Browsing by Subject "academic success"
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Item Our Relationship, My Academia: Historical and Hegemonic Implications Imbuing Academically Successful African American Women from Single-mothered Families(2013-12-04) Johnson, Johnitha WatkinsThis qualitative study sought to describe college-enrolled African American daughters? interpretation of their single mother?s personal characteristics, acts of parenting, and meaningful influence on their collegiate academic achievement. Other fundamental purposes included examining the influence race, gender, and class have on the mother-daughter experiences of these African American women. Four African American female Texas college undergraduate/graduate students described and interpreted their single mother?s parenting acts and its influence on their college academic success. Specifically, this study specifically utilized Narrative Analysis, as an applicable analysis method. Findings indicate the single-mother offered verbal guidance, which permanently resonated with participants particularly in her mother?s absence. Moreover, each participant evidenced self-motivation, role-models, consistent discipline, and the use of their demographics (race, gender, and class) to undergird their potentiality rather than risk. Findings also substantiated a sister-brother dichotomy indicative of the mother ?raising? her daughter while ?loving her son.? These characterizations resulted in the following themes: (A) She?s in My Head; (B) Sister-Brother Dichotomy; (C) Helpful Disposition; (D) Self-Motivation & Role Models; (E) Discipline; (F) Race, Gender, and Class; and (G) Transitioned Inclination to Mold.Item The Impact of the Katy Management of Automated Curriculum System on Planning for Learning, Delivery of Instruction and Evaluation of Student Learning as Perceived by Teachers in the Katy Independent School District in Texas(2011-10-21) Hogue, Sharon L.The purpose of this study was to determine teachers? perceptions of the relationship of the Katy Management of Automated Curriculum (KMAC) system developed by Katy ISD in Katy, Texas, on planning for learning, delivery of instruction and evaluation of student learning in the classroom. KMAC is a customized, proprietary networked technology curriculum management system created for online access to curriculum and the creation and sharing of lesson plans. Data was collected from 635 teachers district-wide through an online survey. This data was used to determine whether there were differences between/among teachers and teacher leaders and between/among elementary, junior high and high school teachers in their perceived impact of the KMAC on planning for learning, delivery of instruction and evaluation of student learning. Regarding planning for learning, teachers were found to have a moderately positive perception of KMAC with teacher leaders being slightly more positive. In addition, statistically significant differences were found between grade levels with elementary teachers more positive than secondary teachers. Regarding delivery of instruction, teacher leaders again perceived a more positive relationship with KMAC than the teacher non-leaders. Statistically significant differences were also found between elementary and junior high, elementary and high school and between junior high and high school teachers, with elementary teachers being the most positive. Teachers were the least positive toward KMAC and the evaluation of student learning. While a statistically significant relationship was found in relationship to the grade level taught and evaluation, this area was admittedly weaker than the other two areas in district development and teachers? perceptions. While the position of teacher leader seemed to impact the results in all categories, the grade level taught was found to have the greatest statistical impact on the teacher perceptions.