TWU Dissertations & Theses

Permanent URI for this community

https://hdl.handle.net/11274/8821

Browse

Now showing 1 - 20 of 5511

The relationship between literacy coaches' theoretical orientations and the content of their coaching
(Texas Woman s University, 02/12/2014) Hansen, Bernadine Marie
The purpose of this study was to examine how literacy coaches' theoretical orientations relate to the content of their coaching. More specifically the Theoretical Orientation Reading Profile (TORP) instrument was used as a base to establish the participant reading orientation, along with recording literacy coaches coaching statements during a simulated and live coaching event. This study addressed the following question: How do literacy coaches' theoretical orientations relate to the content of their coaching? The study involved a collective case study of six literacy coaches. The six literacy coaches each completed the TORP survey. Individually six literacy coaches observed a simulated video of a small emergent reading group. Following the observation of the simulated video each coach discussed how they would coach the teacher. Two of the literacy coaches also observered a small group reading lesson on their campus following the observation of the live coaching event the literacy coach coached the classroom teacher. The literacy coaches reading orientation according to the TORP established a skills, phonics, or whole language orientation to teaching reading. Following the simulated and live coaching, the coaches coaching transcripts were coded were coded for skills, phonics or whole language statements. Findings revealed that the literacy coaches' theoretical orientation to reading according to the TORP was closely matched to their coaching statements. Five of the six literacy coaches TORP range of skills orientation matched to their skills coaching statements during the simulated coaching. One of the literacy coaches TORP range of phonics orientation did not match her skills coaching statements; however, according to DeFord phonics and skills orientation have similarities. The findings from one literacy coaches TORP range of skills and her live coaching statements of skills was a match. The second literacy coaches TORP range of skills and her live coaching statements of whole language were not a match; however, according to DeFord skills and whole language have similarities. In DeFord's (1985) research of the TORP she found that phonics, and skills, skills and whole language had similarities. She did not find any similarities to phonic and whole language. In this study the two to the participants had phonics and skills similarity, and skills and whole language similarity. In addition, it appeared overall the literacy coaches' theoretical orientation to reading seemed consistent to their coaching statements.
Building scientific literacy/(IES): a cross-case analysis of how multimodal representations are used to make meaning during scientific inquiry
(Texas Woman s University, 03/09/2014) Shannon, Christa
This study used a Social Semiotic framework to describe the nature of multimodal textual representations created by fourth grade students in a small rural Texas school district south of Dallas in order to answer the question: What is the nature of the multimodal textual representations created by fourth grade students during the scientific inquiry process? Results of the cross case-analysis of the students' digitally recorded reflections, their multimodal representations, and my field notes and personal reflections as a teacher-researcher were indicative of five major themes. Representations created by the students: (a) were supported by scientific learning communities; (b) demonstrated varying abilities to collect both qualitative and quantitative observations; (c) utilized a variety of graphic organizers to communicate/represent scientific information; (d) were influenced by previous instruction and experience; and (e) showed development over time. These findings suggested the need for changes in the learning environment and pedagogy of science as teachers provide environments that support the development of learning communities; provide multiple opportunities for students to make both qualitative and quantitative observations during scientific inquiry; provide explicit instruction into the semiotic tools used by professional scientists to communicate/represent meaning; and allow students the opportunity to reflect, critique, and discuss their representations so that they can learn to be more competent and fluent representors of scientific knowledge. Recommendations for future research included: learning more about the way learning communities scaffold the learning process during scientific inquiry; understanding the best practices for helping students to learn how to make qualitative and quantitative observations of the world around them; describing the best practices for teaching students to be multimodal designers of scientific knowledge;examining the effect of previous instruction on the multimodal representations created by students; and learning more about how to best develop the students representational competency in science.
Middle school student perceptions of school lunch following revised federal school meal guidelines
(03/12/2014) Kjosen, Maria; Moore, Carolyn E.; Cullen, Karen; Warren, Cynthia
Since the revisions to the school meal guidelines in 2012, few studies have assessed student perceptions about school lunch. During the 2012-2013 school year, 1,867 middle school students (grades 6th, 7th, and 8th) in the Houston, Texas area completed questionnaires regarding various aspects of school lunch. The questionnaires examined if perceptions of school lunch differed based on gender, grade level, income, or frequency of eating school lunch. Analysis of variance was used in the analyses. Sixth graders (more than any other grade) reported greater satisfaction for meal perceptions (including taste, presentation, and variety) (P < .001), while students from low-income schools reported less satisfaction in this category (P< .001). Sixth graders, and boys, were significantly more likely to report selecting and consuming fruits, vegetables, and whole grains (P < .001, P < .05 respectively). Finally, students from low-income schools, and students who consumed school lunch more frequently were more satisfied with staff attentiveness (P < .001, P < .001 respectively). The most popular reason for eating school lunch was "I am hungry". These results demonstrate the need for further investigation and intervention in order to accommodate the varying student perceptions of school lunch.
Self-to-community collaborations: Women of color interconnecting through zines
(05/12/2014) Salinas, Daisy; Beins, Agatha, 1976-; Phillips, Danielle; Sahlin, Claire L. (Claire Lynn), 1961-
This thesis is an examination of how women of color navigate their multiple identities in zines, which are informal, hand-made publications that are produced and distributed by people who make them. I argue that through their zines women of color zinesters incorporate self-to-community collaborations, which is a process of sharing pain with others in order to pursue healing and a global interconnectivity. While some zine scholarship addresses the ways that zinesters resist marginalization, much of scholarly work about zines does not include meaningful racial analysis. In my methodology I use in-depth textual investigation of three zines and autoethnographic analysis to address this gap. This is important because many women of color use zines to present their struggles associated with racism, sexism, abuse, and culture and analyzing zines allows us to see how marginalized individuals share their oppression and form interconnected communities.
A retrospective study to identify unique contributors to falls in hospitalized adult hematology patients
(1/10/2020) Mbango, Catherine; Toms, Robin
A fall may be defined as an event that results in a person coming to rest inadvertently on a lower level surface or an unplanned descent to the floor with or without injury. Fall prevention is a concept associated with hindering a fall from happening through advance care planning or action. The body of knowledge on falls, risk factors, consequences, and prevention originates from studies of older persons who have experienced a fall. The medical community has made several efforts toward fall risk assessment with an emphasis on prevention of the reoccurrence of falls, but this approach could potentially skew attention away from initial fall prevention efforts. The purpose of this retrospective case-control study was to identify unique contributors to falls in hospitalized adult cancer patients with a hematologic diagnosis. Falls in this population are a great safety concern for nurses and other healthcare providers. Patients with hematologic disorders are at an increased risk of sustaining an injury due to their low platelet counts resulting from chemotherapy and radiation treatments. Patient falls, and patient falls with injury are healthcare outcome measures that are currently being used to evaluate the quality of hospital nursing care, and are an integral part of the National Database of Nursing Quality Indicators (NDNQI). The Centers for Medicare and Medicaid Services no longer reimburses hospitals for in-hospital falls with injury, therefore, placing a greater burden on nursing staff to ensure patient safety through the development of nurse-driven fall prevention strategies, and the implementation of risk reduction plans of care. A total of 94 electronic medical records, which served as the primary sources of data were reviewed in this study and data on ten independent variables and one dependent variable were analyzed. Simple logistic regression between continuous variables and one dependent variable, and cross-tabulation between categorical variables and the dependent variable was used to analyze study results. Stepwise logistic regression was utilized for the final analysis of data. The relationship between fall incident and fall risk assessment score on admission was significant, X2 (1) = 6.153, p<.013, Cramer’s V = .256. Additional research is planned for generalizability.
Capability beliefs to access research-based knowledge in emergency department registered nurses who provide direct care: A two-group randomized control trial
(1/11/2019) McKinney, Ivy; Dello Stritto, Rita A.
The purpose of this study was to examine the effect of an evidence-based practice video on capability beliefs of emergency nurses to access research-based knowledge for everyday practice. A randomized, two-group, experimental design was implemented using a sample of 260 emergency department (ED) nurses. The experimental group consisted of 147 nurses, each of who viewed the intervention video, which demonstrated user-friendly ways to access research-based knowledge. The remainder of the participants viewed an unrelated video. Confidence levels were measured using the Evidence-Based Practice Capability Beliefs Scale (EBPCBS) post intervention. For inferential findings, data was analyzed using Independent T-tests and Mann-Whitley U. Descriptive statistics and p-values were compared and Chi-square statistics were used. The setting for data collection for this study was online via a link to a survey in PsychDATA. Convenience sampling using a peer-referral strategy was used to recruit participants. Demographic information was obtained following completion of the survey. There were statistically significant differences (p< 0.05) between the randomized groups for each survey question, as well as overall confidence levels. Confidence levels were measured as mean scores for the six questions on the EBPCBS, with the intervention group consistently scoring higher. Descriptive statistics for the sample found no significant differences between the two groups based on demographic data. The ED nurses, who viewed the intervention video, reported significantly higher confidence levels (M = 3.00, SD = 0.63) to access research-based knowledge, when compared to ED nurses who viewed an unrelated video group (M = 2.51, SD = 0.98). Key words: evidence-based practice, research-based practice, research-based knowledge, capability beliefs, nursing best practice, nurse decision-making.
The impact of climate change on African American communities
(1/12/2021) Diggs, Mallaya J; Hoye, Timothy
African American communities are experiencing the serious effects of climate change on a nationwide level. The researcher examines in detail the hardships which have been endured by the African American community, including the degradation of their environment, health, economic stability, and general well-being. These concerns remain an ongoing issue because African Americans are without a voice on the national stage. This study aims to verify that climate change, whether caused by natural or human means, has had a significant impact on African American communities. Change is required to promote environmental equality for all who have suffered from, and continue to be affected by, the aftermath of natural disasters. This thesis will identify what climate change is and how it originated in order to understand the effects it has had on society, particularly African Americans. This study will identify the criticism of climate change that disregard climate change is part of the problem. The study will research other global experiences with addressing climate change of regions that have similar problems to those of African American communities in the United States. The purpose of the researcher’s stance is to understand what the United States can extract, gain, and lose. The study will argue that the focus of the United States government is not on climate change or its effects on minority communities. On the contrary, the effects of climate change in the community are downplayed by the media, not taken seriously, or not addressed to the extent they should be. At present, the struggle for addressing this problem remains the responsibility of local communities that still need more political and governmental support. To test this hypothesis, due to the COVID-19 quarantine, an online survey was taken from a national poll of one thousand African Americans to capture their responses regarding the effects of climate change. The researcher also used graphs and research studies conducted by other institutes to support the hypothesis that African American communities are disproportionately affected by climate change. These results suggest that climate change does impact the African American community, and that without the U.S. government enacting effective climate change policy, the problems are likely to persist. African American communities can only rely on non-profit organizations to help their communities deal with the consequences of climate change and to promote change and equality when disaster strikes.
Calcium-dependent global chromatin compaction protects DNA from UV inflicted damage
(1/13/2020) Abbas, Mohammad M; Bergel, Michael
Eukaryotic genomes are packaged into chromatin, which is the physiological substrate for all DNA-mediated functions, including DNA damage repair. At the DNA damage site, chromatin organization undergoes critical rearrangements during the repair process. These rearrangements around the lesion sites accommodate at least three steps: providing access to the repair factors, repair, and restoring the DNA’s pre-lesion. chromatin architecture. However, the global changes to chromatin after UV-irradiation were less explored and understood. To investigate the relationship between chromatin condensation and UV irradiation, HeLa-S3 cells were irradiated and subjected to micrococcal nuclease digestion analysis. The results showed that chromatin globally commenced compaction five minutes after UV-irradiation. Twenty-four hours after irradiation chromatin returned to the pre-UV steady-state. Southwestern blots showed that cells were irradiated twice at 15 J/m2 with a five minutes break had a significantly lower cyclobutane pyrimidine dimers (CPD) and DNA (6-4) photoproduct (6-4PP) rate in comparison to cells subjected to 30 J/m2, and had no significant difference from cells irradiated with a single dose of 15 J/m2. Western blot analysis demonstrated a post-UV core histone deacetylation wave which followed the chromatin condensation. Western blots analysis of caspase-3, which is activated in apoptotic cells both by extrinsic and intrinsic pathways, showed no caspase-3 activation after five and ten minutes post UV-irradiation. Here, we demonstrate that an environmental genotoxic agent, UV radiation, causes immediate and global chromatin compaction in HeLa cells and this compaction results in a robust reduction in the newly formed lesions. Our data suggest an influx of calcium cations after UV irradiation is directly involved in inducing chromatin compaction.
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, Brigitte
The 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.
Employee's experiences of work: Emotional, cognitive, social, and personality factors
(1/19/2021) Kosak, Kortney; Scott, Shannon
Often affective influences in organizational research link to workplace behaviors. In this study, we examine several relationships between critical variables that have been missing within workplace literature. The current study examined how dispositional factors (i.e., susceptibility to EC and personality), affective (emotional) factors, and workplace performance factors (i.e., in-role and extra-role) predicted organizational outcomes (i.e., affective commitment AC and task effectiveness TE). All of these factors predicted positive workplace outcomes. However, workplace changes in the early stages of COVID-19 did not add any additional predictive ability.
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.
An exploratory study of reflective journaling in a college composition I course
(1/2/2019) McMillin, Jennifer Lynn; Scott, Gray
This exploratory study investigates the impact of directed reflective journaling in a first-year college English Composition course. Student reflections were analyzed for self-regulatory behaviors, evidence of skills associated with course objectives, and writing skill development. Changes in self-efficacy perceptions were analyzed using pre- and post- self-efficacy surveys. It was found that self-regulatory behaviors can be encouraged through reflective journaling and that self-efficacy attitudes were impacted positively as a direct result of the self-regulatory activities. The journaling task met two of the English Composition core objectives (interpretation and evaluation) and students demonstrated gains in writing fluency, conventions, and word choice. Student and teacher perspectives of the reflective exercises are given along with recommendations for future implementations and research.
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, Jane
Higher 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.
The lived experience of fathers caring for their child with cystic fibrosis
(1/2/2019) Shardonofsky, Jana; Cesario, Sandra
Cystic fibrosis (CF) is a life-shortening genetic disease with many treatment requirements that necessitate the participation of a caregiver, especially if the patient is a child. Most studies of the quality of life of caregivers of children with CF have focused on the mental health of mothers, reflecting a biased underlying assumption that mothers are the primary caregivers. The aim of this study was to explore the experience of fathers caring for a child with CF. Twenty fathers of children with CF were studied by use of a semistructured interview using Husserl’s descriptive phenomenology. Six themes emerged from the interviews: feeling overwhelmed, feeling isolated, experiencing altered family dynamics, actively seeking resources, experiencing financial strain, and feeling hope. Fathers of children with CF reported distressing experiences in connection with their child’s diagnosis of CF and during the course of their child’s disease, but they also a had strong feelings of hope for the future.
Mathematics teachers and the inclusion of students with mathematical learning disabilities
(1/2/2020) Steffek, Edward Frank; Myers, Diane
This 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.
Exploring hematology oncology nurses experiences of moral distress using a grounded theory approach
(1/2/2020) Buitrago, Joaquin A; Freysteinson, Wyona M.
Moral distress is historically defined as occurring when an individual knows the right thing to do, but due to institutional or interpersonal constraints, is unable to do it. Moral distress is associated with increased burnout and turnover for healthcare professionals and potentially even adverse outcomes for patients, all of which are costly for healthcare systems. Moral distress is most prominent in emergency room, intensive care and oncology nurses, with most studies focused on nurses in the emergency and intensive care settings. While moral distress has been broadly defined for oncology nurses there is a dearth of information specific to hematology-oncology nurses, for whom extended length of stay related to treatment and related toxicities may influence the contributing factors to their experience of moral distress, distinct from those experienced by emergency and intensive care nurses. This qualitative study applied a Grounded Theory approach to explore hematology-oncology nurses’ experience of moral distress. The use of constant comparison techniques within this methodology allowed for exploration and identification of patterns of moral distress in this unique nursing population and relationships between those patterns. These insights informed what contributing factors to moral distress may be similar to or distinct from those experienced by nurses in other specialties. The identification of these contributing variables informs more robust theoretical models and can guide the development of interventions specific to the hematology-oncology nursing community.
Diet quality, inflammation and affective reactivity in mental health
(1/20/2021) Obrien, Amber Elizabeth; Scott, Shannon
There is growing evidence for the influence of diet, inflammation and affective reactivity on mental health. It is important to consider whether diet quality impacts expression of anxiety and depression symptoms. Inflammation has been linked to mental health, yet the relationship is ambiguous. For example, the link between inflammation and depression only appears to exist for a subset of individuals. Differences in affective reactivity are also linked to anxiety and depression, however the role affective reactivity plays is unclear. Although anxiety and depression are often co-occurring conditions, they may have distinct relationships with diet, inflammation and affective reactivity. To distinguish whether anxiety and depression have different biopsychosocial influencers, we separate them into two regression models. We seek to clarify whether diet, inflammation and affective reactivity are determinants of anxiety and depression symptoms. Methods Using data from the Midlife in the United States study (MIDUS), including two sample groups representing a predominantly European American sample (Sample 1; S1) and a predominantly African American sample (Sample 2; S2), we perform multiple regression analyses to examine the biopsychosocial influences of diet, inflammation and affective reactivity on anxiety and depression. Overall diet quality is scored using an adaptation of the Alternative Healthy Eating Index 2010 (AHEI-2010), on self-report of average intake of fruits and vegetables, fish, non-meat protein, high fat meat and sugar sweetened beverages. An inflammation summary score is calculated including C-reactive protein (CRP), fibrinogen, E-selectin, tumor necrosis factor alpha (TNF-⍺), and interleukin 6 (IL-6) and interleukin 8 (IL-8). Affective reactivity is measured from corrugator supercilii activity (COR) in response to pictures from the International Affective Picture System (IAPS). A recovery residual is calculated to specifically highlight COR after picture presentation, controlling for initial response differences during picture display. Depression and anxiety symptoms were measured using the Mood and Symptom Questionnaire Short Form (MASQ-SF). Results. Multiple regression analyses for S1 and S2 were conducted separately. Multiple regression results for S1 indicated that neither diet, nor affective reactivity were able to predict depression or anxiety. However, age was a significant predictor of depression and anxiety for S1, with younger age predicting more depression and anxiety. While controlling for age and income, inflammation was also a significant predictor of anxiety for S1. Affective reactivity was able to predict depression and anxiety for S2, showing an inverse relationship. Also, better diet quality predicted more anxiety for S2. Conclusion. Results from this study suggest that anxiety and depression should be considered separately when examining their biopsychosocial influences. A key finding in this study is that biopsychosocial factors predicting depression and anxiety may differ for individuals of different race groups. S1 is a predominantly European American sample group with higher income, while S2 is a predominantly African-American group with lower income. For S1, younger age and higher inflammation were significant predictors of anxiety. However for S2, better quality diet and lower affective reactivity were significant predictors of anxiety. Concerning depression, younger age was the only significant predictor for S1, and lower affective reactivity was the only significant predictor for S2. These results have implications for understanding the unique biopsychosocial influences on depression and anxiety for individuals from different race groups.
Exploring family strengths and family social capital through parents who completed an attachment-based couples training
(1/21/2020) Ryan, Jennifer; Hwang, Shann Hwa
Using 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.
An investigation of rhythm reading practices in Texas middle school choirs
(1/22/2019) Morgan, Shelby; Baker, Vicki D.
The purpose of this study was to investigate rhythm reading instructional practices used in the middle school choral classroom. The study included an assessment of the amount of time spent on rhythm instruction per week, an examination of choral sight reading method books and pedagogical techniques employed, and the rhythm counting system used. A link to a researcher-designed survey was emailed to current Texas middle school choral directors and 129 responded with a response rate of 15%. Questions addressed demographics, teaching experience, musical training, and teaching methodology. Analysis of popular choral methods books showed that most of the available literature support a separation of pitch and rhythm during instruction. Results of the survey indicated that time spent on rhythm instruction and the pedagogical approaches used varied greatly among middle school choral directors. Further, many participants had not received rhythm training in middle school or high school choir. Recommendations for future research include a study of band and orchestra rhythm instructional practices and how they could be adapted for the choral classroom. Additionally, investigation into rhythm pedagogy presented in university choral methods classes could provide possible solutions to raising the level of rhythmic aptitude among middle school and high school choral students.
Obstetric procedures and childbirth: Educated women's perceptions of patient autonomy
(1/22/2019) Faglie, Tanya; Sadri, Mahmoud
Research suggests that women who are subjected to an increased use of obstetric interventions and standard procedures may have a diminished perception of their decision-making ability during childbirth. To identify the extent to which women believed they maintained their decision-making power in childbirth, female students at Texas Woman’s University, who have given birth, were surveyed through an online questionnaire containing closed-ended and open-ended questions, designed to measure perceptions of autonomy, and were analyzed for themes pertaining to autonomy and consent. The main finding of this study is that there is a discrepancy between what women report (diminished autonomy) and what they assert (a perception of satisfaction with their medical care). The results of this study point to the existence of an “ideology” of expert authority that is operative in the obstetric practice in the United States. These results are analyzed through theories of hegemony, hygienic regime, embodiment, and metaphysical violence.

Browse

Browsing TWU Dissertations & Theses by Issue Date

Results Per Page

Sort Options