Browsing by Subject "Secondary"
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Item A study of the agreement of high school and college teachers with regard to the objectives of secondary education(Texas Tech University, 1963-06) Pruitt, Harvie MackNot availableItem A survey of secondary education in Hockley County(Texas Tech University, 1949-08) Marcom, Orval WeldonNot availableItem Does A deeper level of empathy help high school engineering students generate more innovative consumer products?(2011-08) Garcia, Bobby Jo; Seepersad, Carolyn C.; Allen, David T.Secondary level engineering education is a relatively new field of study. This report evaluates an activity in which high school students experience simulated disabilities as they interact with and redesign consumer products. These activities are also known as empathic experiences, in which the designer is challenged to place himself or herself in the position of a lead user who pushes a product to its extremes and experiences various customer needs sooner and more acutely than the typical user. The purpose of this study is to determine whether or not these types of empathic experiences help high school students develop more innovative product ideas in a concept generation activity. The results of this study are compared with similar studies that use college students for the subject pool. Differences between subject pools are examined to identify implications for secondary engineering education and assessment.Item Empowerment in rural secondary novice science teachers(2013-12) Stehling, Susan Melinda; Barufaldi, James P.The purpose of this research was to investigate what can be learned from the professional voices of secondary novice science teachers in rural schools during their first one to three years of their teaching assignment. The results of this research were viewed through the lens of empowerment as defined by Melenyzer (1990) and the six dimensions as defined by Short (1994): autonomy, self-efficacy, professional growth, status, impact, and decision making. This study examined what caused teachers’ empowerment to change in the context of their work environment with a focus on key events or experiences that caused empowerment to change. Data were collected that provided insight into what can be done to strengthen empowerment and improve retention so that rural novice science teachers can reach their full potential. In addition, patterns were examined to determine what strengthened or weakened teacher empowerment so that schools, professors, or science specialists can provide appropriate professional development opportunities for their new teachers and help teachers move along the professional continuum. This research can be utilized to determine what secondary novice science teachers bring to the classroom as well as what they need to become empowered effective teachers. The data revealed some important findings that fill in the gaps from Hobbs; (2004) and (Barufaldi, Hobbs, Moreland, & Schumacker, 2010) empowerment work with veteran (9+years) science teachers and Moreland’s (2011) empowerment research with mid-career (4-8 years) science teachers. Autonomy and decision making were not viewed as distinct dimensions but had significant effects on empowerment, self-efficacy was influenced by student successes, classroom management, and inadequate pre-service training, professional growth closely resembled empowerment, impact was weak but it did exist for many of the teachers, status was higher than expected for all teachers, overall empowerment was higher than expected, attending conferences such as the Conference for the Advancement of Science Teaching (CAST) was a major positive force for empowerment, positive reinforcement played a large role in empowerment and leadership was found to either drive empowerment upward or break down empowerment depending on the situation. The results of this study can be used to inform decisions on how to differentiate professional development for science teachers as well as how they can be professionally sustained, empowered, and retained over time.Item Radio education in certain secondary schools of Texas(Texas Tech University, 1937-08) Sanders, O. LNot availableItem The relationship between the theory of transformational leadership and data use in schools : an exploratory study(2011-05) Goodnow, Elisabeth; Wayman, Jeffrey C.; O'Doherty, Ann; Young, Michelle; Gooden, Mark; Rhodes, LodisNationwide reform efforts strive to improve schooling through a range of approaches including improving the quality of campus leadership, restructuring organizational design, and revamping instruction. National and state education policies reflect the reforms addressed in educational research literature and drive state, district, and campus based improvement initiatives. For example, the more recent influence of the No Child Left Behind Act (NCLB) and the Adequate Yearly Progress (AYP) accountability system has led to a significant increase in the use of data to drive instructional decision-making. Campus leadership is key to both the successful implementation of data initiatives (Wayman and Stringfield, 2006) as well as comprehensive reform efforts (Leithwood & Jantzi, 2005). The literature provides a wide array of leadership theories that offer promise in understanding more effective approaches to leading school improvement efforts; however, much of this literature remains conceptual and vague (Leithwood, Harris, & Hopkins 2008). Data use has gained increasing attention in the literature as well, but the research lacks a strong conceptual framework for leadership. The purpose of this paper is to view data use through the lens of Leithwood’s model of Transformational Leadership in order to explore the linkages between the leadership theory and data use practices and to offer a framework that situates data use as a tool to increase all students’ academic performance and build a democratic and socially just learning organization. The linkages between Transformational Leadership and data use are presented as both bodies of literature are reviewed. The study was guided by the following questions: 1) What are the levels of Transformational Leadership Behaviors exhibited at each campus? 2) What are the data use practices being implemented on each campus? 3) What is the relationship between Transformational Leadership and data use? Two schools served as the sites for the research which drew on both quantitative and qualitative data sources to address the research questions. Results and findings show evidence of Transformational Leadership Behaviors that linked closely with the data use practices. The final discussion offers a preliminary conceptual framework delineating the intersection between the theory of Transformational Leadership and data use in schools.Item STEM integration : an analysis of an integrated unit(2012-08) Kendrick, Kyle Mason; Petrosino, Anthony J. (Anthony Joseph), 1961-; Marshal, Jill A.In most high school curriculum Science Technology, Engineering and Mathematics (STEM) classes are taught separately but there is increased attention and funding for STEM integration. This paper examines the history of why high schools teach STEM courses separately, how classrooms and curriculum can be integrated, and the benefits and challenges associated with STEM integration. A tool for evaluating integrated units is included with the analysis of a current integrated high school project used in a Precalculus and Scientific Research and Design course taught at a high school.Item Study of pure and conjugated culture batch fermentation of Cephalosporium acremonium(Texas Tech University, 1986-12) Khang, Yong HoPenicillin N and cephalosporin C (CPC) were produced sequentially by ATCC 36225 (69). Cell-free extracts of its mutant, ATCC 52518, catalyzed the conversion of penicillin N into cephalosporin C (38). It was postulated that the yield of CPC production might be altered when these two cultures were grown together. Optimum experimental conditions were determined by examining the effect of aeration, agitation, and other parameters on growth. The effect of sample size on the analysis of cell dry weight was also examined to reduce experimental error. The proper air flow rate was found to be 50 ml/min in a 2-L glass fermenter when no antifoam agent was added. Microbial films were severely reduced when 60-70% of fermenter volume was used as working volume. The relationship between the two microorganisms was found to be neutralistic when the cellular growth of conjugated cultures (ATCC 36225 + ATCC 52518) was compared with that of each pure culture (Figure 4.14). The growth yield of ATCC 36225 was twice that of ATCC 52518 and the growth yield of conjugated cultures was the same as that of ATCC 36225 (Table 4.5). The CPC production yield of conjugated cultures, however, was less than that of the ATCC 36225 culture. On the basis of these results, it was concluded that precursor amino acids (L-(a)-aminoadipate, L-cysteine, and L-valine) produced by ATCC 52518 could not stimulate CPC synthesizing enzymes of ATCC 36225 to synthesize 3-lactam antibiotics in the conjugated cultures.Item Teaching values in agricultural education(Texas Tech University, 1997-12) Lockaby, JacquiDespite widespread agreement about the need for teaching morals and values in the school system, there is controversy concerning what morals and values should be taught. There is almost no empirical research which identifies universal morals and values. Since its beginning, agricultural education has been considered a program which emphasizes the moral, character, and value development in young people. Its four instructional components—dassroom instruction, laboratory instruction, supervised agricultural experience, and the FFA organization—have been considered as vehides to enhance character development in students. No major study has been conducted which identifies the values that should be taught in agricultural education or in which instructional component of the agricultural education curriculium should be utilized for effective character development. Although there is general agreement on the need for teaching values, there is no consensus on the values to be taught. The literature also emphasizes the importance of identifying what values agricultural educators deem as important. The problem of this study was a lack of guidance in designing curriculum to help teach values and morals in the area of secondary agricultural education.Item The influence of local wealth and school size on related educational inputs in Texas(Texas Tech University, 1979-08) Schroyer, George J.The specific problem addressed by this study was to determine the present status of local wealth and school size as related to selected eductional and fiscal variables of Texas Public High Schools, with a 9 through 12 grade organization, and that were accredited by the Texas Education Agency during the 1977-78 school year, the hypotheses being: 1. There is no significant relationship between local wealth and related educational inputs in Texas. 2. There is a significant relationship between school size and related educational inputs in Texas.Item The Interests of High School Students as an Aid to Activity Work(Texas Tech University, 1937-08) Clawson, Charles HerschelNot Available.