Browsing by Subject "Schools"
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Item A school for boys(1960-05) Payne, Richard W.Formal education has always been an important mold through which a person's character and usei'ulness are sh~ped. If the result o~ this period of shaping in to produce citizens capable of sharing the responsibility of sustaining our civilization, then vre should realize our ovm responsibility of providing as perfect a mold as possible. One aspect of this responsibility in the formation of an environment conducive to the constant improvement of the education process. This improvement is, of course, necessary in our world and presents the architect one of many opportunities he has in which he can fulfill his share of the responsibility as a citizen interested in the young people and their contribution to society.Item A school for boys(1960-05) Hallmark, HowardThe schools of the second half of the Twentieth Century have a vast job to do. It is not enough that the children of this country have an elementary education, but with the ever-increasing complexity of our society it has become vital that the coming generations be equipped to cope with future situations. Secondary education is not just a dream anymore but a reality, and the public schools have their hands full ill providing for the increasing enrollment. With over-crowded classrooms, lack of enough properly trained teachers, and lack of enough equipment the public schools aim at giving satisfaction to everyone; there is little opportunity to give special attention to the exceptional student--at either end of the scale. It is for the exceptional student that the private schools have an attraction. The gifted student, the student who has difficulty learning, or the unstable student can find satisfaction in the good private school. For many years the public and private schools have bee• sniping at each other. This has proved little for each still feels superior to the other one; but the real relationship between them has, in the last few years, become more apparent. The private schools can begin their service to the public where the public schools must stop. There is room for both types of schools with each offering its own special attention to the .needs of the public.Item An ecological-based approach to examining barriers and facilitators of a physical activity intervention(2016-08) Errisuriz, Vanessa Leigh; Bartholomew, John B.; Pasch, Keryn E; Jowers, Esbelle M; Cance, Jessica D; Springer, Andrew ETexas I-CAN! promotes physical activity (PA) among elementary school children by incorporating 10-15 minute, physically-active, academic lessons into the classroom. A socioecological approach to evaluate effectiveness could provide a deeper understanding of mechanisms promoting or hindering PA. Three studies examined the impact of implementation quality on child PA during active lessons. Teachers from 20 schools self-reported attitude and perceived behavioral control (PBC) related to implementation, and perceptions of school climate. Staff observed teacher feedback to students during active lessons and student PA. Student PA was also measured objectively (i.e. accelerometry). Before examining how teacher-level factors interact to impact student PA, foundational work was necessary. First, several mathematical cut-points have been developed to classify PA intensity among children. Though research indicates that cut-point selection impacts classification of PA among children aged 6-10 years, this has not demonstrated with school-specific PA. Study 1 demonstrated that cut-point selection impacts estimates of in-school PA intensity and students meeting PA guidelines. Second, quality of process (i.e. teachers’ ability to engage students in intervention programs) has been linked to program implementation. Study 2 examined associations between teacher feedback during lessons and staff-rated, class PA intensity. Positive associations between PA-related feedback (i.e. reinforcement, technical instruction) and PA intensity were found. Technical instruction was positively associated with how often and how many students were active during lessons. Negative feedback was inversely related to these outcomes. Study 3, then, examined the interrelatedness of quality of process (i.e.PA-related feedback), teacher-level data (i.e. attitudes, PBC, perceptions of school climate), and implementation dose, and their impact on objectively-measured student PA using structural equation modeling. PA-related feedback and dose were positively associated with PA intensity. PBC and attitude towards implementation were positively related to dose. Perception of higher quality school climate was associated with greater PBC and poorer attitudes. PBC was positively, and attitudes negatively, associated with PA-related feedback. Results may inform optimization of future physically-active academic lesson interventions. Identification of factors that impact implementation of active lessons provides opportunities to tailor teacher trainings to focus on these important factors and to intervene if implementation begins to wane during intervention periods.Item Greening America’s schools : the need, the promise, the reality(2009-05) Lanini, Lucia Diane; Butler, Kent S.The United States has over 26 million students in primary and secondary schools nationwide. The result of such a large school-aged population, in combination with an increasingly environmentally conscious culture, has been a national effort towards green and sustainable school design. In theory, high performance school design utilizes a combination of key technologies in order to improve the learning environment while saving money, resources, and energy. An abundance of literature supports the lofty promises of this design strategy, but in an industry that has only recently begun to gain widespread support, very little substantive research of case studies has been documented. This report explores the history and characteristics of green schools, followed by a case study of Pickle Elementary School, located in Austin, Texas. Through the use of quantitative, qualitative and anecdotal research, this report begins to unveil the reality of this ever-growing movement towards greening America’s schools.Item Implementation support: improving transportability of evidence-based treatments from laboratories to schools(2016-05) Heier, Julie E.; Carlson, Cindy, 1949-; Bearman, Sarah KateDespite the proven benefits of evidence- based practices (EBTs) demonstrated in outcome research trials, their effectiveness decreases when transported to usual care (UC) settings. Researchers posit that implementation support strategies may provide a mechanism to improve EBT treatment delivery and improve their fit within complex settings such as schools. Knowledge of specific implementation modalities leading to successful EBT delivery in UC remains in early stages of research. The majority of youth with mental health disorders receive services in schools, yet these settings often have fewer specialty clinicians who can provide effective mental health care. Therefore, understanding implementation support in educational contexts is crucial to meet the emotional, behavioral, and academic needs of youth. This study examines differential implementation support for a group-based CBT intervention focused on adolescents at-risk for depression. School-based clinicians will be assigned to 1 of 2 conditions: didactic training and manual only, or didactic training, manual, weekly consultation, and weekly fidelity monitoring feedback. The primary outcomes include treatment fidelity, depressive symptoms, and academic performance. It is hypothesized that additional implementation support will increase fidelity and subsequently client outcomes. Finally, it is expected that fidelity will correlate with client outcomes. These results suggest that implementation support strategies may be both beneficial throughout treatment, and they may also help improve effectiveness of EBTs when they are transferred from research settings to UC. More empirical research is needed to understand implementation support process in relation to client outcomes to reduce the EBT research practice gap.Item New faces in the classroom : teachers' perceptions of students' academic behaviors by nativity and ethnoracial origin(2010-08) Blanchard, Sarah Faith; Muller, Chandra; Hummer, RobertA substantial literature has drawn inconsistent conclusions about bias in teachers’ perceptions of minority students and girls. Although the number of immigrant students in U.S. schools is increasing rapidly, research on teachers’ perceptions of foreign-born students is lacking. Using a nationally representative sample of U.S. high school students from the Educational Longitudinal Study of 2002, this work evaluates teachers’ perceptions of academic behavior by student nativity and ethnoracial identity. Net of objective criteria, teachers disproportionally perceive students as hardworking or passive in ways conforming to ethnic and immigrant stereotypes. These appraisals are highly subject-specific, racialized, and gendered. This work has important implications for the assimilation of immigrant students into the U.S. educational system.Item Parent involvement and public understanding of education: a case study.(Texas Tech University, 1974-05) Downum, Charles GordonThe purpose of this study was to determine whether parental involvement made a significant contribution to the development of public understanding of education.Item School-based speech-language pathologists and concussion : training, knowledge, and experience(2013-05) Edrington, Sarah Katherine; Marquardt, Thomas P.Concussion affects the adolescent population in large numbers, primarily because of the popularity of team sports that are played in middle and high school. This adolescent age group is more susceptible to the adverse effects of concussion due to physiological immaturity, and recovery for this population takes longer than in adults. Speech-language pathologists, who are trained to treat cognitive-communication deficits, are present in the majority of school systems throughout the United States, and could be a useful resource to manage and treat students who incur concussion. However, speech-language pathologists historically have not treated students with concussion, and may not be receiving adequate education regarding concussion in graduate programs. This study sought to ascertain the education, training, and experience regarding concussion of speech-language pathologists in Texas secondary schools. Anonymous survey responses were collected via an Internet survey platform, yielding 49 respondents for the final data pool. The answers provided by these respondents indicate Texas speech-language pathologists are not yet receiving adequate concussion education and training. Respondents reported low confidence levels in several key areas of concussion knowledge, and doubt regarding the speech-language pathologist's role in managing concussion. Recommendations include concussion-targeted graduate school curriculum as an extension of traumatic brain injury curriculum, increased continuing education efforts by ASHA regarding concussion and the speech-language pathologist's role in treating concussion, and further advocacy by ASHA for speech-language pathologists to be part of concussion management teams based in schools.Item Single-zone HVAC systems in k-12 schools : a literature review(2015-12) Muirhead, Loren Alyson; Novoselac, Atila; Xu, YingElementary and secondary schools are an important segment of the U.S. commercial building stock, both in terms of energy consumption and indoor environmental quality. In 2008, K-12 schools spent over 8 billion dollars on utilities, and approximately 30% of schools reported unsatisfactory indoor environmental conditions related to indoor air quality. There is an opportunity to address both of these issues by focusing on HVAC design and operation. Optimizing this particular building system can result in significant cost savings, as well as improved environmental quality for students and teachers. This report explores the existing literature on four single-zone HVAC systems – unit ventilators, fan coils, heat pumps, and package DX rooftop units – and discusses their potential for increased energy efficiency, cost savings, and improved indoor environmental quality.Item The gerrymandering of educational boundaries and the segregation of American schools : a geospatial analysis(2012-05) Richards, Meredith Paige; Holme, Jennifer Jellison; Crosnoe, Robert; Cantu, Norma; Reyes, Pedro; Gooden, MarkDespite steady and substantial decreases in residential racial/ethnic segregation since the 1960s, public school segregation is increasing steadily. As a result of these trends, schools, which have historically been less segregated than their surrounding neighborhoods, are now becoming more segregated than neighborhoods, underscoring the need for research on the ways in which educational institutions are facilitating segregation. Adopting a “student exchange” framework from the literature on electoral gerrymandering, this study provides initial empirical evidence examining how gerrymandered educational boundaries exacerbate or ameliorate patterns of residential segregation by “zoning in” certain students and “zoning out” others. Using a large, nationally-representative sample of 9,717 school attendance zones and 9,796 school districts, this study employs geospatial analytic techniques to investigate the effects of school attendance zone and school district gerrymandering on the racial/ethnic diversity of schools and districts. The effect of gerrymandering on diversity is assessed by comparing the characteristics of students residing in current boundaries to those residing in the “natural”, compact zone or district that would be expected in the absence of gerrymandering, operationalized as the equal land area circle of Angel and Parent (2011) and convex Voronoi polygons. Analyses reveal that, on average, both school attendance zones and school districts are gerrymandered to “zone out” more racially/ethnically dissimilar students in favor of more racially/ethnically similar students. As a result, schools and districts are significantly more racially and ethnically homogeneous than they would be in the absence of gerrymandering. While gerrymandering serves to segregate students of all races and ethnicities, it particularly serves to exclude blacks and Hispanics from predominantly white schools and districts, reinforcing the historical divisions between these groups. Indeed, estimates suggest that, on average, school attendance zones and school districts are 15% and 14% less black-white diverse, respectively, than would be expected if their boundaries were not gerrymandered. Findings suggest that the gerrymandering of boundaries adds another pernicious layer of segregation to public education institutions, which are already highly segregated by residency. The finding that the gerrymandering of school attendance zones and school districts serves to segregate underscores the importance of educational boundaries as a contemporary mechanism of segregation. However, findings also warrant some optimism. Because attendance zone and district boundaries are modifiable and subject to policy intervention, state standards for boundary compactness and rezoning efforts designed to create more equitable boundaries present cost-effective opportunities to achieve meaningful gains in integration. While changing school district boundaries is less politically feasible than changing school attendance zones, when such windows of opportunity arise, they have the potential to reduce school finance inequities and equalize educational opportunity while also increasing racial/ethnic equity.Item The senior high school(1967-01) Tidwell, Joseph D.Item What the drug war left behind(2012-05) Carrillo, Mario Antonio; Minutaglio, Bill; Dahlby, Tracy; Balli, CeciliaSince 2008, Ciudad Juarez has seen almost 10,000 murders due to Mexico’s ongoing war against drug-trafficking organizations. However, in 2011 the murders in the city began to decline. This report examines the reasons for this decrease and the lingering effects that will remain once the violence ends. It also analyzes historical factors dating back to the 1960s that have made Juarez a vortex of violence and looks at how such issues might affect the city’s future. Now that the violence is falling, some argue that the people of Juarez must to shift their attention from public safety and security and focus more on the recovery of the city. This report analyzes the question of what it means to reconstruct a city, one of 1.3 million people, or whether or not Juarez can be restored at all. It takes a look at the city through the eyes of several of its residents, including the president of the local Chamber of Commerce, an elementary school teacher, and a working journalist for one of the city’s television stations. It examines how each of their sectors of the city has been affected and how each of them can help in the recovery. This report includes a visit to one of the city’s schools to see first-hand the effects that the drug war has had on Juarez’ most vulnerable citizens, its children. It also follows a city journalist and examines how life for a reporter has changed in Juarez and how reporters can help the city by reporting on it in a more responsible manner. Finally, after seeing more than 10,000 businesses close, the city has struggled in jolting the economy. A project proposed by the Chamber of Commerce hopes to revitalize the economic sector of the city, but many wonder if it’s realistic to expect this project, which is to build a new convention center, to fix an entire city.