2017 Theses and dissertations

Permanent URI for this collectionhttps://hdl.handle.net/11274/13269

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Parents' perceptions of their involvement in their children's education and their future expectations
(11/10/2017) Morales, Sandra Ivette; Moore, Lin; Armstrong, Joyce; Brown, Melissa McInnis
This study examined (a) how parents perceived their roles and participation in their child’s education, (b) how schools invited parents to become involved, (c) parents’ knowledge, skills, time, energy, and involvement activities, (d) mechanisms of involvement such as modeling, encouragement and reinforcement to support their children’s education, and (e) parents’ future expectations for their elementary school children attainment. Bronfenbrenner’s bio-ecological systems theory (1977), Epstein’s model of School, Family and Community Partnerships (2009), and Hoover-Dempsey’s and Sandler’s (1995, 1997) model of Parental Involvement were used to understand the perceptions of parents. A descriptive research design utilized a convenience sample of volunteers. Participants included 355 parents and guardians of students who were enrolled in Pre-Kindergarten through fifth grade at two public elementary schools in a large urban school district located in North Texas. A questionnaire developed by Hoover-Dempsey and Sandler (1995, 1997) was used to collect data from parents regarding their perceptions of involvement in their children’s education. Future expectations were determined by responses to a question developed by Kim, Sherraden, and Clancy (2012). A multinomial logistic regression analysis identified the factors that best predicted the parents’ future educational expectations for their children. The findings revealed that parents held positive perceptions of the importance of their participation in their children’s education and high expectations for their children’s future educational attainment.
The family reentry experiences of previously incarcerated mothers: A qualitative study
(12/21/2017) Sherman, Grace; Brock, Linda J.; Hwang, Shann Hwa; Ladd, Linda, Ph. D.
The purpose of this qualitative study was to use a phenomenological approach to gain an informed perspective on the lived experiences of formerly incarcerated mothers. An additional focus was given to what these mothers found to be strengths during this transition. Utilizing a family systems framework, semi-structured interviews were completed with 14 mothers experiencing reentry. All interviews were audio-recorded and transcribed verbatim by the researcher. The transcriptions were then categorized and analyzed for emerging themes. Findings included four themes and subsequent subthemes: (1) Reentry is Challenging: Preparation Before Release; Walking on Eggshells; Reentry Obligations; Financial Strain, Rebuilding Trust; (2) Motherhood is a Hindrance to Reentry: Reentry Obligations Versus Children’s Needs; Key Conversations With Children; Impact of Reentry on Children; and Maternal Guilt; (3) Motherhood is a Motivator for Reentry: Breaking The Chain; Children As Encouragement; and Not Giving Up; and (4) Strengths For Successful Reentry: Inner Strengths; Spirituality; Support Networks; and Reentry Services. Implications for policy are discussed and recommendations are offered for family therapists and other professionals working with this population and their families.
A descriptive phenomenological study of nursing student experiences of clinical data use in clinical rotations
(11/9/2017) Straughn, Marcia; Liu, Fuqin, 1977-; Lee, Mikyoung; Zeigler, Vicki
Clinical learning experiences are important opportunities for nursing students in that they gather and synthesize data of patients’ conditions, provide appropriate nursing interventions, and evaluate patient outcomes, applying their knowledge and skills learned from the classroom in real practice. In order to ensure quality clinical learning for nursing students, it is vital to hear the voices of nursing students on how they experience clinical learning, particularly with regards to clinical data use. This qualitative, exploratory approach was conducted, using descriptive phenomenology as the philosophical framework, through in-depth interviews with eighteen junior and senior baccalaureate nursing students at a large, public university in Texas. The interview data were analyzed according to Colaizzi’s method of descriptive phenomenological data analysis. Theme 1: Help Wanted was revealed in descriptions of needing or wanting help with using clinical data. Theme 2: Making Sense, included descriptions about ways that clinical data make sense and ways that clinical data assisted students in making sense in both clinical and classroom. Theme 3: Recognizing Usefulness emerged from descriptions of how clinical data was used or could be used. Participant descriptions of how clinical data in clinical rotations was related to communication illuminated Theme 4: Engaging in Communication. Descriptions of the impact of the assigned nurse on student experiences with using clinical data in clinical rotations resulted in the emergence of Theme 5: Nurse as Key Player. Lastly, Theme 6: Emotionally Charged, emerged from descriptions about emotional experiences related to experiences of clinical data use in clinical rotations. The thematic findings were reduced according to Colaizzi’s method, resulting in an exhaustive statement of description, and a descriptive statement of identification of the phenomenon of interest. The findings may be used to assist nurse educators in developing effective ways to help students use clinical data for effective clinical learning. Suggestions to achieve this aim include improved orientation for educators and nursing staff and emotional support for students. Policy development to address barriers to effective clinical learning and the development of the future nursing workforce remains an important strategy for supporting nursing students and their preparation for entry into professional nursing practice.
The rhetoric of public bodies: Resisting the norm/other binary
(11/7/2017) Johnson, Maureen; Lackey, Dundee; Busl, Gretchen Lynne; West, Genevieve; Thompson, Lou
This dissertation develops a methodology to re-examine how we consider the embodiment of individuals across intersections of identity categories. Applying a constellation of theoretical perspectives that combines rhetorical, Thirdspace, disability, decolonial, and feminist/womanist theories, the methodology, based on Thirdspace theories, decolonizes the binary approach to embodiment by suggesting that we all both/and rather than defined by norm/other categories, particularly categories related to gender and size. Looking at public bodies, who are celebrities with an established ethos related to their bodies, this project applies the methodology to Chris Pratt, Peter Dinklage, Chaz Bono, Laverne Cos, Mindy Kaling, and Melissa McCarthy. Through the application of the methodology, it becomes clear that these public bodies have changed the public perception through thoughtful representation of their embodiment. Rather than fitting neatly into binaries each of these public bodies represents a both/and approach to embodiment. In our modern episteme, we look toward public bodies as forms to be emulated, thus this methodology goes beyond the parameters of public bodies and can be applicable to all bodies in an effort to decolonize the body.
The effect of iodine supplementation on biomarkers of iodine status, thyroid function, resting metabolic rate, and body composition in women, 18-45 years of age
(12/21/2017) Panth, Pallavi; DiMarco, Nancy M.; Petterborg, Larry; Warren, Cynthia; Patterson, Mindy A.; Basiliadis, Margaret
The purpose of this dissertation was to investigate the efficacy of iodine supplementation vs. placebo, in reproductive-age women, 18-45 years, in improving iodine status, thyroid function, resting metabolic rate, and body composition in a six-month, randomized-double-blinded-placebo-controlled trial. Non-pregnant (euthyroid, normal thyroid stimulating hormone (TSH), mean=1.57mIU/mL) women were randomized into two groups: 12.5mg Iodoral® (IG, n=65) or placebo (PG, n=38). Assessments included iodine status determination (24-hr urine iodine (UI), %-iodine saturation (% IS), sodium-iodide-symporter-ratio (NIS), saliva and serum iodide concentrations), thyroid function (serum TSH, free-thyroxine (T4), and free-tri-iodothyronine (T3) concentrations), body composition analysis using Dual Energy X-ray Absorptiometry (DXA), resting metabolic rate (RMR) testing, and analysis of 3-day dietary records, health, demographic, and physical activity questionnaires. Analysis of the data revealed dietary iodine intake to be significantly below standard recommended dietary allowance (RDA) of 150 µg iodine/d for IG and PG at baseline and six months. For the first time, associations were observed between dietary iodine intake and body composition, with decreased dietary iodine intake being associated with higher body fat content (p<0.01). Iodine status indicators, 24-hr UI and % IS were also significantly below normal, indicating iodine deficiency in the study population. Although 24-hr UI and % IS for IG and PG showed an increased trend from baseline to six months, statistical significance was not observed for between and within group effects, indicating that a longer duration of supplementation may be needed to improve iodine status in deficient populations. Saliva iodide increased significantly in IG (p=0.041), and PG (p=0.013) at the end of six months; however, NIS ratio remained unchanged, indicating normal functioning of the NIS. Free-T4 increased significantly at six months in IG and PG (p<0.001), however other thyroid function parameters remained unchanged, indicating that the high dose iodine supplement may be better tolerated than expected. RMR significantly increased in IG and PG (p<0.001) at six months, and was positively correlated (p<0.01) with all body composition variables. Overall, participants demonstrated a generalized lack of awareness of iodine nutrition and the implications of iodine deficiency in reproductive-age women, indicating a significant public health concern that needs to be addressed.
Polyethylene glycol copolymer nanocarriers: Biocompatibility, uptake and intracellular trafficking in neurons
(12/20/2017) Veettil, Remya; Uphouse, Lynda; Hanson, Laura K.; Brower, Christopher; Ghosh, Santaneel
Spinal cord injury (SCI) causes neuronal death and leads to persistent loss of motor and sensory functions. Treatment of SCI is challenging as axon regeneration from damaged neurons is largely inhibited in the central nervous system (CNS). Moreover, targeting therapeutics to damaged CNS neurons is difficult due to barriers, including the blood brain barrier and injury-induced inhibitors of regeneration. This prompts the exploration of new treatment strategies for SCI. Due to their unique properties, nanomaterial-based drug delivery systems (nanocarriers) are promising excipients for targeted drug delivery to neurons. We have developed four types of nanocarriers and performed experiments to further optimize their potential use in SCI treatment. One of them is a polymer (PEG copolymer) encapsulated magnetic nanocarrier (PE-MNC) and was tested for its biocompatibility in a neuron model (PC12 cells), as well as in chick dorsal root ganglion (DRG) sensory neurons, cells that are damaged during SCI. We have performed time- and dose-dependent studies showing that treatment of up to 150 µg/mL PE-MNC for 72 to 96 hours does not affect the morphology and neurite outgrowth in DRG sensory neurons and neuronal cell line, as assessed using immunocytochemistry and confocal microscopy. The other three nanomaterial systems are surface functionalized nanocarriers (SFNCs) made of fluorescently-labeled PEG copolymers without the magnetic core. One system is derivatized by covalently-attached amino groups, producing SFNCs of 150 nm diameter (N150). The other two systems are functionalized with covalently-attached carboxyl groups, producing SFNCs with diameters of 150 (C150) and 750 (C750) nm. We have used these SFNCs to study the effect of nanocarrier size and charge in their clathrin-mediated endocytosis (CME), intracellular trafficking and uptake efficiency in neurons and glia, assessed using immunocytochemistry, confocal microscopy and live cell imaging. We have observed that, irrespective of size and charge, a portion of all SFNCs are internalized by CME in neurons, where they follow endo-lysosomal trafficking in B35 cells, but not in PC12 cells. Moreover, the efficiency by which SFNCs are taken up into cortical neurons is higher than that of glia, significantly for the uptake of C750 system. We conclude that modifying PE-MNC with C750 and/or N150 properties provides a potential nanocarrier for drug delivery to SCI-damaged neurons in vivo.
“Take her clothes off and bring her to me!": Examining the dialogic construction of women in Robert Altman's films
(12/15/2017) Green, Charlene Smith; Thompson, Lou; West, Genevieve; Fehler, Brian, 1976-
This research examines the women characters in Robert Altman’s feature films from 1967 through 2006. Considered one of the most influential American filmmakers of the late twentieth century, Altman’s career spans six decades and comprises thirty-six feature films. Critical scholarship about Altman’s films has generally focused on genre convention and corruptions; his use of large, ensemble casts and intertwining stories; his use of overlapping dialogue and multi-layered soundtracks; and, his recreation of a distinctly Altmanesque American cultural landscape. While some criticism has been devoted to the study of a few major female characters in Altman’s films, no comprehensive study of the Altman women characters exists. Moreover, much of the critical attention given to Altman’s female characters has been negative, such as that aimed at “Hot Lips” O’Houlihan in M*A*S*H. The film’s characterization and treatment of the character, as well as other women characters in that film, were widely criticized. Rather than focusing on a single character or film, however, this research examines Altman’s films as a unified body of work that share overarching themes about women in American culture. Moreover, the women characters in these films are examined through multiple critical lenses and theoretical frameworks, and are further contextualized against the cultural and social attitudes during the periods in which the films were created. Critical theories used in this study include Mikhail Bakhtin’s concepts of dialogism, reaccentuation, and heteroglossia; feminist film and literary theory; and, general film theory when necessary to examine the rhetorical effects of technology and the technological choices and practices of Altman in his filmmaking. The study is divided into three primary parts corresponding to specific periods and shifts in feminist thought. This study is relevant because it contributes to our understanding of Altman’s work as an American filmmaker and to our understanding of the roles played by film and visual literacy in our society’s construction of meaning. Moreover, by studying Altman’s films and the construction of female characters in his work, we can better grasp the dialogic relationship that exists between American audiences and the art – verbal and visual – the audiences help to create.
The impact of sex, bullying, forced sexual contact, and body dissatisfaction on depressive symptoms and suicide risk
(12/14/2017) Romanus, Amy; Sadri, Mahmoud; James, Williams; Marshall, David, Ph. D.
This study explores the effects of these behaviors on adolescents. Traditional bullying, cyber bullying, sexual assault and body dysphoria's effect on depression and increased suicide risk are the focus of this dissertation. Data from the 2015 Youth Risk Behavior Surveillance System (YRBSS) by the Center for Disease Control (CDC) is analyzed for this purpose. Logistic regression and multiple regression are used to explore the relationships between these variables. Adolescent females appear to be at increased risk of depression and suicide due to school bullying, cyber-bullying, sexual assault and body dysphoria. Results from the YRBSS indicate that many high school students are engaged in health-risk behaviors associated with suicide: a leading cause of death among teens in the United States. The results support the hypotheses that adolescent female victims of traditional bullying, sexual assault and body dissatisfaction are more at risk of depression and suicidal thoughts, plans and implementation. Cyberbullying had a stronger impact on whether boys reported that they felt sad and hopeless, made a suicide plan and were a suicide risk than it did for girls.
An examination of high school choral directors' use of audiation in university interscholastic league sight-reading competition
(5/4/2018) Jezek, Amy; Baker, Vicki D.; Woolery, Danielle; Thomas, Paul
The purpose of this study was to determine if the use of audiation in the sight-reading process resulted in more successful scores at University Interscholastic League Choral Sight-Reading Contest. Data were collected while observing 82 directors conduct 150 high school choirs in UIL sight-reading competition to determine if there were any trends among those who used audiation. Results indicated that among the 77% of the directors (N=82) that used audiation during their sight-reading study periods, 89% scored a superior composite sight-reading score with at least one of their choirs. A profile of the choirs most likely to use audiation was suburban, 29-40 singers, TBB voicing, conference 5A, and sub-non-varsity. One hundred percent of the choirs who audiated for 211 seconds or more received a Superior rating. The difference in sight-reading superior ratings between the choirs who did and did not use audiation was not significant.
Pain catastrophizing and prolonged opioid use following lumbar fusion
(10/30/2017) Lall, Maureen P.; Restrepo, Elizabeth; Hamilton, Patricia A.; Scott-Tilley, Donna
Healthcare providers commonly prescribe long-term opioid therapy for patients following lumbar fusion despite a lack of evidence that opioids are a safe or effective intervention for chronic pain. The purpose of this prospective, longitudinal study was to examine the prevalence and predictors of prolonged, prescribed opioid use in a cohort of 57 patients undergoing elective lumbar fusion. Prior to surgery, participants completed a demographic and clinical variables questionnaire and the Pain Catastrophizing Scale (PCS). Sixty-one percent (n = 35) of participants reported preoperative opioid use. The mean preoperative pain rating was 7.65 (SD = 1.87), and the mean pain catastrophizing score was 28.85 (SD = 14.72). Three months following lumbar fusion, participants self-reported their prescribed opioid use and their postoperative pain intensity. Forty-four percent (n = 22) of participants reported continued opioid use. The mean postoperative pain intensity rating was 3.12 (SD = 2.15). Pain catastrophizing was neither significantly correlated with time to opioid cessation (r = .03, p = .86), nor with postoperative pain intensity (r = -.04, p = .82). Multiple regression analysis was conducted to identify the best combination of age, sex, employment status, educational level, preoperative pain intensity, preoperative opioid use, disability status, and pain catastrophizing to predict time to opioid cessation. Bivariate analysis identified a strong correlation between time to opioid cessation and preoperative opioid use (r = .46, p = .000), and a moderate correlation between time to opioid cessation and disability (r = .29, p = .022). Multiple regression analysis indicated that preoperative patient characteristics predicted prolonged, postoperative opioid use, and accounted for 18% of the variance in time to opioid cessation [R2 = .322, R2adj = .179, F(8, 38) = 2.254, p = .044]. Among preoperative patient characteristics, preoperative opioid use was the sole predictor that significantly contributed to the model (β = .466; p = .005). Thus, screening patients for opioid use prior to lumbar fusion may help to identify patients at increased risk of prolonged opioid use following lumbar fusion.
The experiences of new graduate nurses hired into adult intensive care units
(11/9/2017) Degrande, Heather; Liu, Fuqin, 1977-; Greene, Pam; Stankus, JoAnn
It is a common practice that new graduate Registered Nurses (NGRNs) are hired into adult Intensive Care Units (ICUs) on initial entry into practice. There exists a practice readiness gap between nursing curricula and actual clinical practice expectations at adult ICU settings. This practice readiness gap can lead to negative consequences and subsequent nurse turnover, which is a concern nationwide. Nonetheless, many NGRNs survived their initial transition and continue to practice at adult ICU settings. The purpose of this study was to explore the experiences of nurses who were hired into adult ICU as NGRNs and were starting their third year of practice. Nurses hired into critical care areas tend to exhibit competence within two years of initial hire (Benner, Kyriakidis, & Stannard, 2011). The study used the hermeneutic phenomenology research approach. Data analysis revealed the overall meaning of the experience: coming to terms with being comfortable with being uncomfortable. The six themes associated with being comfortable with being uncomfortable were confidence and uncertainty, gaining experiences and forever learning, intuitive knowing and intuition, difficult and stressful, being courageous and assertive, and the team and persons of support. NGRNs can survive to become competent adult ICU nurses; however, the findings of this research reveal the need to promote exposure to clinical situations, resilience and self care, and teamwork and mentoring to ensure successful transition and overall retention of new nurses hired into in adult ICU.
Beyond Johnny can't write: Tracing the identification of basic writers as deficient, disabled, and foreign others in developmental composition textbooks
(12/15/2017) Azard, Marc G.; Thompson, Lou; Fehler, Brian, 1976-; Russell, Greer
The purpose of this study is to explore how contemporary composition textbooks employ writing pedagogy that stigmatize students and their writing as deviant and inadequate. Specifically, writing textbooks are often founded on a romanticized view of writing instruction, a desire to return to a simpler time where students were excellent writers who adhered to writing conventions. As used within a university, textbooks attempt to bridge the gap between students’ lack of understanding of the subject matter and the instructors’ familiarity with the educational material; however, textbooks may inadvertently perpetuate long-standing assumptions of basic writers’ abilities and limitations of basic writers themselves. Such beliefs perpetuate assumption of literacy--an unwavering belief that one’s acquisition of western forms of literacy can successfully correctly social and economic equalities. As a consequence, a student’s inability to write is perceived as an indication of his or her in ability to follow coded rules of “good academic discourse.” However, the assumption that writing is the end result of adherence to the “rules” is categorically false. Rather, this inherent disconnect between student’s inability to write and an instructor’s desire to teach reflects the inherent complexity of writing. The study concludes with teaching suggestions that better target student writing issues.
Celluloid classicism: Early Tamil cinema and the making of modern Bharatanāṭyam
(11/14/2017) Krishnan, Hari; Candelario, Rosemary
This dissertation investigates how two of the most prominent cultural forms of modern South India—Tamil cinema and Bharatanāṭyam dance—share complex and deeply intertwined histories. It addresses the entangled emergence of these two modern art forms from the 1930s to the 1950s, which were decades marked by distinctly new intermedial modes of cultural production in cosmopolitan Madras. This project unsettles received histories of modern Bharatanāṭyam by arguing that cinema—in all its technological, moral, and visual complexities—bears heavily and irrevocably upon iterations of this “classical” dance. By bringing archival research into conversation with choreographic analysis and ethnography with film performers and Bharatanāṭyam dancers, this work addresses key questions around the fluid and reciprocal exchange of knowledge between film, dance, and stage versions of Bharatanāṭyam during the early decades of the twentieth century. The dissertation includes deliberations on subjects such as the participation of women from the devadāsī (courtesan) community in the cinema, the period of the urban “reinvention” of dance from the standpoint of cinematic history, the impact of the forces of cultural nationalism and regionalism, and the making of new aesthetic vocabularies and techniques for Bharatanāṭyam in the cinema. The work concludes with notes on the persistence of cinema and Bharatanāṭyam as ever-entangled vernacular idioms in the global age of the late twentieth and early twenty-first centuries. Taken together, the materials presented in this dissertation provide a detailed cultural history that draws lateral paravisual linkages between the production and circulation of Tamil cinema and Bharatanāṭyam dance.
Discursively framing U.S. media and state hegemony: Police shootings, rape culture, and the transnational struggle
(9/20/2017) Pipkins, Martel; Sadri, Mahmoud; Williams, James L.; Beins, Agatha
This dissertation intends to thematically integrate issues of race, class, gender as they relate to state-sanctioned and media (discursive) violence. This is done using three case studies that take different, but interconnected routes. The first case study traces the relationship between people of color and the state, outlining the asymmetric war occurring between them. The second case study examines a part of the state apparatus, law-enforcement, and its narratives used to justify lethal force. The final case study examines how news media frames violence against women as personal, isolated incidents as opposed to a social problem. Taken together, these case studies demonstrate how both the state and mass media are involved in the generating or reinforcing violence against marginalized groups.
Examining the relationship between inner strength and symptom burden in older women with lymphoma
(8/30/2017) Shannon-McAdams, Kathleen; McFarlane, Judith M.; Cesario, Sandra; Koci, Anne
Adults age 65 and older are the fastest growing population in the United States diagnosed with cancer; however, due to age and gender disparities older women are largely ignored in clinical trials. The purpose of this study was to examine the relationship between inner strength and symptom burden in older women with lymphoma. The secondary objective was to examine how age and time since diagnosis correlate with inner strength, symptom burden, and quality of life. Eighty women were recruited from an inpatient oncology unit at a large comprehensive cancer hospital. Statistical analysis revealed that women who scored high in inner strength experienced significantly less symptom burden. Older age was also a significant predictor of quality of life. The older the woman, the greater her inner strength, and the lower her symptom burden. The inner strength scales of engagement and movement were the strongest elements in reducing symptom burden. This study contributes to the body of nursing research relevant to older women and affirms the theory of inner strength. Measurable nursing interventions are needed to support the lives of older women with and without cancer.
Constructing identity/creating consubstantiality: how community college basic writing syllabi communicate "We"
(8/30/2017) Johnson, Erika; Lackey, Dundee; Fehler, Brian, 1976-; Busl, Gretchen Lynne
This is the first digital dissertation filed at Texas Woman's University. It is a hypertextual document. Below is a video, also on YouTube, to assist in perusing this dissertation. QuickTime is necessary to view the video here. Exploration is similarly part of the goal in this dissertation in using Linguistic Inquiry Word Count 2015 to isolate the pronouns I, you, and we, (as well as students, professor, and instructor, which function as synonyms for the persons represented by these pronouns) in analyzing 1129 Basic Writing syllabi from North Central Texas College, Tarrant County College District, and Dallas County Community College District. I then apply a multiple pass narrative coding system (Saldaña) to locate and dissect dialogism and power. Drawing on the cultural rhetorical theory of “constellating,” I rely on a multi-theory approach (Powell et al.): Bakhtin’s concept of heteroglossia, Perelman and Olbrechts-Tyteca's ideas about establishing communion with the audience, and Burke’s theories on identification and consubstantiality provide multiple lenses facilitating my analysis of meaning making, communication, and practices of linguistic efficacy in Basic Writing syllabi. Robert R. Johnson’s usercentered theory suggests how and why linguistic and rhetorical change should occur to generate more usable and user-centered syllabi, for Basic Writing or any other course, a vital step for all who value student success. bell hooks's engaged pedagogy aids in explicating why I offer preliminary recommendations regarding how teachers across disciplines conceptualize syllabi. Basic Writing syllabi are the crux of my study because they are pedagogy, and pedagogy matters because it is not just what we do, it is part of who we are as faculty and effects who we want students to be and become. Thus, the goals of this research are to understand the impact of syllabi from a user-centered perspective, and to issue a call for change in how we perceive and use specific linguistic elements in constructing all syllabi, specifically those for Basic Writing. Basic Writing is fraught with danger because of its unique situatedness in the academy, because of its constant battle for relevance, and because it populated by students who might not otherwise have access to higher education without the existence of Basic Writing. Basic Writing syllabi are narratives for survival. However, Basic Writing syllabi can also be paths towards probable student success; as such there are important pedagogical implications in their construction, across disciplines. Syllabi are vital to the effective facilitation of any course, but even more so in Basic Writing. As multi-voiced pedagogical documents under the guise of monovoiced pedagogical documents, their audience(s) and purpose(s) are complex. Considering students do indeed transform or at least are expected to transform to become college level students in Basic Writing, it follows that faculty would similarly transform, at a minimum pedagogically and at a maximum personally. What I have done here in this dissertation is a step towards considering and comprehending how language within texts that are informative of “being” and “becoming” facilitate the creation of academic identity for students, instructors, and even institutions. Such consideration and comprehension are vital to ensuring content does not obscure intention, to ensuring effective communication of student learning, and to ensuring faculty have voices in pedagogical documents, so these documents are not more reflective of political maneuvering than educational success.
Sermaka Omare: The Ainu motif of protection. An analysis of traditional Ainu artwork
(8/30/2017) Hunger, Kristie; Calabrese, John A.; Evans, Laura; Perez, Jana
The purpose of this thesis is the preservation and discussion of the artwork of a culture that has been marginalized and almost made to vanish from history. The Ainu people have been pressured to assimilate to either Japanese or Russian cultures in the past. Only recently have they been able to assert their rights as indigenous people and are rebuilding their culture. Interpretations of patterns, through the scope of art history, have been made and linked to the motif of protection, which is referred to as sermaka omare. Necessary to understanding this culture, an explanation of their traditions opens the thesis, and then an examination of their traditional works becomes the content.
Perceptions of early career choral music educators and mentors toward effective mentoring practices
(1/5/2018) Jauregui, Marcus J.; Baker, Vicki D.; Woolery, Danielle; Youngblood, Pamela
The purpose of this study was to assess the mentoring practices, both formal (initiated by a third party) and informal (initiated by either side of the mentorship) of secondary choral educators within the state of Texas by quantifying the frequency of both music-related and non-music-related assistance and the perceived importance of these skills to mentees and their mentors. In the area of perceived importance, mentees and mentors—whether formal or informal—perceived the same number of non-music related skills (60%) as important. Moreover, mentees in informal mentorships received assistance in areas they believed were important to their teaching 60% of the time while mentees in formal mentorships found their perceived importance aligned with assistance given only 20% of the time. When it came to the perceived importance of music-related assistance, mentees in informal mentorships aligned with their mentors approximately 63% of the time while mentees in formal mentorships saw a 44% alignment. Furthermore, mentees in informal mentorships received assistance in music-related areas that were important to their teaching 44% of the time while formal mentors experienced a 15% alignment.
An investigation of resilience in Head Start children and their parents
(12/12/2017) Bivens, Ronniesha; Moore, Lin; Armstrong, Joyce; McCarroll, Elizabeth
ABSTRACT RONNIESHA R. BIVENS AN INVESTIGATION OF RESILIENCE IN HEAD START CHILDREN AND THEIR PARENTS DECEMBER 2017 This study examined parents’ resilience, family risk factors and social supports, and children’s protective factors related to resilience and possible behavioral concerns. The setting was a Head Start Center in North Texas serving parents and their children ages three to five. Bandura’s Social Cognitive Theory and Bronfenbrenner’s Ecological Systems Theory were used as frameworks to guide the research. The sample for this study was comprised of 99 parents of 102 children in the Head Start Center. The 14-Item Resilience Scale (RS-14) (Wagnild, 2014), the Adverse Life Events scale (Tiet, Bird, Davies, Hoven, Cohen, Jensen & Goodman, 1998), the Perceived Social Support, Family and Perceived Social Support, Friends scales (Procidano & Heller, 1983), and the Devereux Early Childhood Assessment (DECA) (LeBuffe & Naglieri, 1999) were used as measurements in this non-experimental, descriptive and correlational design. The parents, of the children perceived themselves in the following manners as measured by survey instruments: First, parents reported moderately high levels of resilience along with moderate levels of adversity in their lives. In addition, parents reported moderate levels of social support from friends and higher levels of support from family. The correlations between The 14-Item Resilience Scale and the Adverse Life Events scale, Perceived Social Support, Family and Perceived Social Support, Friends scales appeared to be minimal and non-significant. Their perceptions of their children’s resilience as measured by the DECA were in the Typical or Average range. Parents indicated that their children could self-regulate while their children’s level of attachment/relationship were considered slightly lower. Correlations of the parents’ scores on the RS-14 and the children’s scores on the DECA produced a trend towards significance.
Using a multi-tier framework to increase teachers’ fidelity of BIP implementation
(12/1/2017) Stanton, Erin; Myers, Diane; Starrett, Teresa; Marshall, David, Ph. D.; Pemberton, Jane
Most school districts have policies and procedures in place to guide professionals (e.g., behavior specialists, psychologists) in conducting Functional Behavior Assessments and writing Behavior Intervention Plans for students with disabilities. However, it is often difficult for classroom teachers to follow through with every component and strategy in student BIPs due to time constraints, number of students, or lack of training. The purpose of this study was to examine the effects of using a tiered approach to deliver performance feedback and training sessions on the fidelity of special education teachers’ BIP implementation. In this study, Tier 1 interventions were effective for all participants. Also, all participants were able to maintain their level of performance during the maintenance phase.

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