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Item The 5th wall project : projection design applications for transforming education and medical spaces for youth communities(2015-05) Lord, Patrick William; Ortel, Sven; Alrutz, MeganThis paper and project explore how creative applications of existing design and technology can provide a unique service for children anywhere. This project fuses that technology with a belief that youth communities in education and medical spaces deserve access to artistic experiences. By devising original, immersive story performances with two classes from local Austin schools, The 5th Wall Project has begun to develop a process that facilitates educational engagement, and exposes students to design and art where they live and learn. The intention of this project is to continue beyond the performances and residencies completed and documented in this paper. Future applications, such as the installation of this model into pediatric patient rooms is a primary goal of the project that has yet to be explored, but is an integral motivator in the aforementioned investigation of our process.Item A case for anthropology as the integrating force in pre-collegiate social studies(Texas Tech University, 1976-08) Weedman, Joe AllenNot availableItem A case for ethical development in co-curricular environments(2010-08) Morton, Craig; Paton, Valerie O.; Lan, William; Taylor, Colette M.Co-curricular experiences can provide a rich context for student learning, but there has been little research on the direct learning contribution they make. This study is designed to explore the impact of various co-curricular experiences on students within different curricular environments to determine how co-curricular experiences contribute to ethical reasoning development. There is no organized theory or framework regarding how co-curricular environments contribute to ethical reasoning development. However, Astin‟s Input-Environment-Output (I-E-O) Model provides a general theoretical foundation for environmental impact on student learning (Astin, 1993). Lawrence Kohlberg‟s preeminent ethical reasoning research gives further direction. It was grounded in Piaget‟s cognitive development stage theory from the 1930‟s (Wright, 1995; Nichols & Day, 1982). Kohlberg‟s work in the 1950‟s eventually expanded Piaget‟s two stage model within the autonomy stage to six stages of moral development: stages one and two at the pre-conventional level, stages three and four at the conventional level, and stages five and six at the post-conventional level (Wright, 1995). This study was conducted at a large research institution in the southwest United States in partnership with an institutional assessment effort to gather information on student learning in ethics courses. The study used the Defining Issues Test (DIT) developed by James Rest (Bebaeu, Rest & Narvaez, 1999), which places individuals in Kohlberg's continuum of ethical reasoning. One hundred eighty-two studentsparticipated in the DIT pretest at the beginning of the semester and the DIT posttest at the end of the semester. The primary treatment variable was exposure to the material in two courses that met institutional criteria for ethics curriculum; the control group consisted of students in a non-Ethics course. See “Ethics” note at end. Supplemental questions were added at the DIT post-test to gather demographics including participation in selected co-curricular environments. The resulting data was analyzed using a linear regression to identify which variables were predictive of improved posttest scores on the Defining Issues Test. The research study findings indicated that students‟ DIT scores increased, but that neither curricular nor co-curricular environments had a statistically significant impact.Item A Case Study of Food Safety Culture Within a Retailer Corporate Culture(2011-02-22) Santibanez-Rivera, RodrigoThe retail business has been negatively affected due to the increasing customer concerns about food safety and the recent events related to microbiological and chemical contamination of food products, such as the melamine in infant formula and the multiple cases of produce pathogen contamination. It has been shown that a scientific-based food safety system, such as, Hazard Analysis and Critical Control Points (HACCP), help reduce the likelihood of food safety incidents. Nevertheless, companies with these kinds of systems have too experienced public food safety issues. Food safety professionals have created instruments to measure food safety based on lagging indicators, such as pathogen presence or food safety incident reduction. Though, they have not created metrics based on leading indicators to measure the behavior driven by the culture of employees who handle the food. The employees who handle food are influenced by cultural values and behave in a company based on the company's cultural influence; hence, food safety should also be measured in cultural terms as a leading indicator. In order to measure food safety culture of a retail company and understand differences among groups, the researcher used case study methodology to select a USA based retailer. The researcher described the culture of the retailer, as well as the leadership styles. Based on these descriptions, the food safety culture of the company and the employee constructs were defined and piloted for construct validity and construct reliability. Once validated, a food safety culture survey instrument was implemented in the operations area of this retailer. The results showed that the employees agreed or strongly agreed that food safety was part of the corporate culture. One of the factors influencing the food safety culture was service to the customer. The results showed that there were differences in food safety culture across the different groups, but with negligible or small effect size. One of the main contributions of this study was the development of a metric to measure food safety culture in the retail industry. It also suggests that besides food safety audit scores and incident reduction, food safety needs to be measured in terms of the corporate culture of the retailer. In an effort to improve food safety around the world, organizations should consider that culture plays an important role.Item A case study of interinstitutional cooperation of three private institutions of higher learning in Abilene, Texas(Texas Tech University, 1997-12) Armstrong, Randy L.The research problem was to determine and describe the historical development from 1906 to the present the formal and informal examples of interinstitutional and consortial collaboration of three private, churchrelated institutions of higher learning located in Abilene, Texas. The purpose of this case study was to formulate suggestions that similar institutions could draw on when trying to duplicate or improve comparable collaborative endeavors. It was assumed that knowledge derived from a case study of Hardin-Simmons University. Abilene Christian University, and McMurry University, may contribute to a better understanding of this and other similar interinstitutional collaboration. The methodology consisted of established and accepted precepts of historical research and interviewing techniques. A timeline of interinstitutional cooperation and consortial endeavor among the three subject institutions was formulated using the historical methodology suggested by Gall, Borg, and Gall (1996). A questionnaire based on six research questions was also designed to elicit answers from 35 principal participants who were/are in some way responsible for the creation and evolution of the various consortial relationships and endeavors shared by the subject institutions.Item A CASE STUDY ON USING GIS AS A TOOL TO ENABLE LEARNING OF SPATIAL PROBLEM SOLVING ABILITIES IN AN ONLINE ENVIRONMENT(2010-01-16) Ball, Kendall C.RENR 405 GIS Environmental Problem Solving is a course offered at Texas AItem A cognitive and behavior modification technique using cognitive plus make-believe training for preschoolers(Texas Tech University, 1983-05) Lessenberry, Leigh AnnNot availableItem A cultural critique of the use of networked electronic discourse in a liberatory composition pedagogy(Texas Tech University, 1999-05) Jordan, Mark WayneThis dissertation examines the similar goals and characteristics of liberatory pedagogy and networked electronic discourse pedagogy. Liberatory pedagogy is usually dated from Paulo Freire's Pedagogy of the Oppressed (1970) while network pedagogy, based on textual communication between linked microcomputers, is dated from Trent Batson's pioneering work at Gallaudet University in the mid- 1980s. Both pedagogies attempt to cultivate within students a critical consciousness, though liberatory pedagogy focuses more on societal transformation than network pedagogy generally has done. Interpretive readings of seminal works within each field reveal that both pedagogies share the two fundamental qualities of a formal dialogic communication model and a nascent postmodernity. Dialogogically, both pedagogies demonstrate awareness of the dynamic ambiguity of language, privileging of communal dialogue, encouragement of epistemological knowledge-making, and nurturing of a critical consciousness. Common postmodern qualities are innate skepticism for prescribed values, an awareness of the decentered yet often oppressive nature of contemporary power formulations, and an intrinsic respect for diverse voices and differing subjectivities. Despite such similarities, the literature regarding liberatory pedagogy seems scarcely aware of the parallels between it and network discourse pedagogy. Literature on the latter pedagogy, meanwhile, shows more awareness of liberatory pedagogy but tends to borrow from it in piecemeal fashion, seldom invoking the full liberatory apparatus. Nevertheless, the similar goals and characteristics of both pedagogies suggest that they can be mutually beneficial allies which together can create a more effective learning environment than either can separately. Further, this alliance of similar pedagogies can find a fruitful context for implementation in the community college, the third major element examined. Despite the typical community college focus on preparatory or vocational goals, some features which make the community college fertile ground for the suggested pedagogical alliance are the diversity of student populations, their large percentage of ethnic minorities and socio-economically disadvantaged students, and such colleges' own typical identity as small, locally-rooted, largely independent and thus versatile entities.Item A descriptive comparison of the organization of life science curricula in liberal arts colleges(Texas Tech University, 2001-08) Baldridge, Iona Lynne ClevengerLiberal arts colleges are an American institution valued for their small size, private status, tiaditional-aged student body who are primarily in a residential setting, and emphasize an undergraduate liberal arts curriculum. However, many have begun offering professional degrees as well. This study is a description of life science curricula of 82 nationally and regionally ranked liberal arts colleges. Both life science liberal arts degrees and professional degrees were examined. In both national and regional colleges, the requirements for liberal arts degrees were composed of a higher percentage of biology coursework than professional degrees were. Regional colleges offered a significantly higher number of professional degrees than did national colleges, however.Item A descriptive study of VCR use among social studies teachers in rural public high schools of less than 300 students in the United States(Texas Tech University, 1989-05) Tannahill, Catherine LThis project studied the use of VCRs by secondary social studies teachers in United States school districts with less than 300 total student enrollment. These districts were selected as being most likely to exhibit the problems listed as typical of rural education: geographic isolation, financial limitations, limited course offerings, and weaknesses in certification of instructional staff. The study was intended to determine the instructional use of VCRs and the quality of that instruction. Specific research information to be gathered included (1) the availability of VCR equipment, (2) the types and sources of videotapes being used, (3) whether the teachers were following recognized film-use techniques as teaching strategies with videotapes, (4) whether most VCR use was additive, integrated or independent, and (5) whether social studies educators were knowledgeable and observant of the United States Copyright Revision Act of 1976. It was found that the VCR was a popular tool for social studies educators in the very small school districts. It would be used more frequently if more materials were available at reasonable prices. VCRs were generally available to educators, but most furnished their own videotapes or ordered them from regional media centers. Most social studies educators used recognized filmed media-use techniques, most of the time, to maximize instructional opportunities for their students, but formal training in these techniques was generally lacking. There appeared to be little or no difference in the use of effective instructional techniques between those who indicated that they had had formal training and those who had not. Videotapes were used as supplemental material rather than as the predominant instructional method or to present elements of instructions, or basic concepts. Teachers, as a rule, were not informed of the copyright law and, in practice, did not abide by its provisions. However, even those who indicated some training on or information about the copyright law tended to ignore it if it conflicted with what they perceived to be the educational needs of their students.Item A discipline-based art education curriculum for the liberal arts college(Texas Tech University, 1989-05) Welter, Cole HThis study investigates 1) the historical background of discipline-based art education theory and practice, 2) the current range of visual arts courses offered the non-art major at 101 American liberal arts colleges, and 3) the nature of a visual arts curriculum designed to strengthen the purpose and place of the visual arts within core programs of general college education. The survey and historical review reveal that less than three credit hours of fine-arts study are required of non-art majors, that the majority of visual arts courses offered to the non-art major are of the art appreciation or art history survey type, and that the formal, integrated college-level study of art history, art criticism, aesthetics, and studio art is nonexistent. Based on these findings, this study outlines a visual arts curriculum that seeks to replace traditional art appreciation and art history survey courses. The proposed curriculum is founded on the concepts associated with discipline-based art education theory, and suggests a visual arts course whereby liberal arts colleges could combine the study of art history, art criticism, aesthetics, and studio art.Item A fiscal neutrality analysis of the equity consequences of recalculating the local wealth component of the Texas Education finance plan(Texas Tech University, 1996-08) Koeninger, Larry D.Swanson and King (1991) and Oakland (1994) stated that by sharing revenues from windfalls, such as natural resources, industrial plants, and utilities plants, local tax base values would be more equitable. Smith (1994) and Stark (1992) found that redistributing specified classifications of local property wealth in Illinois and Indiana created more equitable school finance plans in those states. This study examined the equity consequences of recalculating the local tax base in the Texas school finance system. For the purposes of this study, properties which were classified by the state as commercial, industrial, mineral, or utilities property, were taxed at the state level rather than the local level. Business property taxes (commercial, industrial, mineral, and utilities property combined) accounted for approximately 51 per cent of revenues generated by the local property tax, in 1994, in Texas.Item A line in the sand: A fourth-grade teacher counters high-stakes testing by using read-alouds as the fulcrum around which students' perceptions of reading and writing are formed(2011-12) Wasiuta, Ellen; Janisch, Carole; Johnson, Margaret; Price, Margaret A.; Lesley, MellineeThe pressures of high-stakes testing have increased exponentially over the past decade. Writing teachers are faced with instructional decisions that pit extensive test preparation using writing exercises formatted to match the test, for the acquisition of acceptable scores, against well-recognized "best practices" in the field of literacy: student ownership and choice in a Writing Workshop, use of mentor texts, and use of read-alouds. The purpose of this qualitative, naturalistic, auto-ethnographic study was to understand how and why read-alouds became a central component of a fourth-grade English classroom. This centrality of the read-alouds was illuminated by noting the effects of the read-alouds on the students' self-selected readings, their compositions, and their perceptions of their own developing literacies. The study was framed by four major research questions: (1) What is the nature of the evolution of fourth-graders' writing and self-selected reading as influenced by on-going read-alouds by the teacher? (2) How does the chosen text to be read aloud influence students' perceptions of themselves as readers/writers - literate human beings? (3) What is the relationship between the genres selected for the read-aloud and the writing produced by fourth graders as well as their self-selected reading choices? and (4) What does a teacher learn about her own growth as a literacy teacher through an auto-ethnographic study? The findings from this research study revealed that using high-quality, rich read-alouds as a fulcrum in the foundation of Writing Workshop contributes to the long-term engagement and motivation of students as they take ownership of their literacy learning. The study demonstrated that the immersion of students in high-quality, authentic literacy experiences with read-alouds at the core helped those students form positive perceptions of themselves as readers and writers as well as positive perceptions of reading and writing.Item A model of college instructors' demandingness and responsiveness and effects on students' achievements outcomes(Texas Tech University, 2003-08) Mullen, GayleThis study attempted to answer the question, "How do students' perceptions of the demandingness and responsiveness of instructors directly and indirectly affect students' achievement outcomes in their college classes through the psychological components of motivation and use of metacognitive strategies?" This question is based on studies conducted by Baumrind (1971, 1991) that identified correlations between the demandingness and responsiveness of parents and adolescent behavior, and Williams (2000) who examined the relationships between demandingness and responsiveness of advisors and graduate students' experiences. It is also based on research about the components of self-regulation and the roles these factors play in students' academic achievement. Using a survey instrument to measure students' perceptions of learning, satisfaction, motivation, use of metacognitive strategies, and instructors' demandingness and responsiveness, analysis of the data was then conducted using SPSS and LISREL.8. Latent variables of responsiveness, motivation, metacognitive strategy use, and students' achievement outcomes were defined by three observed variables each. The latent construct of demandingness was represented by one observed variable. Although the observed variables measuring demandingness should be expanded, the results of this study did find latent variables were well defined by the observed variables and that relationships did exist between the latent variables as predicted. Responsiveness and demandingness of college instructors also appeared to influence, directly and indirectly, the achievement outcomes of students. Areas that need further research include examining the relationship between demandingness and responsiveness as well as studies of samples in which there is a larger variability in students' grades so that problems in these areas could be investigated more thoroughly. This study is important because improvement in instructors' teaching will benefit students. If the results of the study can help identify the processes used by academically successful learners, instructors may be able to adopt methods of teaching that will assist students to succeed in this environment. Creating an environment in which instructors' set high expectations for students while nurturing and supporting students, should increase students' satisfaction and learning in the college course and add to the knowledge base about students' motivation and use of metacognitive strategies leading to positive achievement outcomes.Item A pedagogy of choice(Texas Tech University, 1999-05) Blumenthal, Jon MichaelThis thesis traces the development of alternative pedagogies to the oppressive model of the traditional, teacher-centered classroom perceived by political theorists, composition instructors, and cultural critics. Chapter 1 outlines the problems with what Paulo Freire terms "the banking concept of education" (53), including deception and strict discipline as constituting a status quo that disenfranchises students. Additionally, Chapter 1 describes institutional constraints helping to reinforce the status quo of oppressive pedagogy.Item A Plan for University Business Education in Jordan(Texas Tech University, 1970-08) Moghrabi, KamelNot Available.Item A Program Evaluation of a Rwandan Milk Collection Center(2014-01-14) Balinas, Melanie ElizabethThe purpose of this descriptive, correlational study was to evaluate dairy farmers? adoption characteristics and use of a Milk Collection Center (MCC) in the Western province of Rwanda. A snowball sampling method was used to identify participants (N = 53). Farmers answered a research instrument related to their use and perception of the MCC and potential price points for educational services including, artificial insemination training, mastitis treatments, vaccinations at the MCC, training in milking techniques, on-site veterinarian services, and milk quality testing. The study showed that Rwandan dairy farmers had agreeable attitudes toward the Gisenyi MCC and were influenced by distance to MCC, access to credit, and low cost of technologies. No significant relationships existed between farmers? adopter categories (early vs. late) and their overall attitude toward the MCC. However, relationships existed between individual adopter characteristics and overall attitude toward the MCC. Farmers were willing to pay for certain educational services, such as artificial insemination training and mastitis treatments. Vaccinations at the MCC and artificial insemination training were farmers? highest valued services. Positive relationships existed between price points and importance of educational services. The MCCs must appeal to their target client, the dairy farmer, and listen to their wants and needs to be successful and have an impact. By drawing attention to the positive attributes of the MCC, participation increases amongst the farmers wouldbenefit the MCC and the Rwandan dairy market, in addition to helping dairy farmers have a more stable market to sell their product and receive the assistance needed.Item A study of concept attainment in art education by elementary education majors(Texas Tech University, 1963-08) Everton, Billy Cotton,Not availableItem A study of factors affecting the initiation of innovative academic programs at selected universities.(Texas Tech University, 1975-08) Boucher, Donald ManningNot availableItem A study of factors that predict debt levels among doctoral students(Texas Tech University, 2003-08) Ferguson, Ralph E.The cost of graduate education continues to escalate. Ultimately, the rising debt formation for graduate education may deter qualified students from the pursuit of a graduate education. The literature affirms that students have to borrow money to manage a college education. Government loans are not keeping pace with increasing tuition and fees. Students manage the higher cost with increased use of credit cards. The increased debt level discourages students from the pursuit of graduate education that may be debt averse. Data indicate that doctoral graduate students borrow $15,000 to complete their academic programs. For students from low-income and single-female heads of household, this human capital investment may exceed their debt-tolerance level and serve as an obstruction to graduate education. As legislatures withhold increased investment in education, colleges and universities raise tuition and fees for their operating budget that makes graduate education less affordable for many students. The continuation of less government involvement in graduate education will impact the quality of leadership, scientific research, and diversity necessary for growth in a market economy. Understanding debt management, policy makers may harness the cost of graduate education with strategies sensitive to the needs of students while in graduate school. This study provides insight that can assist students, families, and administrative officers in planning education to minimize debt creation.