Education and Human Ecology

Permanent URI for this collectionhttps://hdl.handle.net/11274/11395

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Early intervention: Reading Recovery, a study of the factors of success in one Texas school district
(1998-05) Price, Carolyn
Perceptions of adolescents toward teachers with physical challenges
(1995-05) Beattie, Marie
The use of therapeutic metaphors to reduce stress in children
(1995-05) Banks, Roscie
Parenting values, skills, practices, and education preferences of black parents and extended family members
(1995-12) Armstrong, Joyce
Professional women's perceptions of personality characteristics of the ideal male partner
(1998-08) Hardin, Anice
Preservice teachers' knowledge and attitudes toward school and family collaboration
(1998-12) Giboney, Paula
Emotional indicators disclosed during the debriefing process in the figure drawings of child-witnesses of domestic violence
(1998-12) Pascoe, Diane
The purpose of this study was to identify emotional indicators (Koppitz, 1968) found in the figure drawings of a sample of child-witnesses of domestic violence between the ages of 6 to 12 years. The study conformed to a qualitative design to facilitate the collection of rich, in-depth data from the children. The study was a phenomenological examination of the symbolic meanings embedded in children's figure drawings. It was anticipated that the use of drawings would afford the children the opportunity to “show,” rather than “tell,” about distressing experiences during the debriefing process, and this proved to be accurate. Children were requested to complete a series of seven therapist-directed illustrations. Verbal commentary offered by the children was recorded by the researcher who administered the instruments. A pilot study was conducted on 3 child-witnesses of domestic violence to determine the practicality of subject compliance to the researcher's directives, and to test the ability across cohort groups to follow through on the task. Results of the pilot had a positive outcome; therefore, the study was implemented according to design. For the main research, data were collected from 24 children at each of three pre-selected sample domestic violence treatment sites. Next, content analysis was performed on each of the drawings in the series to identify the emergence of Emotional Indicators (Koppitz, 1968) in the children's work, and to note major themes previously mentioned in the literature review. As a group, the sample disclosed more than the average number of “expected” emotional indicators, implying that the experience of witnessing domestic violence by a child induces a degree of emotional reaction. In some children, this reaction is classified as a trauma response. In general, the study revealed that the greatest proof of the internalization of the experience of witnessing domestic violence was demonstrated in the youngest and minority children. Content analysis of the gender groups did not confirm a large gender gap suggestive of males' particular difficulty with experiencing domestic abuse, as has been largely referenced in previous literature.
Employers' current perceptions of job skill levels of vocational adjustment class employees
(1998-08) Schmittou, Diana
The intent of this study was to examine employers' and vocational adjustment class instructors' perceptions of the academic, self-help, and job skills of special education students in vocational placements. The study intended to compare the perceptions of the employers with the perceptions of the vocational adjustment class instructors. This study did not produce the intended results because of the poor rate of return of completed questionnaires. In light of the recent focus and additional requirements for transition planning and the additional requirements for high school graduation, perceptions from employers concerning the job skills of special education students in job placements is vital to insure appropriate vocational planning and training for each special education student. Thus, additional research to gather information from employers should be conducted. In addition, research to study the certification requirements, educational training, and need for continued training for vocational adjustment class instructors also should be conducted.
Investigation into the current practices in the identification of the eligibility and assessment of 3-year-old early childhood intervention programs in the public schools
(1998-05) McCormick, Lois; Kinnison, Lloyd; Shertz, Linda; Marshall, David
Early Childhood Intervention has gained momentum since the inception of the Individuals with Disabilities Education Act. Under House Bill 105-17, a child referred for services must be tested and placed by his third birthday. This created concern for public schools as to transition and programs. Statewide surveys were sent to directors of special education to obtain their perceptions of current trends and issues related to early childhood special education. The majority of respondents were females ages 46 to 59 who have been Special Education Directors for less than 5 years. Most districts have half-day 3-year-old programs with staff trained in special education. In line with literature review, children have been assessed by a person trained in testing young children with speech delays. Emerging issues were communication between interagencies and district personnel, concern for new curriculum, eligibility for public school 3-year-old programs, increasing severity of developmental delays, and demand for related service.
A qualitative study of selected demographic characteristics, generation of birth, and birth order on the stated purpose and goals for money usage among college students and their parents
(1998-08) Dilworth, Jennie; Martin, Jennifer; Engelbrecht, JoAnn; Fannin, Ronald; Chenoweth
The purpose of this study was to explore the influences on the formation of money purposes and goals using a qualitative method. Little published research pertaining to the formation of money purposes and goals is available. Goal-setting and perceived purposes for allocating money may influence an individual's relationship with money and money-related behaviors. A purposive sample of 75 college students and 75 of their parents was obtained. Three research questions guided the study: (a) How do selected demographic variables influence money purpose and goals? (b) how does generation of birth influence money purpose and goals? (c) how does birth order influence money purpose and goals? Data were collected by means of written responses to open- and closed-ended questions in a survey format. The findings of the study revealed that respondents held specific goals for the use of their money, and they perceived various purposes for money. Respondents indicated preferences for money purposes/goals relating to the necessities of life and providing security for self and family. Savings and luxuries also were common purposes/goals and four money philosophies were identified. Debt was a less common theme, and charity was listed by few respondents. Trends in theme preferences were explored for respondents grouped by selected demographic variables (ethnic identity, current and birth family gross income, gender, marital status), generation of birth, and birth order. Few notable differences emerged for theme preferences among groups. Parents indicated greater interest in retirement savings whereas students more often listed general savings in their responses. White respondents preferred educational themes, yet the sub-theme of student loans was more common among African Americans. Males indicated greater interest in providing security for self and family and retirement savings. No male respondents proposed a charity purpose/goal for money. Similar theme preferences were observed for respondents classified in the birth order positions of oldest male and female, youngest female, and only male and female listed similar themes/sub-themes.
Parental perceptions of developmentally appropriate practice in an early childhood program
(1998-08) Douglas, Mary
This research examined parental perception of developmentally appropriate practice in a program accredited by the National Association for the Education of Young Children. The 79 parents surveyed had children enrolled in an accredited corporate child-care center in the North Texas area. Five key areas or dimensions of developmentally appropriate practice were examined through a revised Developmentally Appropriate Practice Survey created by Wise (1993). The revised edition (1997) of Developmentally Appropriate Practice in Early Childhood Programs provided five interrelated guidelines or key areas that "inform the practices of early childhood educators" (p. 16). The revised survey grouped the 24 statements into the following five areas: Establishing reciprocal relationships with families; Creating a caring community of learners; Teaching to enhance learning and development; Constructing appropriate curriculum; Assessing children's learning and development. The purpose of the survey was to determine the parents' levels of understanding. The Likert Scale scoring resulted in a mean score between 1.0 and 4.0 for each survey statement. Scores also were averaged for each of the five key areas. Results indicated the highest level of understanding in the area related to establishing reciprocal relationships with families. The area with the lowest level of understanding related to assessment of children's learning and development. The highest mean score for an individual statement was 3.88 related to "hands-on learning." The lowest individual score of 2.02 was related to the use of workbooks and worksheets as a learning tool. The findings will be used to plan and develop parent programs to increase understanding in these areas.
Measurement of giftedness of elementary school children and identification of Black or Hispanic educationally disadvantaged gifted children
(1991-05) Jordan, Cathy
This descriptive study evaluated the utilization of alternative matrices for identifying gifted and talented students, kindergarten through grade five in one school. This study compared the identified gifted students to those potentially gifted educationally disadvantaged minority students who had been excluded from the gifted program in the sample school because of their COGAT scores on the district matrix. The sample of 38 first through fifth grade students included 23 students in the gifted program and the 15 Black or Hispanic students who had been recommended and tested for the gifted program but did not qualify. The children were evaluated and assessed on two different identification matrices. Matrix A included the IOWA Tests of Basic Skills (ITBS, Reading Comprehension and Math Total Scores), the cognitive Abilities Test (COGAT), a Student Writing Product or Parent Nomination, a Teacher Nomination, and a Student Interview. Matrix B included the same instruments and tools except for the substitution of the Ravens Standard Association of Colleges and Schools. The elementary and middle schools are located throughout the district to provide neighborhood schools. Students are selected randomly for the two high schools in October of their eighth-grade year. The two schools are located on the same block in the central part of the district. In addition to a quality education for kindergarten through 12th grade, the district offers a prekindergarten for low income and limited English-speaking four-year-olds, which is housed on three campuses. The district Community Evening School offers adult classes, including a GED program, each semester and during the summer. Houston Community College uses one high school as a campus in the evening. St. Thomas University teaches ESL certification courses in district facilities. Serving a population of approximately 200,000 residents, the district provides opportunities and involvement for the entire community. The current student enrollment in the district is 29,894. Table 12 indicates the ethnic distributions for both the district and total elementary enrollment. Of this total enrollment, the ethnic distribution is (a) White 38%, (b) Hispanic 19%, (c) Black 24%, and (d) Asian: 19%. The total minority percentage is 62%. Table 13 indicates the NSLP enrollment for the district, total elementary, and the sample school population. As indicated, the sample school percentage of disadvantaged students is higher than both the elementary and district percentages.
Feminine interests and influences in early English periodicals
(1936-08) Hefley, Gladys; Elllison, L.M.
No abstract available
Characteristics possessed by students holding places of Leadership in the Texas State College for Women
(1933-06) Turner, Gladys; Moore, L.H.
No abstract available
Persistence in honoring self as expressed in the lives of ordained Southern Baptist women
(1995-05) Morrison, Karen Lyn; Engelbrecht, Jo Ann; Jennings, Glen; Fannin, Ronald; Williams, Joyce
The purpose of this study was to examine the lives of selected women in search of clues as to what enabled some of them to persist in pursuit of their self-defined life purposes despite opposition and resistance to that pursuit. The research process combined information from previously-gathered oral histories with data from newly-conducted in-depth interviews of 20 women whose "call," seminary training, and ordination equipped them for pastoral ministry within the Southern Baptist denomination. The research questions focused on these women's perceptions of their calls, their expectations regarding opportunities to fulfill those calls, and their experiences in attempting to do so. Emergent themes from the analysis related to common developmental experiences and influences as well as similar individual characteristics. A life course perspective was utilized to assess the interaction of individual characteristics with family, community, and societal influences during a particular historical period. The women's perceptions and experiences of family, church, seminary, and career were traced from childhood to the present. The accounts revealed the discrepancy between these women's anticipated response to call (opportunities to serve in Southern Baptist pastoral ministry) and their actual experiences (opposition to their seeking certain pastoral roles or positions). The overarching theme was one of struggle to reconcile the women's understanding of their purpose with the realities of their circumstances. The major contextual themes which emerged included multiple family connections and loyalties; contradictory messages of affirmation and discrimination; struggles between conservative patriarchal tradition and evolving feminist understanding; and a struggle between response to either an internal or an external locus of control. In an effort to analyze which individual characteristics or experiences contribute to persistence, the findings are interpreted through the following developmental perspectives: ecological, focusing on mesosystemic linkages; moral, focusing on the ethic of care, self-in-relation, and contextual interpretations; and Erikson's issues of trust, generativity, and integrity. Issues of ego strength, hardiness and resilience are also discussed.
Adaptation in American Indian families: Perceptions of older women
(1999-05) Watson, Julie Reed; Hildreth, Gladys; Armstrong, Joyce; Fannin, Ron
The purpose of this qualitative study was to explore how older American Indian women perceive adaptation to a dominant society and its influences on American Indian family life. The subjects were 10 American Indian women from 50 to 78 years of age, from Ardmore, Oklahoma and the Dallas-Fort Worth areas. The study investigated perceptions held by women about dominant society influences on American Indian family life, traditions, and values. The nine themes that resulted from semi-structured interviews were: (a) importance of education; (b) value of job and employment opportunities; (c) teaching, speaking, and listening to Indian language; (d) attending tribal functions to maintain cultural identity; (e) sharing stories, ceremonies, and traditions with children; (f) adjusting to dominant society; (g) need for dominant society to be more knowledgeable about American Indians; (h) responsibility to the family; (i) less commitment to traditional American Indian family lifestyle. Two additional findings were: (a) influence and changes of American Indian youth and (b) losing American Indian identity.
Risk-taking propensity of successful and unsuccessful Hispanic female entrepreneurs
(1992-05) Jover, Margaret Anna; Impson, June; Chenoweth, Lillian Cochran; Jennings, Glen
The purpose of the study was to compare how the risk-taking propensity of successful Hispanic female entrepreneurs differed from unsuccessful Hispanic female entrepreneurs. Also investigated were the dynamics of age, marital status, educational attainment, business training, amount and source of start-up financing, previous business experience, length of business ownership, and type of business owned on the risk-taking propensity of the two groups of Hispanic female entrepreneurs. The number of women-owned small businesses has increased dramatically during the last decade, yet their businesses are more likely to fail than the national average within the first year of operation and almost half fail within the first four years of operation. Therefore, there is considerable risk in starting a new business--both financially and personally. Risk-taking propensity has been linked to business success. The ability to identify risk-taking propensity and the characteristics affecting risk-taking propensity will provide the female entrepreneur information important to her decision to become an entrepreneur. Through these means, the female entrepreneur can increase her probability for success. Hispanic female entrepreneurs from a tri-county area in South Central Texas were interviewed and a modified version of Kogan and Wallach's (1964) Choice Dilemma Questionnaire administered to determine risk-taking propensity. Multivariate analysis and correlations were used to analyze the data. The instrument was factor analyzed. There were no significant differences in the risk-taking propensity of the two groups. With the successful group of entrepreneurs, risk-taking propensity was found to be significantly related to age, source of start-up financing, and informal training with insurances. With the unsuccessful group of entrepreneurs, risk-taking propensity was found to be significantly related to informal business training in credit.
Maintaining the cultural capital: A study of 22 Hispanic families
(1995-05) Scantlebury-McDonald, Placida; Lazarus, Peggy; Stone, Howard; Lundsteen, Sara
The purpose of the study was to identify and describe values and characteristics of the families of Hispanic children who had been labeled "at risk." Research questions considered demographics, values and norms of behavior, and education. The most significant questions were what kinds of cultural, educational, professional, and social activities do parents perform? What are the values that parents would like to preserve and how is this preservation encouraged? What are the parents' expectations of education and what strategies are in place to help the children learn? The subjects were parents, family members, and the children who were in the researcher's classroom in kindergarten during the school years 1991-1992 through 1993-1994. Researcher and participants shared similar cultural background. The study used qualitative and quantitative design and triangulation of the results, based on the literature review, observations, and interviews. The findings showed only one family headed by a single parent, only one unemployed parent, and high expectations about children's education; and the preservation of values and norms of behavior through established home activities. The implications were that there is a great cultural capital and diverse funds of knowledge awaiting teacher's discovery, that teachers could uncover this knowledge and gather it into the classrooms and use it to complement traditional instruction. The writer feels that these children would not be "at risk" if teachers learn about and include in their instructional practices the use of the cultural capital and the families' funds of knowledge.
Marital interaction and coping when middle-aged, white-collar husbands are downsized: An ethnographic study of wives' experiences
(1997-12) Carraway, Vivian Lorraine Graham; Hildreth, Gladys; Jennings, Glen; Thomas, Frank
The purpose of this research was to describe the experiences of wives whose white-collar husbands had been downsized in middle-age. The study employed ethnographic techniques, interviews with wives, to learn about their perceptions of change in the marriage subsequent to downsizing. It also sought to describe any practical and/or psychological techniques by which wives coped during the unemployment period. Wives responded to open-ended questions read from an ethnographic interview form. Interviews were audio-taped, transcribed, and analyzed for common themes, using qualitative methodology. A pilot study of 2 wives was conducted to determine the efficacy of the research approach and the response-depth of the questions. After results from the pilot study were deemed successful, the researcher conducted an additional 8 interviews. In total, 9 interviews are included in this study. Data from the interviews were systematically analyzed and categorized. Major themes that emerged from wives' descriptions included financial issues, husbands' increased presence at home, and wives' changed perceptions of security, stability, and locus of control. There were 4 additional major themes including communications impasses, stable marital quality, sources of support, and wives' self-care and growth.
Middle adolescents' recollections of early child-care experiences
(1999-12) Wallace, Angela; Engelbrecht, Jo Ann; Chenoweth, Lillian Cochran; Fannin, Ron
This qualitative research study examined middle adolescents' recollections and perceptions of their early child-care experiences. The participants were 25 middle adolescents between the ages of 14 to 17, inclusive, who attended Texas Woman's University's Child Development Center for at least 2 years during 1985–1990. Data were collected during semi-structured interview sessions. All of the adolescents had recollections of their early child-care experiences. When recalling a first memory of the Child Development Center, they remembered playing or an emotion. They recalled relationships with caregivers and peers, the physical environment, activities, special events, and different emotions. Overall, their perceptions of the Child Development Center were positive and they gained valuable experiences. The adolescents did not remember many stories retold to them about their experiences of child care. The adolescents' memories emphasized a caring, learning, and fun environment at the Child Development Center. Parents and child-care-center professionals can benefit from the adolescents' responses.

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