & Thomas, 2009). Unfortunately, due to the continued underrepresentation of minority and low-income students, these programs have developed reputations for being too exclusive (The Broad Report, 2013). Furthermore, it is argued that students capable of excelling in advanced academics courses fail to be appropriately identified as high achieving and do not participate. An expanded literature review will focus on the impact of access, student preparedness prior to enrollment in advanced classes, and the social-emotional needs of advanced students. As the two largest advanced academic programs, most data pertains to the College Board’s Advanced Placement Program and the International Baccalaureate Diploma Program.Item Help seeking behavior in multicultural communities(10/22/2018) Mohsin-Dhanani, Sheeza; Norton, Aaron, Ph. D., LMFTThe study examined Help-Seeking likelihood and its association with Islamoprejudice and self-stigma in faith groups. Statistical analysis was completed to assess the effects of stigma against Help-Seeking Behavior. The perception of Islamoprejudice in Christian, Agnostic, Atheist and Muslim Americans was studied. The study looked at the perception of Islamophobia and its association with help-seeking likelihood behavior for the Muslim participants. Data was collected using various personal contacts and crowdsourcing tool Prolific (Peer, Samat, Brandimarte, & Acquisti, 2016), only from participants who live in the United States.Item Baby talk: Decision making conversations about first-time parenthood(10/25/2018) Shade, Kara M.; Buckley, Rhonda R.This study explored how 214 participants discussed, decided, and planned for first-time parenthood with their partners, and how conflict influenced that process. As predicted, higher scores on the communication danger signs scale were associated with lower perceived partner reciprocity and relationship dedication scores in general. Specifically, reciprocity and dedication were both significant predictors of constructive communication during participants’ decision making conversations about first-time parenthood. Reciprocity was the only significant predictor of self-demand/partner-withdraw (SDPW) behavior, and decision making self-esteem, dedication, and reciprocity were all significant predictors of partner-demand/self-withdraw (PDSW) behavior during these talks. Findings have implications for relationship educators and therapists, as protective factors were identified that may buffer couples through these often emotionally-charged discussions about first-time parenthood, which have the potential for heightened conflict, uncertainty, and stress.Item Implementing the flipped classroom in principles of biology to determine effects on student academic performance.(10/3/2018) Gardner, Kacee; Westmoreland, SandraThe purpose of this study is to determine the effects of using the flipped classroom model on academic performance as opposed to using a traditional lecture style method. Moreover, this study examines if lower achieving students perform differently than high achieving students when the flipped model is implemented. Researchers used the 2015 fall semester as a control year and all topics in Principles of Biology at Texas Woman’s University were taught using traditional lecture. In the 2016 fall semester, two topics in Principles of Biology were taught using the flipped classroom model. Data from consenting participants were used from identical pre-and post-tests administered in both semesters. Results indicated that there was no significant difference in academic performance on the two topics taught traditionally in 2015 and using the flipped model in 2016. However, in 2016, participants did perform significantly better on test items taught traditionally as opposed to those taught using the flipped model. Results also indicated that lower achieving students improved at a significantly higher magnitude on topics taught using the flipped classroom model than did high achieving students.Item Reflections of the heart: An autoethnography of a literacy leader's online identity construction and change(10/3/2018) Dollar, Tamra R.; Watson, Patricia A., 1954-Educational blogs, or edublogs, are ubiquitous in today’s society. National literacy organizations such as International Literacy Association (ILA) and National Council of Teachers of English Language Arts (NCTELA) post literacy resources and teaching tips on a daily basis. In 2013, the researcher became a contributor to this growing body of literacy knowledge with the creation of an edublog, Confessions of a Literacy Coach. In 2018, Google analytics confirmed Confessions of a Literacy Coach was visited by over 100,000 people from every continent, in over seventy-eight countries, and was routinely accessed by teachers, administrators, and other professionals. This qualitative study explored the researcher’s online identity construction and change as reflected in the edublog. Using autoethnography methodology, the researcher gave a highly personalized account to describe the insights gained from this journey. Through systematic analyzing, reflexive journaling, and support by artifacts, the researcher identified ways childhood experiences and beliefs shaped the message and tone of edublog entries, or posts. Furthermore, the researcher unexpectedly discovered how the social media site, Twitter, created a Community of Practice (CoP) among educators, curriculum directors, and district administrators when edublog posts became the topic of Twitter chats. Insights gleaned from the autoethnography will contribute to ongoing conversations about identity construction among veteran and novice teacher bloggers.