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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2-D Transition Metal Cyanide Nanosheets as Precursor Material for an Ultra-Low Platinum Group Metal Catalyst
(2014-05) Nash, Tyler; Beall, Gary W.; Powell, Clois E.; Martin, Benjamin R.; Ji, Chang; Badrinarayanan, Vishag A.
Two methods were developed to coat activated carbon with NiPt(CN)4 nanosheets by reacting potassium tetracyanoplatinate(II) with nickel(II) sulfate in the presence of the carbon substrate. The modification of pH released nickel(II) ions from the carbon surface to participate in the reaction. Upon pyrolysis, a Pt-Ni alloy was formed. Based on EDS and XPS data, platinum had segregated to the surface of the metallic structure in higher concentration samples. The Pt-Ni catalyst exhibited significant activity in the hydrogenation of styrene to ethylbenzene. When compared to a catalyst prepared by traditional methods, the Pt-Ni catalyst prepared from NiPt(CN)4 nanosheet precursors exhibited up to 2.8x the activity on a platinum metal basis.
2-Dimensional Intercalated Cyano-Metallate Complexes- Approach to Ultrafiltration
(2019-05) Adebiyi, Babatunde Mattew; Beall, Gary W.; Martin, Benjamin R.; Lewis, Kevin; Zakhidov, Alexander; Chittenden, William T.
The discovery of graphene and other two-dimensional (2-D) materials has opened the way for a huge opportunity in material development, manipulation, and their corresponding potential applications. 2-D materials including graphene have been shown to have unique properties such as high electrical conductivity, high mobility, and high surface area. These properties have made 2-dimensional materials amenable to small scale electronic applications, molecular sieves and for high strength composite applications. Despite the promise graphene holds, it has been difficult to completely harness its potential because it is difficult and expensive to produce single layer graphene sheets in substantial quantity. A unique class of 3-dimensional nanomaterials that can be produced in substantial quantity and cost effectively processed into 2-dimensional hybrid structures are the Metal Organic Frameworks (MOFs). MOFs, which are basically a composition of molecular complexes formed between metals and salts, organic and inorganic molecules, have been rationalized to be a coordination complex with a stereospecific structure. Transition Metal Cyanates are a unique class of 3-dimensional cyanometallate network. The most common are hexacyano transition metal complexes with divalent transition metal counter ions. We have prepared and exfoliated transition metal cyanates into 2-dimensional structures by exfoliation into separates sheets. Hybrid 2-D structures have also been produced and studied by intercalation with organic linkers. Density Function Theory (DFT) studies have predicted an increase in the d spacing of potassium tetra-cyanonickelate, on substitution with di-metallic cation such as Fe2+, Mn2+, Cd2+ and Co2+, and additional processing with organic linkers. Dodecyl pyrrolidone (DDP) was used to intercalate the metal complexes and X-ray diffraction results showed significant peak shifts to the left on all metal complexes, corroborating the DFT predictions. The increased distance between layers allows for further separation into exfoliated sheets. In this report, we have demonstrated an approach for producing a long range defect-free 2-D sheets. We have grown di-metallic cation complexes of Fe2+, Mn2+, Ni2+ and Co2+ on Teflon supports. This was done by placing hydrophilic 1.0 micron Teflon as a barrier between a desired salt of the complex and potassium tetracyano nickelate. The desired metal complex was formed by diffusion of the opposing solution in the Teflon support. The membrane was dried and used as barrier for Na+ ion selectivity test. The test was carried with 1.0 M NaCl. The solution was pumped under vacuum through the membrane, and a pristine membrane was used as a control. Results showed that the Fe and Mn tetracyano nickelate selectively reject Na+ ion salts while control experiments proved otherwise. These results hold promise for material applications in waste water remediation, separations, desalination, and purification. In this work, we also reported a simple process of synthesizing Nickel Ferrite-graphitic layers with inverted magnetic hysteresis.
A Case Study of Middle School Teachers' Perceptions of Their Professional Development Experiences With TAP -The System for Teacher and Student Advancement
(2011-12) Womack, Damaris; Ross-Gordon, Jovita M.; Gordon, Stephen P.; Huling, Leslie L.; Jacobs, Jennifer L.
This research was undertaken to understand the experiences of teachers using The System for Teacher and Student Advancement (TAP) professional development (PD) methods. The study focused on the perceptions of experienced teachers in their first year in a TAP system school. Five teachers were interviewed and observed in the professional development, (TAP/PD) - meetings during the study. This research provides insight into experiences with a professional development model within a new school improvement system in order to contribute to the literature about professional development. This research addresses the following major questions: a) How did TAP/PD come to be adopted at the selected middle school, and b) What are the perceptions of teachers at a selected middle school of their professional development experiences with TAP/PD? This qualitative study included multiple data collection strategies. Through this case study, teachers were observed during their TAP/PD meetings. They were asked to participate in two to three follow-up interviews after the observations to understand the nature of their experiences with TAP/PD and how professional development in this model compared with their previous experiences with professional development. They were also asked about their perception of the influence of using the TAP/PD learning on their classroom practice, their professional growth, and on their students' achievement. Regular visits to the school community also allowed for the collection of artifacts before, during, and after the author concluded the interview stage at the site. The qualitative analysis of the teachers' experiences of their professional development during their first year of implementation as a TAP system school involved open and axial coding, drawing on all the data sources as well as analytic memos. The findings revealed a) limited administrator participation in TAP/PD meetings or involvement as instructional leaders; b) unclear roles of mentor teachers; c) coaching support that focused mainly on first year teachers, limiting the impact on more experienced teachers such as the study participants; d) blurring of the focus on instructional support by master teachers due to their many duties; e) increased time participating in professional development compared to other models; f) valuable strategies and rubrics supported school-wide learning; and, g) teachers' increased levels of reflection on their classroom practice.
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, Emily
Success 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.
A Characterization of College Algebra Assessment during the Transition to Emergency Remote Teaching
(2023-08) Demian, Ashraf F.; White, Alexander; Obara, Samuel; Strickland, Sharon; Acee, Taylor
The COVID-19 pandemic led to a global lockdown and compelled institutions to shift to emergency remote teaching. This transition and the lack of knowledge of using technology affected teaching practices, including assessment. Confronted with new contexts for assessment and threats to validity caused by ineffective proctoring, many instructors had to rethink how to evaluate student progress. This study investigates the common characteristics of college algebra assessment in six dimensions and determines which changes occurred during emergency remote teaching. In addition, the analysis compares the college algebra instructors’ views about the purpose of evaluation. The finding showed that almost 40% of the items of tests required students to recall and apply procedures, 40% conceptual understanding, and 20% apply understanding activities. However, there was considerable variation between instructors and a significant decrease in the proportion of apply understanding items during the pandemic. The results also showed that most of the instructors had a concern about test integrity. The research suggests observing more tests besides students’ work to better understand the characteristics of college algebra tests.
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.
A consideration into ways biology-based student organizations facilitate participation in STEM
(2019-08) Nolen, Zachary Lee; Daniel, Kristy; Bucklin, Carrie; Castro-Arellano, Ivan; Close, Eleanor; Williamson, Paula
Student involvement on their campus is a vital part of their experience in higher education. A lack of involvement and engagement can lead to a decreased sense of belonging on campus and in their chosen field of study. Researchers speculate that one reason students leave STEM is because students have not developed a strong perceived attachment to the field of science. One way that students may build this perceived attachment to science is through increasing their engagement and participation in science-based activities. By participating in science-based social organizations, students are exposed to new experiences they would not normally have during their coursework. The purpose of my study was to investigate how biology-based student organizations functioned as affinity groups and how these groups influenced individuals’ perceived cohesion to science. I followed three biology-based student organizations, biological honor society, microbiology club, and wildlife club, over the course of one academic year to identify the extent they exhibited the characteristics of affinity groups. After collecting and analyzing data from field observations, I found that all three groups exhibited the criteria of affinity groups to various degrees. Through analyzing student responses to an open-ended questionnaire, I was able to uncover the motivations students had for joining their respective student organizations and what benefits they reported receiving from their participation. I found three major overarching themes for what motivated students to join their respective student organization: they liked the content the organization was based on, to have some form of social outlet, or the reputation of the organization drew them into the organization. Students reported a wide range of benefits they received from their participation in these organizations. I grouped these benefits into five overarching themes: Networking, Professional Development, Learning Opportunities, Community Involvement, and Prestige. I found that there was some overlap between students’ motivations for joining their student organization and what benefit they received from their participation. With this overlap, I speculate that a feedback loop exists where students join an organization for a specific reason that guides what events they choose to participate in which then leads into the benefit they receive from their participation. Now that we better understand how these organizations function, what motivates students to join content-based student organizations, and what they are getting from their experiences, we can further promote these groups to new students. By joining a content-based student organization, students will be better able to find their place in science through networking with others in their field and honing and developing skills that they can take into the workforce, ultimately making them more competitive on the job market.
A Critical Autoethnography: Mentorship for Newly-Appointed Texas Public School Latino Administrators
(2024-08) Garcia, Miguel; Arar, Khalid H.; Guajardo, Miguel A.; Martinez, Melissa; Koschoreck, James W.
The focus in this critical autoethnography was on examining the power dynamics between mentors and novice Latino principals during the mentorship process. The study was designed to examine how mentorship was accessible to novice Latino principals as they transitioned to their new campus or position, the role of the Latino culture in the process, and the relationship between the mentor and Latino protégé with a focus on power dynamics to create an equitable mentorship program. Despite the ample literature available on Latinos in school administration and the overall benefits of mentorship, there is a notable absence of literature explicitly addressing the power dynamics within the mentorship process between a mentor and a Latino protégé. The research was intended to decrease the misrepresentation of Latino principals compared to Latino students in Texas and was guided by the following questions: (a) How do equitable mentorship models support the professional growth of novice Latino principals? (b) What are the experiences of Latinos in the mentor–protégé relationship? (c) How can we better meet the needs of novice Latino principals and aspiring principals to better cope with the demands of the position? The study’s conceptual framework interwove Michel Foucault’s (1979, 1990) theory of power and knowledge, Pierre Bourdieu’s (1990) theory of capital, and Robert Starratt’s (2004) ethical decision-making framework, along with the researcher’s personal experience as a campus principal. The sample was four novice Latino principals in Central Texas. The study included an analysis of historical documents, a researcher’s journal, and pláticas, with results producing three main themes: the targeted recruitment of Latino candidates, the leadership development offered by mentorship, and the importance of informal mentorship for novice Latino campus principals. The findings indicate mentorship programs for new Latino administrators need to be more accessible and equitable. Mentorship relationships should be based on mutual selection, considering the personal and professional goals of both the mentor and protégé. Additionally, there is a need for organized professional and educational programs to recruit and support new Latino campus administrators as they adjust to their new roles. Further research is needed on how mentorship can be implemented across all four career stages: induction, establishment, maintenance, and disenchantment. Additional case studies are necessary to examine the impact of the selection process on the mentor–protégé relationship and its outcomes as a means to assist others in similar situations with navigating their relationships. Last, more research is needed to improve engagement with the Latino community and increase the number of Latinos in public education.
A Critical Content Analysis of the School Resource Officer Training Text in Texas
(2021-12) Cotman, Ann Marie; Martinez, Melissa A.; Bohonos, Jeremy W.; Bowman, Scott W.; Guerra, Patricia L.
Inspired by fears of school shootings and supported by substantial federal funding, the number of school resource officers (SROs) on our nation’s K-12 campuses has increased exponentially. The consequences of this sea change have yet to be fully evaluated. What we do know suggests cause for concern. Specifically, SROs’ presence may be contributing to the school-to-prison pipeline (STPP), most especially for students with minoritized identities. This concern demands increased attention to SRO training and professional development. Because Texas educates a substantial portion of the nation’s students and has recently legislated mandatory SROs training (referred to as TCOLE 4064), the state is poised to lead the country in SRO preparation. My study examines the Texas training material for potential intersection with key components of the STPP, such as, race, school discipline, gender, sexuality, and disability, among other concerns. Using a hermeneutic approach and grounded in Critical Whiteness Studies, this study deploys critical content analysis and critical policy analysis to answer the following: RQ 1: What assumptions about the nature of schools and students frame SRO training in TCOLE 4064? RQ 2: Which concerns about working in schools are highlighted in TCOLE 4064 training, and which concerns are ignored? RQ 3: How does SRO training in TCOLE 4064 address officers’ potential impact on minoritized students and the STPP? Thematic findings reveal dysconscious definitions, unreliable information, and deficit thinking that enshrine Whiteness as correct; marginalizes girls, LGBTQIA+ students, and students with disabilities; and reinforces racist, sexist, and homophobic beliefs. These findings lead to some questions and considerations through which the school safety framework can begin to be rebuilt for more responsive and equitable schools.
A Critical Quest: Confirming Physical Therapists' Attitudes and Knowledge Toward Evidence-Based Practice
(2013-08) Newman, Beverly Cumberland; Furney, Steve; Sanders, Barbara; Ross-Gordon, Jovita M.; Reardon, Robert
The overall purpose of this study was to investigate physical therapists attitudes and knowledge toward research and evidence-based practice (EBP).The research design was based on a realist theoretical framework. Twenty-five interviews were conducted asking standardized open-end questions which allowed the participants to relate their real world experience to EBP. Two of the questions guiding the study included; “Tell me how you feel, in general, about evidence based practice in Physical Therapy” and “Tell me how, when, and where you learned about research/data collection and evidence based practice.” Results indicated a high level of support and commitment to research and EBP. Participants agreed that the profession of physical therapy will benefit from increased participation in research, and an increased use of EBP. Most participants felt knowledgeable about research and data collection in general, but they also indicated weaknesses in conducting research, and critically evaluating the research articles. The participants also agreed that practicing based on evidence was important for the physical therapy profession, but identified a need for more research supporting physical therapy. Barriers to research and practice based on evidence were identified by all participants. Four main barriers were identified; time, patients, administrative, and external influences. This study revealed a strong commitment by the participants to research and EBP, but the identified barriers prevented most participants from participating in research and practicing based on evidence at the level they said they felt was necessary.
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, Jack
In 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.
A Discipline of Synthesis?: An Investigation Into Geography's Subject Matter and Disciplinary Identities Through the Lens of Geographic Education
(2005-12) Rutherford, David J.; Boehm, Richard G.; Dixon, Richard W.; Petersen, Cynthia L.; Stea, David
Geography's variable foci and differing identities appear to exist in considerable isolation from one another, and although the discipline demonstrates potential to provide needed answers to pressing problems, many geographers believe that disciplinary disunity inhibits realization of this potential and threatens the health of the discipline in the competitive environment in which it must exist. Solving this problem entails energizing what some commentators have called the synergies that lie latent among geography's various disciplinary identities in order to advance a synthetic view of the ways in which human social relations and structures of meaning interact with aspects of the physical environment across space and place. As a step toward energizing these synergies, this dissertation sought to improve understanding of important characteristics of the discipline of geography. Specifically, the primary purpose of this research was to produce a theoretically informed, empirical investigation of the essential subject matter content and variable disciplinary identities that currently exist in the discipline of geography in the United States. To accomplish this purpose, the research employed a mixed-method design that drew from two bodies of theory: "curriculum analysis theory" for investigating the essential subject matter of the discipline and "structure of the disciplines" theory to investigate the variable disciplinary identities. Theoretical propositions indicated that curricula from the introductory undergraduate courses of human geography, physical geography, and world regional geography could serve as the data source for identifying and analyzing the subject matter and faculty disciplinary identities across the three broadly recognized sub-disciplines of geography - human, physical, and regional geography. Formal curricula, in the form of course syllabi, for the three introductory courses were subjected to a content analysis to identify and analyze essential subject matter. Collateral curricula that faculty possess as perspectives on the discipline as related to the introductory courses they teach were used to investigate the variable disciplinary identities in geography, and these faculty perspectives were obtained through an online survey that was analyzed using quantitative methods. Results of the research indicate: (1) limited commonality of subject matter exists between physical geography and the human and regional divisions of the discipline, and (2) significant differences in cognitive style exist between faculty members in physical geography and the faculty members in the human and regional divisions of the discipline. In addition, the research identified a small set of subject matter items and disciplinary perspectives that may serve to promote synthesis across the discipline. Results also served to refine and advance the theories that provided the basis for the research.
A Geographic Framework for Assessing Neolocalism: The Case of Texas Hard Cider
(2019-08) Buratti, James Paul; Hagelman, Ronald R., III; Myles, Colleen; Sarmiento, Eric; Schnell, Steven
The purpose of this research was to develop and test a new conceptual framework for the geographic analysis of neolocalism through an examination of Texas craft cider producers. James Shortridge (1996) introduced the term neolocalism, defining it as the striving for a conscientious and sustained attachment to local places. I interviewed the owners or spokesperson for twelve Texas cideries to determine their engagement with neolocal traits. Incorporating geographic, relational, and values of proximity along with the identified neolocal traits, I created a visual representation of neolocal engagement, the neolocal product model. My findings suggest that the cideries interviewed make a conscientious effort at incorporating neolocal traits into their business to create products embedded in place. The model visually demonstrates how Texas craft cider producers’ ability to create a locally-embedded product imbued with neolocal traits are affected by how the producers situate themselves within a local food network, reflect local resources and values, and present their cidery within a chosen landscape. Additionally, the model documents a wide variety of traits and expressions of those traits producers can engage in making a product local.
A GI Science Investigation Into the Relationship Between Childhood Respiratory Diseases and Unhealthy Ozone Level: Environmental Inequity and Health Disparities in the Houston Area
(2007-08) Lin, Shing-Tzong; Lu, Yongmei; Brender, Jean; Giordano, Alberto; Stea, David
A conceptual framework including the dose-response model, environmental inequity model, and health disparities model was proposed to study environmental health. The framework was used to investigate the triad relationships among the three components - ozone exceedances, childhood respiratory diseases prevalence, and socioeconomic status (SES) - in the highly polluted Houston area during the summer of 2001. The objective of the study is to illuminate the significance of environmental exposure and environmental inequity on health disparities. The study employs GIS and exploratory spatial data analysis (ESDA), to explore the spatial patterns of each component, and uses mapping and confirmatory spatial data analyses (CSDA) to examine the spatial associations between them. The results of ESDA reveal the existence of three local ozone highs, the locations and magnitudes of childhood respiratory disease hot spots, and the highly segregated socio-economic status in the Houston area. The results of CSDA show that there are significant spatial relationships at the local rather than the global scale. The areas of north-central, central, and southeast Houston contain the most significant spatial associations between ozone exceedances and disease prevalence. The north-central and southwest areas of Houston with a high percentage of low-income Hispanics have the most significant spatial associations between ozone exceedances and SES. The northeast, south-central and northwest areas of Houston with a high percentage of low-income African Americans have the most significant spatial association between disease prevalence and SES. Results show the consequence of health disparities of childhood respiratory diseases is not necessarily affected by the exposure to ozone exceedances. It indicates susceptibility may be a more important part than exposure for the health disparities of childhood respiratory diseases. The non-stationarity of the environmental inequity and health disparities suggests that GWR is an effective approach to identify the sub-regions affected by environment pollution and public health within an urban area. The areas identified as the high association of environmental inequity and health disparities may aid environmental regulatory agencies in resolving environmental health in air pollution through the regulation of new development.
A Grounded Theory Study on Leaders Who Lead by Learning: Publically and Purposefully
(2013-05) Johnson, Pamela B.; Waite, Duncan; Nelson, Sarah W.
Although both management and leadership are needed in schools so that schools function efficiently and have leadership for continuous improvement, English (2012) reports that the majority of professional research and literature focuses on the management, rather than leadership, of learning. This grounded theory study examines the practices of three leaders, a retired urban principal, a suburban associate superintendent, and a rural mathematics coordinator, who lead by learning through their organizations. These leaders purposefully utilized shared problem-solving and shared decision-making through shared learning in a collective leadership paradigm purposefully fostering a learning culture within. The central question that guides the collection and analysis of the qualitative data is this: what are the practices implemented by leaders who lead by learning to create learning cultures for their organizations? The qualitative data generated from interviews and observations of the three leaders is triangulated with the theoretical perspective of lifeworld and systems-world borrowed from Habermas’s Theory of Communicative Action and the theoretical perspective of the Chaos Theory. In this study these leaders use distributive power and a focus on collective learning to (a) create a collaborative culture, (b) share decision-making, and (c) build capacity. Fractals, representing self-similarity, are used as a metaphor to represent the learning culture created when the adults as well as students are learners within a district or campus. A network-type structure providing space for dialogue rather than a hierarchical structure allows for shared problem solving and decision-making and provides the opportunities for educators to self-organize rather than being managed by the leaders in this study. The findings from this study offer ideas for educational leaders who are purposefully developing learning cultures in their districts and campuses.
A Longitudinal Analysis of a Geography-Based Minority Recruiting Model
(2006-05) Foster, Ellen Joan; Boehm, Richard G.; Blanchard Boehm, Denise; Dixon, Richard W.; Miller Payne, Emily
The dissertation presents a study of a geography-based minority recruiting program and its participants. The study investigated the postsecondary goals and commitments of participant-students and their knowledge and understanding about geography as major discipline and career path. In addition, differences between and among the participant-students were analyzed. Theories of student departure, socio-cultural learning, and professional development provided the theoretical framework for the study. An increased understanding of how and why students make institutional and goal commitments coupled with hands-on learning essential for minority student success enabled the project to investigate discipline specific content and skills. Results indicated that while students did not select geography as a major discipline, all students reported a greater propensity to attend college after high school graduation. In addition, the mixed methodology revealed that students learned more about geography concepts and retained that knowledge over time, especially in those areas where the MRM presented information in hands-on and/or field activities. Future research should include a closer follow-up on participant-students throughout the postsecondary decision-making process, an extension of the program to include a teacher and peer-counselor mentor program for MRM alumni, and a test for replication and success of other MRM programs.
A Longitudinal Investigation of Language and Executive Function on Mathematics and Science Achievement in Early Childhood
(2018-08) Marquez, Jocabed; Price, Larry R.; Martinez, Melissa A.; Ashford, Shetay N.; Rivera, Marialena D.
The United States faces high demand for science, technology, engineering, or mathematics (STEM) professionals and a scarce supply of individuals who pursue STEM careers, especially minority populations in the U.S with proficiency in a language other than English. The primary goal of this research was to determine the impact of use of Spanish in the home and direct cognitive assessments (executive function) on student achievement in mathematics and science during the fall of kindergarten, spring kindergarten, fall and spring of first grade, and fall of second grade. Parallel process longitudinal growth modeling was used to examine mathematics and science trajectories over time in a large cohort of students while simultaneously investigating tangential issues affecting change in achievement over time. Several analyses were employed in this study with the goals of: 1) Examining the growth of mathematics or science scores in isolation employing a univariate analysis model within the PPLGM, 2) Revealing the joint associations between growth factors capturing mathematics and science achievement employing an unconditional multivariate analysis and 3) Examining the effect of time-varying covariates as predictors of mathematics achievement scores at each year by employing a conditional multivariate analysis. Structural equation modeling (SEM) served as the analytic framework for conducting all analyses. This study used variables from the Early Childhood Longitudinal Study Cohort 2011 sponsored by the National Center for Education Statistics (NCES), within the U.S. Department of Education’s Institute of Education Sciences.
A Look at How African-American Mothers Adapt to the Imprisonment of an Adult Son and the Impact on their Identities and Relationships
(2013-05) Hiller, Patricia Hayes; Ross-Gordon, Jovita M.; Larrotta, Clarena; Payne, Emily Miller; Stephenson, Sandria S.
Little is known about the effects of an adult son’s imprisonment on the mother and how the mother’s interpretation of roles during her son’s imprisonment impacts personal, professional, and other relationships. Research on experiences of these mothers is lacking, and their voices need to be heard to help communities prepare to assist those mothers challenged by a family torn apart. The purposes of this study included: (1) adding to the knowledge base (e.g., incarceration and family life, correctional education, and adult education) by gaining a better understanding of the experiences of mothers of sons who have been imprisoned as felons and how these women learn to adapt to the many challenges in their lives associated with this experience and (2) identifying implications for educational practices and social policies that affect the lives of families of felons. The main research question was, “What are the experiences of African-American mothers of adult sons who have been incarcerated as felons?” This phenomenological, qualitative study borrows heavily from theories of social integration and symbolic interactionism. The study engaged the participants through face-to-face interviews and conversations during individual interviews that lasted one to three hours. Purposeful selection identified African-American mothers coping with an adult son who has been imprisoned. Eight participants serving in maternal roles who resided in Texas were recruited. The average age of the participants was 60 and ranged from the mid-forties to 80 years. The small number of participants in the study allowed for specific information and insight. Data analysis revealed two main themes. The first theme, Adult Learning–I Would Have Done Things Differently, focused on the experiences the mothers had and what if anything they would have done differently given their expectations and the reality of their sons’ imprisonment. The second theme, Adaptation–I Became Stronger, reflected the mothers’ relationships and the resources they employed to adapt to the challenges of having sons involved in the penal system. The study includes recommendations and implications for community and educator involvement.
A Moderated Mediated Path Analysis of Factors Influencing Student Performance on a Standardized High-Stakes Science Test
(2008-12) Pelkey, Ramona K.; Boone, Michael; Hodges, Russell B.; Jackson, Julie; Price, Larry R.; Reardon, Robert F.
Gender, ethnicity, family economic status, reading score, mathematics score, and number of science semesters successfully completed were examined for their contributory role to a student's science score on a high-stakes, high school exit examination. Path analysis and analysis of variance procedures were used to quantify each variable's influence on science score. Gender, ethnicity, and family economic status were found to be moderators while reading proved to mediate within the model. The path model was created using a calibration sample and cross-validated using a hold-out validation sample. Bootstrapping was used to verify the goodness of fit of the model. A predictive equation explained 66% (R2 = .66) of the variance in observed TAKS science score.
A MODIS-Based Algorithm to Detect Forest Degradation: A Case Study in Mexico
(2019-12) Reygadas Langarica, Yunuen; Jensen, Jennifer L. R.; Currit, Nate; Chow, Edwin T.; Moisen, Gretchen G.
With global warming becoming a major concern worldwide, forest degradation impacts on environmental services, especially those related to climate regulation through carbon sequestration, have received increasing attention among the scientific community. However, monitoring forest degradation has not been easy to accomplish due to the non-discrete nature of the process, in which changes are subtle and alter vegetation gradually. This research proposes an algorithm to detect forest degradation using Moderate Resolution Imaging Spectroradiometer (MODIS) images collected over Central Mexico (tile h08v06) between 2002 and 2017. The underlying assumption of a constant negative relationship between vegetation greenness and surface temperature, which has guided several studies that aim to identify ecosystem disturbances, was discarded as a foundation on which to build the algorithm. An evaluation of the annual and intraseasonal relationship between Leaf Area Index (LAI) and Land Surface Temperature (LST) demonstrated that the relationship between these two variables in the study area is not constant and its nature (i.e., sign) varies depending on the temporal scale and forest type under analysis. The use of LAI was proposed to facilitate consideration of the structural changes evident from degradation though not necessarily observable through widely used vegetation spectral indices, such as Normalized Difference Vegetation Index (NDVI)and Enhanced Vegetation Index (EVI). Thus, the proposed algorithm focused on vegetation greenness and overcame the challenge of detecting subtle and gradual vegetation changes through a trend analysis of LAI. Overall, the results indicate that 52% of the study area has experienced increasing LAI trends, 37% has remained unchanged, and 11% exhibits some level of forest degradation (i.e., decreasing LAI trends). Particularly, the algorithm estimated that 0.6% (385 km2) is highly degraded, 5.3% (3,406 km2) moderately degraded, and 5.1% (3,245 km2) slightly degraded. The non-degraded (89%) and degraded (11%) areas served as scenarios to investigate the effect of precipitation on LAI in the context of forest degradation conditions. The results showed that the response of LAI to precipitation is predominantly positive and its occurrence is higher in non-degraded pixels (43%) than in degraded pixels (28%). This dissertation contributes to the body of knowledge focused on monitoring forest degradation and comprehending vegetation-climate feedbacks at regional scales.

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