Theses and Dissertations, Capstones, and Directed Research
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Electronic theses and dissertations, and graduate and undergraduate Capstones and Directed Research.
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Browsing Theses and Dissertations, Capstones, and Directed Research by Department "Curriculum and Instruction"
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Item A Brief Study of the Effects of a Regular Program of Physical Activity on Basal Metabolism(1945-08) Brown, Jonnie June; Crosslin, Hiawatha; Smith, C.S.; Wiley, E.O.No abstract prepared.Item A Case Study of Students in a Developmental Literacy Course when Participating in a Mindfulness-based Intervention(2017-12) Vargas, Erika Koren Nielson; Paulson, Eric J.; Holschuh, Jodi P.; Acee, Taylor W.; Fulton, Cheryl; Summers, EmilySuccess in developmental education contexts requires support not just in cognitive skills, but also in affective areas. One approach showing promise in supporting students in affective areas is mindfulness training. Mindfulness-based interventions (MBIs) can support affective needs and provide coping strategies in general as well as in some educational settings. While the evidence for mindfulness-based interventions providing coping strategies is, as yet, focused mostly on areas outside of developmental education, it may be that mindfulness training can also benefit students placed and enrolled in developmental literacy coursework in college. The purpose of my study was to understand how students enrolled in a developmental literacy course experienced participation in an MBI in terms of mindfulness, self-compassion, affect, and effort. I explored the perceptions of students in a developmental literacy course as they participated in a six-week mindfulness-based stress reduction program. Through the analysis of weekly individual interviews with each participant, researcher observations, weekly journals, and initial- and post-questionnaires of mindfulness, self-compassion, affect, and effort, I discovered the following themes through my analysis of the study: (a) common humanity; (b) coping skills enhancement; (c) heightened interest; (d) reflection for growth; (e) time management; (f) adaptation and contextualization; and (g) change or evolution of understanding. I concluded students in developmental education and those who serve them could benefit from students in developmental education engaging in mindfulness-based interventions.Item A Case Study of the Inclusion of the Siblings in Early Intervention Activities(2011-05) Amidon, Megan J.; Crawford, Priscilla; Lasser, Jon; Martin, Gene; Wheeler, LarryThe purpose of this work is to ascertain the bearing of the social and economic status of the Mexican families of San Marcos on the general problem of the education of their children.Item A Check List Analysis of Methods Used by Pre-primer Teachers of Non-English Speaking Children(1941-08) Mercer, Orene RayNo abstract prepared.Item A Comparative Study of Some Practices and Problems in Dramatics in the High Schools of Central Texas and in the Larger High Schools of Texas(1940-05) Benson, Charles Bartless; Seabury, Hugh F.; Wright, L.N.; Wiley, E.O.No abstract prepared.Item A Comparative Study of Three Ways of Answering Multiple-Choice Questions(1938-08) Danforth, Lily; Votaw, D.F.; Rogers, J.L.; Smith, C.S.No abstract prepared.Item A Comparison of Rural and Departmentalized Pupils With Respect to the Subject-Score Deviate From the Pupil's Mean(1946-08) Bambuch, Ida L.; Votaw, David F.; Norwood, Pat H.; Key, C.L.No abstract prepared.Item A Comparison of the Costs of Operation on a Per-Pupil-Per-Month Basis for the Different Types of High Schools in Falls County, Texas(1940-08) Akridge, R.W.; Wiley, E.O.; Rogers, J. Lloyd; Elliott, ClaudeNo abstract prepared.Item A Comparison of the Departmental Plan With the Traditional Plan of One Teacher Per Grade(1946-08) Allamon, Juliabeth; Wiley, E.O.; Rogers, J. Lloyd; Houston, RalphNo abstract prepared.Item A Comparison of the Test-Study Method With the Informal-Functional Method of Teaching Spelling to Third Grade Pupils(1939-08) Crews, Inez Smith; Wiley, E.O.; Norwood, Pat H.; Rogers, J. LloydNo abstract prepared.Item A Comparison of the Use versus Non-Use of Competitive Marking and of formal versus Child-Centered Methods of Teaching in the Field of Public School Art: Conclusions Drawn from a Set of Experimental Units in Art Conducted in the Sixth and Seventh Grades of the Laboratory School of Southwest Texas States Teachers College, San Marcos, Texas(1937-06) Walker, Margaret Kyle McClung; Wiley, Edward Orlando; Tanner, Eugene O.; Taylor, SueThe main purpose of this study is to draw some conclusions as to the effect of competitive marking on the results of art units taught in the sixth and seventh grade. A supplementary problem of the study is to compare the results of formal and child-centered methods of teaching art in the same grades.Item A Comparison of Three Instructional Methods for Teaching Math Skills to Secondary Students with Emotional/Behavioral Disorders(2007-08) Billingsley, Glenna M.; Scheuermann, Brenda K.; Price, Larry R.; Reese, Marianne; Webber, Jo A.The purpose of this study was to determine the most effective instructional method for teaching mathematics to secondary students with emotional and behavioral disorders. A single-subject research design was utilized to compare three instructional methods: direct teach, computer-assisted instruction, and a combination of those methods. While the combined method was found to be more effective for some learners, it was found that other variables affected learning for these students as much as instructional methodology. Student preference for these methods was also investigated as was the instructional method associated with higher rates of appropriate behavior.Item A Correlated Study-Unit of a Diary of the Expedition Against the Southwest, 1842-1843(1947-08) Fox, Neal B.; Wiley, E.O.; Rogers, J. LloydNo abstract prepared.Item A Course of Study in Art Appreciation for the Sixth Grade in the Agnes Cotton School(1951-08) Burt, Emma K.; Williams, Buford W.; Wiley, E.O.; Lazenby, Georgia A.No abstract prepared.Item A Course of Study in Health Education for the Third Grade Implementing Desirable Social Competencies(1950-08) Desmuke, Elma Crouch; Crosslin, Hiawatha; Rogers, J. Lloyd; Bruce, IrmaNo abstract prepared.Item A Course of Study in Homemaking for Junior High School(1942-08) Birdwell, Maedele; Wiley, E.O.; Rogers, J. LloydNo abstract prepared.Item A Course of Study in Social Studies Selected from Primary Readers(1938-12) Martin, Verna S.; Wiley, E. O.; Rogers, J. L.; Gruesendorf, A. A.No abstract prepared.Item A Critical Analysis of the Public School System of Kaufman County, Texas, for the Year 1940-1941(1943-08) Gaston, Dorothy; Wiley, E.O.; Votaw, D.F.; Musgrave, Alvin W.No abstract prepared.Item A Critical Study of Experiences and Beliefs of Administrators of Inclusive Postsecondary Education for Students with Intellectual and Developmental Disability(2020-05) Shetron, Tamara H.; Holschuh, Jodi P.; Armstrong, Sonya; Hodges, Russ; Assaf, Lori; Trammell, JackIn this study, naturalistic qualitative inquiry grounded in the constructivist paradigm (Erlandson et al., 1993; Guba & Lincoln, 1989; Lincoln & Guba, 1985) and a critical lens informed by the educational philosophy of Paulo Freire (1970/2013) were used to examine the experiences and beliefs of administrators of inclusive postsecondary education programs designed for students with intellectual and developmental disabilities (ID/DD). I contextualized the study within research from the fields of inclusive postsecondary education for students with ID/DD, developmental education, K–12 special education administrators, and social justice in education, with broader contextualization in disability studies and human rights. Using constructivist and critical lenses for data analysis, I discovered findings within and across the cases. Within case findings indicated that varying types of marginalized experiences such as disability and diversity impact administrator practices. Findings across all nine participants led to the construction of a definition of administrator beliefs, and to an understanding of administrators knowledge of the oppressions that students with ID/DD face throughout their lifetime. Administrator’s exposure to principles of equity, access, social justice, and critical perspectives in education also helped them facilitate inclusive PSE. Results from the study suggest that beliefs, which include knowledge of students’ growth and development potential and knowledge of student oppressions, are key components of administrator’s work and that these may be acquired through many kinds of personal, professional, and educational experiences. Additionally, regardless of experiences, cultural and critical education studies can foster a critical understanding of the student population, particularly through the practice of critical self-reflection. Implications are that college students with ID/DD should be considered a marginalized student group and that their population be added to other student groups when considering culturally relevant research and instruction in social justice, critical studies, cultural foundations of education, and deficit thinking. This suggestion also extends to considering the distinct instructional needs of students with ID/DD as well as their support needs. Many of these issues have already been explored within the inclusive PSE niche. My recommendation is that higher education begin to take an inclusive stance to welcome and support this new college student population.Item A Descriptive Analysis of the Relationship Which Exists Between Bayshore Mental Health Retardation Center and Goose Creek Consolidated Independent School District as a Result of Consultation Services(1972-12) Bonner, Charles Gary; Stone, Jerome; Juel, Martin; Craddock, EmmieThis study defines the relationship that exists, past and present, between the Bayshore Mental Health Mental Retardation Center and the Goose Creek Consolidated Independent School District. Consultation services offered by the Mental Health Center to Special Education Department students in the school district were significant in the historical development of special education services in the school. The problem is stated in the form of a historical descriptive study about the working relationship between these two publically funded institutions--Goose Creek Consolidated Independent School District and Bayshore Mental Health Mental Retardation Center.