Browsing by Subject "Middle school"
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Item A college approach to fractals in middle school(2005-08) Duke, Billy J.; Dwyer, Jerry F.; Wilhelm, Jennifer A.The algebra and geometry of complex numbers were presented to eighth and ninth grade mathematics classes. The purpose of the presentations was to determine if this college level mathematics would have an influence on the algebra and geometry skills of the K-12 students. Pre and post surveys were employed. Results showed an increase in both student mathematics skills and student interest in the ninth grade class. In the eighth grade class there was not a significant improvement. It may be conjectured that ninth grade students benefit from this kind of intervention, but that the average eighth grade student does not have the mathematical skills required to handle the college level material.Item A qualitative study on the parent participation strategies found in one exemplary middle school in Texas(Texas Tech University, 2007-05) Brasher, Jeffrey L.; Hartmeister, Fred; Layton, Carol A.; Duemer, Lee S.Because parent involvement in the education of children has proven to facilitate the academic success of students, it is mandated in both the Texas Education Code (TEC) and the No Child Left Behind Act (NCLB). Texas middle schools need research-based parent involvement strategies that will help in the development of their own parent involvement policies. Epstein has proven that parent involvement begins to taper off quickly at the middle grades and continues to decline into a student’s senior year. If Texas middle school administrators have access to proven parent participation strategies, more effective policies could be implemented in their respective schools. Having research-based parent participation practices available will prevent administrators from reinventing the wheel and potentially deter schools from only going through the motions to meet state and federal mandates. Texas middle schools committed to academic excellence can utilize resources that will assist in the identification of parent participation strategies that have been proven successful. Research-based parent involvement strategies will allow Texas middle schools to increase parent participation in any of the six parent involvement strategies suggested by Epstein and potentially bring about the academic success of every child. This study addressed the following research questions: What are the elements of good practice concerning school-based approaches toward parent participation in an exemplary Texas middle school (rated exemplary in the years of 2003-2004 and 2004-2005) that are found in the schools’ formal campus improvement plans? What are the elements of good practice concerning school-based approaches toward parent participation in an exemplary Texas middle school (rated exemplary between 2003-2004 and 2004-2005) that are found in these schools’ parent involvement policies? What are the elements of good practice concerning school-based approaches toward parent participation in an exemplary Texas middle school (rated exemplary in the years of 2003-2004 and 2004-2005) that are found through a case study involving the interviews of parents, teachers, principal, and superintendent. The research method involved research participants and archival documentation. The researcher interviewed the building principal who was responsible for providing the leadership that allowed the Texas middle school to reach an exemplary status between the years of 2003 and 2005. The archival documentation included the school’s campus improvement plan and parent involvement policy that supported the goals related to parent involvement. The researcher segregated each of the elements of good practice found in the parent involvement policy and campus improvement plan into one of six categorical files. Categorical files provide a way to keep track of useful information and thoughts, and the title file will contain the researcher's effort to capture what the narrative may be about. After the analysis of the archives was completed, the researcher set up interviews with the principal, three teachers, three parents, and the superintendent of schools for the exemplary Texas middle school. After the interviews were completed, the researcher typed up the dialogue from the interviews in its entirety so the information could be coded. Coding is a process used to sort and define pieces of collected data that are applicable to the research purpose. Once the scraps of the data were amassed into "data clumps," the researcher was able to create an organizational framework that could be broken down into smaller pieces or sub codes. The sub-coded data allowed the researcher to organize the data from the interviews into meaningful strings of information that were used to contribute and bring together the archival data that was collected by the researcher. The analysis of the interviews and archival data found there was a correlation between the parent involvement policy and student achievement. The researcher found that the exemplary middle school is truly committed to student achievement and promoted parent involvement. The goals of the school were reflected in the interviews, but were not grounded in the campus improvement plan and parent involvement policies. The information-rich data was used to create and provide a template for middle schools across the state of Texas to use as they create parent involvement strategies to engender the academic success of their students.Item Academic and social influences of underrepresented adolescents' perceptions of opportunity and plans for the future(2016-08) Kyte, Sarah Blanchard; Riegle-Crumb, Catherine; Callahan, Rebecca M; Crosnoe, Robert; Muller, Chandra; Raley, KellySociologists of education have long stressed the importance of students’ expectations for their subsequent success. Yet, an insufficient amount of previous work has considered how academic and social psychological factors guide when and how students develop their expectations for the future, particularly for the socioeconomically disadvantaged and minority students attending our cities’ schools. By using rich survey and administrative data from a large, urban district serving low income and predominantly Hispanic and African American students, this dissertation identifies how these students develop expectations related to higher education in general as well as science, technology, engineering, and math (STEM) in particular at the start of high school. Chapter 2 examines whether Hispanic girls hold higher college expectations than Hispanic boys because they acquire a superior toolkit of academic resources including achievement, attitudes, and relationships, and/or whether girls are better able to leverage these resources. Further, it considers the potentially gendered role of nativity, language-minority, and socioeconomic status in shaping college expectations among Hispanic students. Chapter 3 analyzes how students’ perceptions of the relevance of science outside of school contribute to gender differences in expectations to major in specific areas of STEM, namely the biological and physical sciences as compared with computer science and engineering. Chapter 4 unpacks the extent to which minority students expecting to major in STEM anticipate that gender- or race-based discrimination may act as a barrier to their goals. Taken together, the findings of these studies underscore the importance of perceptions related to schools, society, and opportunity at the intersection of gender and race/ethnicity for guiding students’ expectations, an important precursor to subsequent behavior and success.Item Challenges to the implementation of scientifically based research in general and special education practice(2013-12) Bach, Mary Beth; Bryant, Diane PedrottyNo Child Left Behind Act of 2001 (NCLB) requires the use of scientifically based research (SBR) to guide the selection of appropriate educational interventions. Although NCLB does not stipulate the use of scientifically based research specific to special education, its provisions influence the education of all children. The implementation of scientifically based research is complex and relies on the knowledge and beliefs of practitioners in general and special education. In order to utilize scientifically based research, there is a need to know the level of knowledge and attitudes of practitioners relative to scientifically based research. This study examines the relationship between practitioners' beliefs and actions taken when implementing scientifically based research. The theoretical framework of Argyris and Schön (1974) provides a conceptual framework for the interpretation of the data. Connections between scientifically based research, school leadership, practitioners, and students, including those with disabilities, are also examined. Information and results extracted from survey responses of 403 middle school teachers from a large, urban school district in Texas shed light on how knowledge and beliefs can influence the understanding and the implementation of scientifically based interventions. The results indicate that teachers are somewhat knowledgeable about scientifically based research and interventions. However, their responses to three open-ended questions provide increased insight into their actual knowledge and understanding. The results indicate that initially teachers are in need of more knowledge about scientifically based research and what constitutes quality research. Their responses also indicate that teachers are lacking concise information that would help them understand what makes an effective scientifically based intervention. Teachers could through college or university classes be better prepared to use scientifically based interventions in the classroom. In the classroom, teachers need administrative support, continuous mentoring and coaching, and effective professional development in order to implement interventions with fidelity. Both general and special education teachers need increased knowledge to use scientifically based interventions effectively to increase student learning.Item Critical atttributes of interdisciplinary teaming in the middle school : current practice in an urban school district in Texas(2013-05) Hoyer, Randy Reuben; Olivárez, RubénThis study identified perceived structural and instructional critical attributes of interdisciplinary teaming at the middle school. Through interviews with principals and teachers, data was collected on critical attributes of interdisciplinary teaming in areas such as the formation of teams and the implementation of interdisciplinary teaming as a process with specific functions, both structural and instructional in nature. The critical attributes identified in this study were associated with the results from two earlier studies on interdisciplinary teaming conducted by Hackmann et al. (2002) and Valentine et al. (1993). Additionally, this study gathered data from participants on the perceived benefits and challenges of interdisciplinary teaming. Using purposeful sampling, principals and teacher participants were selected from a school district located in a metropolitan city in Texas. There were a total of 13 middle schools in the school district and five schools were selected for participation in the study. From the five middle schools, ten participants were surveyed and interviewed for this study; five principals and five teachers. The researcher conducted interviews over the telephone with each of the participants. Data collected from the interviews were analyzed using descriptive statistics. Findings indicated that critical attributes of interdisciplinary teaming, identified earlier by Hackmann et al. (2002) and Valentine et al. (1993), were generally associated with results from the current research. The critical attributes were developed from the following categories: Team characteristics, team membership, team planning time, and curriculum design practices. The second part of the study described perceived benefits and challenges of interdisciplinary teaming. In general, participants identified more benefits than challenges. Specifically, participants found interdisciplinary teaming to be beneficial in the areas of relationships, instruction, and parent communication. Challenges in the implementation of interdisciplinary teaming were described by both groups of participants. Implications for school officials who are trying to maintain interdisciplinary teaming in the face of budgetary constraints will necessitate a balanced look at effectiveness and efficiency. Further inquiry into an important relationship between interdisciplinary teaming and student achievement is also necessary. This study identified perceived structural and instructional critical attributes of interdisciplinary teaming at the middle school. Through interviews with principals and teachers, data was collected on critical attributes of interdisciplinary teaming in areas such as the formation of teams and the implementation of interdisciplinary teaming as a process with specific functions, both structural and instructional in nature. The critical attributes identified in this study were associated with the results from two earlier studies on interdisciplinary teaming conducted by Hackmann et al. (2002) and Valentine et al. (1993). Additionally, this study gathered data from participants on the perceived benefits and challenges of interdisciplinary teaming. Using purposeful sampling, principals and teacher participants were selected from a school district located in a metropolitan city in Texas. There were a total of 13 middle schools in the school district and five schools were selected for participation in the study. From the five middle schools, ten participants were surveyed and interviewed for this study; five principals and five teachers. The researcher conducted interviews over the telephone with each of the participants. Data collected from the interviews were analyzed using descriptive statistics. Findings indicated that critical attributes of interdisciplinary teaming, identified earlier by Hackmann et al. (2002) and Valentine et al. (1993), were generally associated with results from the current research. The critical attributes were developed from the following categories: Team characteristics, team membership, team planning time, and curriculum design practices. The second part of the study described perceived benefits and challenges of interdisciplinary teaming. In general, participants identified more benefits than challenges. Specifically, participants found interdisciplinary teaming to be beneficial in the areas of relationships, instruction, and parent communication. Challenges in the implementation of interdisciplinary teaming were described by both groups of participants. Implications for school officials who are trying to maintain interdisciplinary teaming in the face of budgetary constraints will necessitate a balanced look at effectiveness and efficiency. Further inquiry into an important relationship between interdisciplinary teaming and student achievement is also necessary.Item Direct observations of in-school food and beverage promotion : advances in measures and prevalence differences at the school-level(2013-08) Latimer, Lara Adrienne; Pasch, Keryn E.Previous research shows that food/beverage promotions are prevalent in traditional channels, such as television, and that children's exposure to these promotions may be associated with dietary- and weight-related outcomes. However, little research has been conducted on in-school food/beverage promotions, despite evidence that promotions are present in schools and that similar associations between students' exposure to promotions and weight-related outcomes may exist. In an attempt to better understand in-school food/beverage promotions, the current study was undertaken. Specifically, the reliability of a new electronic tool to document direct observations of in-school food/beverage promotions was examined. Direct observation data, using the new tool, were collected in 30 middle schools in central Texas, and a new coding system was developed to categorize and quantify these data. Analyses were run to examine percent agreement between records for intra- and inter-rater reliability. Analyses were also run to assess percent agreement between coded records in order to examine inter-rater reliability for the new coding system. Descriptive analyses on direct observation data were conducted in order to further examine the types and prevalence of food/beverage promotions. T-tests were run to examine variations in food/beverage promotions by school-level differences including economic disadvantage and percent minority. Overall, sufficient intra- and inter-rater reliability was established for the new electronic data collection tool. Sufficient inter-rater reliability was found for the new coding system. Direct observation data showed that food and beverage promotions are prevalent in central Texas middle schools, particularly those displaying nutrition education messages, commercial products, brand logos, and unhealthier food/beverage items. Additionally, a higher prevalence of food and beverage promotions, especially for less healthy products, and those displaying commercial brands and visible logos, were found to vary by school-level differences. Specifically, lower economically disadvantaged and lower percent minority schools had significantly higher levels of these types of promotions, as compared to higher economically disadvantaged and higher percent minority schools. Future studies should further examine prevalence of and school-level differences regarding in-school food/beverage promotions, and if these promotions are associated with dietary- and weight-related outcomes. Results may inform stricter policies regarding in-school food/beverage advertising aimed at youth.Item The effect of ecological factors on school engagement(2013-08) Pettit, Sarah Michelle; Carlson, Cindy I., 1949-School engagement is associated with higher achievement and lower school drop- out rates. Teacher, peer, and parent relationships are critical in the development of school engagement. However, most researchers have looked at the effects of these relationships on school engagement in isolation. Also, few studies have looked at how the impact of these relationships on school engagement may vary as the result of school attended, age, gender, and race. The purpose of this study was to contribute to the growing body of research exploring the mechanisms that underlie the socio-emotional antecedents of school engagement. A theoretical framework for the examination of school engagement as an assessment of how well family, teacher, and peer relationships are meeting students' needs drew from Bronfenbrenner's (1979) ecological model and Catalano and Hawkins (1996) social development model. Latent variable structural equation modeling (SEM) was used to analyze an archival data set that included 2,217 students in grades 6 through 8 attending three public middle schools in Texas. Results indicated that reported levels of school engagement were explained primarily by peer and teacher relationships. Family context played an indirect role on school engagement, via its influence on peer and teacher relationships. Grade, gender, and race also impacted how relational factors influenced school engagement. Results highlight the importance of positive relationships with family, peers, and teachers, in increasing the development of school engagement. Results also highlight taking into account the unique needs of the student based on his or her age, gender, and ethnic background when designing interventions for school engagement.Item ESL teachers' perspectives on methods and practices of supporting struggling learners and identifying a possible disability(2016-05) Philpott, Anna Jura Mary; Toste, Jessica; Ainslie, Ricardo; Linan-Thompson, SylviaEfforts to implement the Response to Intervention (RTI) framework in middle schools are increasing. Concurrently the number of English Learners (ELs) enrolled in middle schools is growing rapidly, yet little research exists regarding efficacy of the RTI framework for ELs at the middle school level. This study used qualitative focus group methodology to explore middle school English as a Second Language (ESL) teachers’ perceptions of effective instruction and interventions for ELs and to gain insight into their experiences of referring a struggling student to special education services. Specifically, three research questions are addressed: (1) In districts with at least 25% EL populations, how do ESL teachers currently respond to struggling ELs who may need special education services?; (2) What barriers exist that make it difficult to provide support for these students?; and (3) What critical success factors can be distilled from the experience of ESL teachers interviewed? Themes discussed include the challenge of distinguishing struggles related to limited English proficiency from a possible learning disability, the need for more structure and guidance within the RTI process, and support provided by district ESL departments. Implications of these findings are discussed and direction for future research is stated.Item Exploring protective factors in school and home contexts for economically disadvantaged students in the middle school(2012-05) Okilwa, Nathern S. A.; Holme, Jennifer Jellison; Reyes, Pedro; Yates, James; Saenz, Victor; Crosnoe, RobertThe purpose of this study was to explore the experiences of middle school students particularly focusing on the academic achievement of economically disadvantaged students. Existing data show that there is an increasing cohort of school children experiencing poverty, either short or long term. For poor middle school students, the risk for school failure is amplified by the general risks associated with middle school transition and early adolescence development. The cumulative nature of these risks is often associated with undesirable school outcomes including grade retention, behavior problems, absenteeism, delinquency, teenage pregnancy, school dropout, fewer years of schooling, and lower academic achievement. However, there is evidence that some students succeed in spite of adversity, which is often attributed to protective factors present in the students’ own immediate environment – school, home, and community. This current study, therefore, examined the relationship between two potential protective factors–parent involvement and school belonging–and student achievement. Previous research has established that parent involvement and school belonging are both associated with positive school outcomes including academic motivation, self-efficacy, internal locus of control, pro-social and on-task behavior, school engagement, educational aspirations and expectations, and better academic achievement. Consequently, this study examined three main questions: (a) How is parental involvement associated with academic achievement for economically disadvantaged eighth grade students? (b) How school belonging associated with academic achievement for economically disadvantaged eighth grade students? (c) Do the relations between parent involvement, school belonging, and eighth grade achievement vary as a function of prior achievement and middle school? To answer these research questions, this study used the nationally representative longitudinal data from Early Childhood Longitudinal Study, Kindergarten (ECLS-K) Class of 1998/99. The findings for this study showed that when parent involvement and school belonging were considered together, the association between parent involvement and student achievement diminished while school belonging consistently emerged as a significant predictor of achievement. However, while school belonging emerged as a significant predictor of achievement, this study established that students’ prior achievement was the single strong and significant factor explaining achievement for poor eighth grade students.Item Interface design of educational games for middle school students(2016-05) Cancelosi, Caroline Randolph; Liu, Min, Ed. D.; Lucas, Horton RThe purpose of this report is to identify interface design elements in educational games for a middle school audience. The four games in this report were selected based on their availability to the general public and their reputable developers. The purpose in undertaking this research is to determine interface and interaction conventions in educational games for 11-14 year olds in order to make recommendations to designers and developers. This report identifies the ways each game approaches important features such as art direction, providing feedback, portraying significant events, indicating clickable items, and event timing. It discusses the games’ techniques to guide gameplay. This report also addresses how interface design supports pedagogical goals.Item Life in the middle : exploring identity and culture in an urban middle school(2013-08) Alarcón, Jeanette Driscoll; De Lissovoy, Noah, 1968-My dissertation study is two-year interdisciplinary project that combined case study and oral history methods to craft the life history of West Middle School. The goal of this project is to gain knowledge of how a school's identity, image and culture are shaped by outside forces such as education policy and demographic shifts over time. To this end, I ask teacher participants to narrate the life history of West Middle School, while paying particular attention to shifts in educational policy, to a changing student population and to citizenship education. The aim of exploring these issues is to present a holistic view of schooling. My theoretical framework draws upon the theories of figured worlds, hidden curriculum and social reproduction as entry points for understanding the complex world of West Middle School. I use case study methods such as observation along with oral history interviews and archival data to construct West's life history. The data sources include teacher interviews, an extensive yearbook archive, district school board meeting minutes, and school district boundary maps. The findings of the study are presented in two chapters. Chapter five presents key themes from the teachers' interviews describing the cultural environment and public image of West Middle School. Teachers characterize the school's image and reputation in terms of exceptionalism and the school's identity in terms of family and guardianship. Chapter six discusses citizenship education at West. The main themes in this chapter draw attention to teachers' understanding of good citizenship in pointed terms of respect, responsibility and civic duty. Central conclusions include a nuanced understanding of contradictions within the West Middle School community, the ways in which diversity is simultaneously valued and assimilated, and the ways in which West's positive reputation acts as social and cultural capital. Implications for teacher education include creating spaces where pre-service teachers can engage in deeper learning about school communities and coming to see teaching as a political rather than passive act. Finally, implications for research call for expanding methodological frameworks to include bending and combining methods toward gaining a rich understanding of the complexities of schools.Item The literacy ecology of a middle school classroom : teaching and writing amid influence and tension(2013-08) David, Ann Dubay; Bomer, Randy; Skerrett, AllisonThis embedded case study of an eighth-grade English language arts reading classroom employed an ecological perspective based on Ecological Systems Theory (EST) to examine the ways in which a myriad influences, often conflicting and originating in a variety of settings external to the classroom, intersected in that classroom. The findings from this research point toward the reality of literacy classrooms buffeted by conflicting Discourses around writing that originate in official school structures, as well as the difficulty students and teachers have navigating the tensions created by those conflicts. The focal teacher for this study, a master teacher, navigated these conflicting discourses by being thoughtfully adaptive and balancing policy mandates with her own knowledge of and beliefs about literacy instruction, though she often made instructional decisions at odds with her knowledge and beliefs because she feared lack of compliance with administrative or district mandates risked her job. In this contested atmosphere, the teacher supported students in navigating the myriad literacy practices within the classroom, and the literacy practices from their lives outside of school, using writer's notebooks. These notebooks served as boundary objects because they incorporated a variety of influences and Discourses in a single tool. Even in creating a robust literacy ecology in her classroom through the use of writer's notebooks, thoughtfully adapting to the myriad policy mandates, and having departmental and professional support for her work, she left the school at the end of the year because she could not be the type of teacher she wanted to be in that school. The broader implication of her decision, and the research more generally, is that classrooms are not isolated from the settings within which they are embedded, and those settings often influence the classroom in ways that conflict and create tensions. Teachers and students, then, must make decisions about how to navigate those tensions, often at odds with their knowledge or beliefs. These conflicts and tensions within a classroom can be reduced, or mitigated through communicating, building trust, working toward consensus, and avoiding exercises of power.Item Middle school transition : the role of timing and school characteristics(2010-12) Holas, Igor; Huston, Aletha C.; Crosnoe, Robert L.; Kim, Su YeongAchievement and school involvement of children in middle schools in 5th and 6th grades are compared to those of same-grade peers in elementary schools. Both classroom quality and school structure (size and composition) are tested as mediators in a national longitudinal sample of about 900 youth. The results indicate: a) youth in middle schools achieve at least as well as their same-grade peers in elementary schools, but those in middle schools have lower school attachment; b) middle and elementary schools have equivalent classroom quality, but differ in size and student composition; c) the lower school involvement of 6th grade middle school students is attributable to school size; d) the results are similar for boys and girls.Item Playing in the middle : the value of the arts in middle level education(2014-05) Hearn, Lindsay Michelle; Alrutz, MeganIn 2012, the Austin Independent School District implemented a ten-year Creative Learning Initiative to develop every school in the district into an arts rich school. However, research on arts richness presents varied descriptions of what an arts rich school looks like and lacks student voices. This MFA Thesis documents an applied project utilizing an arts based research process to explore student beliefs about the value of the arts and arts richness at the middle school level. In the document, I analyze student beliefs about the value of the arts through modified grounded theory from a data set including a performance, a playscript, group discussions, surveys, and my personal field notes and reflections. I find that the students share a similar understanding with published research of overall categories describing arts richness, including quantity of arts opportunities, quality of artistic and educational programs, and school climate. They deepen the perspective researchers present on school climate in arts rich schools, offering specific ways in which the arts invite a positive school climate. I conclude the document with reflections on defining arts richness, the arts based research process, and areas for further consideration as schools move toward creative learning for the 21st century.Item Rethinking teacher retention in New York City middle schools : a focus on retaining the highest-performing teachers through effective school leadership(2013-05) Bucciero, Marie-Elena; Von Hippel, Paul T.This report gives an in-depth study of the relationship between effective school leadership and teacher retention. It reviews existing literature that establishes the connection between effective school leadership and lower rates of teacher turnover. The report then attempts to find the relationship among effective school leadership, teacher retention, and student achievement in New York City middle schools. The report also highlights the important processes and strategies that the New York City Department of Education employs in an effort to increase teacher retention. A closer look at The New Teacher Project’s 2012 Report, “The Irreplaceables,” redirects the report to recommend retention efforts that focus on retaining the city’s highest-performing teachers instead of using “blind” retention strategies. In the end, the report summarizes the political climate in New York City between the teachers’ union and the district and recommends four strategies that keep this relationship in mind.Item A study of African American mathematics achievement in high performing and marginal performing middle schools in Texas(2013-05) Peters, Robert Earl; Heilig, Julian VasquezSince the "Nation at Risk" report, there has been a social microscope on the growing achievement gap and factors that contribute to the increasing lack of academic improvement from African American students. In the State of Texas, there are no publicized examples of at-risk schools that have traditionally been successful with African American students in mathematics. Therefore, there was a need to investigate researched-based strategies that promoted African American student achievement in mathematics. This study utilized surveys, interviews, focus groups, and data to determine why specific middle schools in the State of Texas were successful with African American student achievement in mathematics. Data was collected from selected schools with academically successful African American students. Pertinent information was gathered through the investigation of factors that fostered the success of African American students in mathematics. Organizational factors such as quality of leadership, positive school community structures, and instructional student leadership were examined to determine methods successful in motivating African American students to succeed in mathematics. Instructional factors such as teacher quality and teacher educational belief systems were also analyzed for components leading to successful performance of African American students in mathematics. The findings were that a progression of success factors must be present to ensure "exemplary" performance. Schools' ability to facilitate positive organizational factors, instructional factors, group processes, and faculty sponsorship was more likely to help African American students perform better than their marginal peers. Additional research at the high school level was recommended to investigate strategies proved to be effective in raising mathematical achievement of African American students at middle schoolsItem A study of middle and high school administrators’ interpretation and implementation of discretionary school discipline policies at urban Texas schools(2011-05) Correa, Ana Yáñez; Valenzuela, Angela; Fabelo, Tony; Holme, Jennifer J.; Northcutt, Norvell; Scribner, Jay D.; Zamora, EmilioThrough the utilization of school discipline policies, millions of students nationwide have been harshly disciplined and/or removed from the regular school setting – with lasting impact on both students and their communities. With regards to discretionary school discipline policies, those tasked with implementing them – both at the district and school level, as well as in the classroom – could have a real influence on the outcomes of the policies, due to the basic viewpoints and interpretations that each policy administrator brings to the table. In other words, the way administrators make sense of discipline – including their interpretation of its purpose or efficacy – may be a key factor in the policy implementation process and in policy outcomes (including the over-use of discretionary policies and an over-reliance on more punitive consequences), something to be considered by those examining implementation and outcomes. This study explores the role of principals’ and assistant principals’ own viewpoints in the execution of such policies – specifically, in an urban school district in Texas – which no research has solely and fully touched on in Texas prior to this study. This researcher has sought to examine and explain the potential relationships between the following: a) middle and high school administrators’ interpretation of discretionary school discipline policies (including administrators’ views about purpose and efficacy to provide this researcher with context for each administrator); b) these administrators’ understandings about the factors (“affinities”/themes) that may influence their actual implementation of discipline policies (including both school-specific conditions and student-specific characteristics); and c) the rate of disciplinary actions taken by schools, in comparison to the predicted rate of such action. To provide an examination and explanation of administrators’ interpretation of, as well as the drivers behind, their implementation of discretionary school discipline policies, this researcher has utilized a qualitative research method highly informed by Interactive Qualitative Analysis (IQA), which also incorporates a quantitative data component. This researcher hopes that this study will allow for a broadened discussion of alternative ways of thinking – including considerations of effective alternative programming and strategies – that administrators can employ when dealing with students determined to be problems in the classroom.Item Technology outreach programs : their impact on middle-school students and their families from underserved communities(2011-05) Narayan, Ravishankar; Hughes, Joan E.; Resta, Paul; Foster, Kevin; Svinicki, Marilla; Northcutt, NorvellThe goal of this study is to provide a better understanding of the impact of outreach programs designed to impart technology skills to middle-school students from underserved communities, on both participants and their families. An outreach program, called Hi-Tec CompNow, was chosen for this study. This program was conducted as an after-school program for middle-school students from underserved communities in central Texas wherein participants learn computer hardware and software skills during a ten-week period. The study utilized (a) an interpretive analysis of the data generated from a questionnaire administered at the beginning and end of the program to obtain participants‟ computer beliefs, (b) program observations recorded by the researcher during program sessions, and (c) interviews conducted by the researcher with participants and their families after program completion. Results of the study showed that the majority of participants experienced some increase in their CSE beliefs at the end of the program, but the changes were not statistically significant. The study further illustrated that participants interviewed by the researcher expressed increased confidence in computers, spent more time on home computers, and were able to resolve computer issues in their homes. Parents were pleased with the program as well and generally expressed increased confidence in their children‟s computer skills. The study identified some of the program attributes which seemed to have led to enhanced CSE beliefs in most participants. These included hands-on experiences and teacher demonstrations of computer skills. In addition, the study found that student encouragement through family support and commitment had a positive impact on participants‟ CSE beliefs, while negative family input had a negative impact. Lack of culturally-responsive learning content, participants‟ lack of use of the dial-up Internet service provided cost-free for a year, and perceptions that the computers provided by the program were outdated and thus not fully functional were factors which seemed to have undermined the program‟s impact on digital equity. Additionally, the program provided software which focused on document creation, spreadsheet-based analysis, and presentations. However, the study also revealed that most participants utilized home computers for more “recreational” purposes, e.g. playing games, and playing and/or editing music, games, and videos. The study suggests that well-intentioned outreach programs such as Hi-Tec CompNow are making laudable efforts to bridge the digital divide. However, they need to reinvent themselves to ensure underserved populations do not get left behind in a digital world that has moved beyond the desktop computer. To enhance the digital literacy of the underserved, digital equity programs must provide opportunities to build their skills in multimedia, mobile media and online participation in addition to fostering access to newer computers of good quality with high-speed and wireless Internet.Item The effect of age on student reasons for continuing or discontinuing membership in school string ensembles(2011-05) Farrar, Rebecca C.; Killian, Janice; Wood, Bruce; Brumfield, SusanThis study sought to discover what reasons were important to students when deciding to continue membership in a school orchestra program. A survey was developed by the researcher, based on ten predicting factors of continuation or discontinuation identified by Allen (1981), Morehouse (1987), and Papinchak (1992). Orchestra students in grades six through twelve (N = 65) responded to this survey first by checking from a list the reasons they thought ?other students? would continue or discontinue with orchestra, and then by indicating how important each reason was to their own decision on a five point Likert-type scale. The main difference found between middle school and high school responses is the degree to which reasons emerged as significant; the differences between the reasons were larger for older students. Also, it appeared that middle schoolers were more concerned with strictly musical aspects of orchestra class, while high schoolers placed importance on both musical and extra-musical aspects.Item Transitioning to high school : an examination of the issues and proposed solutions(2011-05) Foulis, Erin Maura Phalon; Suizzo, Marie-Anne; Bentley, Keisha L.Students’ first year of high school can set them on a trajectory for future success or struggles. The transition experience is a significant part of the first year of high school. Environmental, academic and social issues can pose challenges for which students are not prepared. These hurdles can establish significant deficits early in high school from which it can be difficult to recover. The interventions proposed by current research provide concrete suggestions for current education practitioners that could ease the transition experience of students starting high school.