Browsing by Subject "education"
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Item A case study of the management of coffee cooperatives in Rwanda(Texas A&M University, 2006-08-16) Goff, Samuel NealThe purpose of this study was to assess the management practices of three coffee cooperatives in Rwanda and, subsequently, modify existing educational curricular modules in order to address the identified areas of need. Societal and institutional challenges, such as a lack of management training, may hinder the growth of welldeveloped coffee cooperatives in Rwanda. Capacity building through adult education is a central component to development efforts. The research questions used to accomplish the purpose of this study focused on the principles of cooperative identity, participation and decision making, internal and external communications, organizational and leadership development, and the duties of and relationships between the cooperatives?? leadership. The three cooperatives have been assisted by the USAID-funded PEARL project. The sample population consisted of the Members, Management, and Board of Directors of the three coffee cooperatives in Rwanda. A purposive sample of key informants was selected. A total of 65 individuals participated in the research task. The data were collected from mid-July to mid-August, 2005. This study was qualitative and quantitative in design. The research instruments included a quantitative, close-ended category-scale questionnaire and a qualitative, openended standardized interview. The responses to the open-ended standardized interviews were tabulated based on the frequency and percentage of responses. The close-ended category-scale questionnaires were analyzed based on the frequency and percentage of responses. A case study data analysis methodology was used to combine the responses to the quantitative and qualitative methods. Major findings of the study include that one or more of the cooperatives need education programming in the areas of cooperative member ownership, job descriptions, and ways in which to increase participation in decision-making. The cooperatives need to increase internal communications regarding the function of the federation of coffee cooperatives in securing long-term sustainability. The cooperatives need to empower the sector level leadership to resolve conflicts and increase communication flows.Item A Study of Conceptual and Mathematical Knowledge in Introductory Mechanics Courses(2013-09-09) Van Dyke, Michael DavidMuch of current physics education research involves the use of the Force Concept Inventory, commonly referred to as the FCI. The FCI is a conceptual inventory examination used to study student comprehension and learning of introductory mechanics. These studies often focus on comparisons between increases in performance on pre-course and post-course FCI results for two statistically significant samples; one using a traditional course structure or teaching method and the other using different techniques. This study contains a complete statistical analysis of the FCI in order to determine its validity as a metric for measuring course success and student learning within the context of introductory mechanics courses. All the data is from students enrolled in one particular variety of Physics 218 at Texas A&M University during the Fall 2011 semester. In particular, the analysis is done for a single statistically significant sample in order to more closely examine the relationships between the FCI, mathematics skills, and student performance. It is shown that the FCI is not a valid metric for measuring student learning within an introductory physics course and that incoming mathematics skills play a critical role in student performance.Item A Study of Relationships Between a Police Officer's Education Level and Job Performance(Law Enforcement Management Institute of Texas (LEMIT), 1994) Wiles, Richard D.Item A visual simulation playground for engineering dynamics(Texas A&M University, 2008-10-10) Fong, Donald BrianPast educational studies reveal that students have difficulty making the connection between the mathematical and analytical models used to describe building behavior and the behavior itself. This thesis examines the development and use of visual simulation software as a tool to help students create connections between abstract mathematical models and the real world. A framework for the software was designed and implemented, enabling students to interactively construct, analyze, and evaluate models within a single environment. The software was tested by students in an undergraduate dynamics course to assess its effectiveness as a learning tool. Results are presented through scenarios that demonstrate the extensibility and flexibility of the framework and an analysis of student responses from the Student Assessment of Learning Gains instrument.Item American Progressive Education, Texas Schools, and Home Economics, 1910-1957(2011-08-08) Besa, DelilahThis thesis explores the Americanization efforts of educational leaders in Texas during the Progressive Era to demonstrate that reformers did not use vocational education, and specifically home economics, primarily to Americanize immigrant and ethnic minority students to become good, working-poor citizens. Through Americanization efforts in vocational curricula, reformers hoped to provide economically disadvantaged students with a practical body of knowledge and democratic values that would create healthy, economically viable communities occupied by loyal, educated American citizens. Federal legislation that promoted the development of vocational education in the first half of the twentieth century demonstrates that this way of thinking reflected national rather than regional trends. In Texas, vocational education was largely directed at a population that was predominately white and rural for the first several decades of the twentieth century. That decision by educators casts considerable doubt on assertions that they were primarily motivated by racialized thinking. Notably, home economics curricula was constructed over the framework of Americanization, and children who took such courses in rural schools received training that advocated respect for others, cooperation, an appreciation of Western culture and the value of aesthetics, efficiency and thriftiness, and good hygiene practices. The homemaking program at the South San Antonio high school in the 1944-1945 school year provides an example. Homemaking teacher Nell Kruger's curriculum reached far beyond training future housewives, waitresses and maids. She sought, in accordance with the state-mandated home economics curriculum, to provide a practical body of knowledge and to inculcate democratic values in her students. Using Texas' State Department of Education and State Board of Vocational Education bulletins, Texas Education Agency literature, federal and state laws, conference reports, and curriculum guidelines, this thesis seeks to further nuance the understanding of Americanization efforts through vocational education, specifically homemaking, during the Progressive Era in Texas by arguing that Americanization reflected an urban, middle-class perspective directed toward economically disadvantaged white students as well as immigrant and ethnic minority students.Item An Analysis of Education Levels of Texas Chiefs of Police(Law Enforcement Management Institute of Texas (LEMIT), 2001) Jones Jr., Clarence E.Item An Analysis of Educational Achievement as a Prerequisite for Promotion in the Austin, Texas Police Department(Law Enforcement Management Institute of Texas (LEMIT), 2000) Williams, Howard E.Item An analysis of selected decision making variables and the effects they have on the post-secondary education plans of 16-21 year old youth from the United States(Texas A&M University, 2007-09-17) Takao, Marsha Jane McCordThe primary purpose of this study was to determine the importance of postsecondary education in the future plans of 16-21 year old youth from the United States. A secondary purpose of the study was to determine if selected individuals in their lives influence the post-secondary education decisions made by 16-21 year old youth in the United States. In addition, selected outcome options were analyzed to determine the effect these options have on post-secondary education decisions made by 16-21 year old youth from the United States. The sample for the study consisted of 3,017 males and females between the ages of 16-21, collected by means of a telephone survey. The dependent variable for this study was the higher education plans of 16-21 year old youth; and the independent variables were age, gender, ethnicity, usual grades made in high school, strength of influence of selected outcome options, and influencers of the decisions made by the respondents. The study found that 16-21 year old youth in the United States have a strong desire to attend post-secondary education full-time rather than part-time. A majority of the respondents indicated that they prefer attending a 4-year college or university with the second choice being a 2-year junior or community college. The respondents indicated that they are influenced strongly by their parents, siblings, and close friends to make decisions; but there does not appear to be a strong influence by this group on the respondents to make decisions about post-secondary education. The outcome options that appear to have the most influence on this age group are: having a job that makes you happy, having a good paying job, earning money for college, having an attractive lifestyle, preparing for a career, having job security, making a positive difference in the community and learning a valuable trade or skill. These factors, however, don??????t appear to have a strong influence on this group when making a decision to attend post-secondary education.Item Assessing the Need for a College Education Entry Level Requirement in the Houston I.S.D. Police Department(Law Enforcement Management Institute of Texas (LEMIT), 1996) Barnes, AlonzaItem Collaboration in Education: Creating a Searchable Database for Dissertations(2015-04-27) Brown, Sarah Engledow; Texas A&M University-Corpus ChristiTexas A&M University Corpus Christi is a member of the Carnegie Project on the Education Doctorate. This is a consortium of colleges who offer the Ed.D. degree. As part of the CPED, the College of Education asked me to help create a database of dissertations for this project using our Institutional Repository. In this presentation, I describe the process of putting this project together, including challenges and victories, from the beginning of the project to its publicationItem College Education in Law Enforcement: the Current Status(Law Enforcement Management Institute of Texas (LEMIT), 1995) Sanchez, Joel C.Item Does Education Effect Police Promotion?(Law Enforcement Management Institute of Texas (LEMIT), 2002) Sanders, J. M.Item Effect of Water Education on Reducing Residential Consumption in San Antonio, Texas(2010-10-12) Rice, Jeremy JosephEducation is touted as one of the most effective and inexpensive measures for reducing water consumption for major cities. Coupled with additional water reducing strategies this education can have a significant impact. While, this is a generally accepted principle in the water resources community it has been difficult to accurately quantify the savings. Studies attempting to quantify reductions from these programs have been limited to small samples of neighborhoods. San Antonio is recognized as one of the leading conservation programs in the country at reducing the consumption of its customers. This study focused on over 3,000 customers in San Antonio who were classified as high-end users. The average monthly consumption for this group in June of 2006 exceeded 60,000 gallons per month. Each customer was sent an educational packet by mail with information to conduct an audit of the water use indoors and outdoors. Many of the customers used a free service allowing a trained professional of the San Antonio Water System to conduct their audit at no charge. Three groups were identified (1) those who received a educational packet, (2) those who conducted a home audit and reported they had conducted an audit, (3) those who had a free audit conducted by a trained technician. The water consumption for six months was tracked and compared to the previous year's consumption. Each of the three groups showed savings with those in the third group showing the greatest savings. Lastly, a cost analysis was conducted showing the effectiveness of the program in reducing consumption by cost.Item Enlightening lightning! Producing and directing a multimedia planetarium show(Texas A&M University, 2005-02-17) Fowler, Sarah MarieStarting with a group of lightning researchers, planetarium staff, and visualization specialists, an academically diverse group was formed through a grant from the National Science Foundation to develop a planetarium show on lightning. The show target audience is middle school aged children. The goal of the show is to teach lightning safety and lightning facts in an immersive environment. Through the use of video, an animated character, and a meteorologist, the curriculum is presented to the audience. I fulfilled the roles of producer and director through all aspects of production. My role also included maintaining group organization and communication throughout show production. This paper discusses my experiences in producing Enlightening Lightning! by starting with outlining the curriculum and finishing with putting it all together at the planetarium. The goal of this paper is to discuss the techniques and organizational methods used to manage a diverse group and produce a multimedia show.Item Female community leaders in Houston, Texas: a study of the education of Ima Hogg and Christia Daniels Adair(2009-05-15) Black, Linda L.Houston, Texas, the fourth largest metropolitan area in the United States, has several structures named after historically male leaders of the city?George R. Brown Convention Center, Mickey Leland Federal Building, William P. Hobby Airport, and Jesse H. Jones Hall. However, Houston women have also had a history that included positions of leadership in the community. Not only were women instrumental in creating the city?s cultural institutions such as the Houston Symphony, Alley Theater, and Houston Public Library, but female community leaders were also responsible for social and political reforms including the integration of public facilities in Houston and the campaign for women?s suffrage. These women leaders have not been recognized, and there are no public buildings in Houston that bear the names of women. This study seeks, in part, to make known the achievements of two women?one white, one black?who played an integral part in the political and cultural fabric of twentieth century Houston. The purpose of this dissertation was to analyze the relationship between educational experience and community leadership in the lives of two female community leaders in Houston, Texas, Ima Hogg and Christia Daniels Adair. Utilizing published interviews, government records, and manuscript collections, I detail the beliefs and values taught and modeled by parents and reinforced by church, school, and community, as well as the knowledge and skills developed through organizational work and self-directed study. Upon initial observation, the lives of Ima Hogg and Christia Adair seemed quite different, separated by issues of race and class. However, by examining both the formal and informal educational experiences of these two women, common patterns or themes emerged. The themes were identified as service to community, expectations of success and leadership, a belief in the value of education and lifelong learning, and the development of leadership skills. The informal educational experience, in particular, proved to be especially significant in the development of leadership skills for these women and in their eventual roles as community leaders. Using these themes, this study analyzes the education of two female community leaders as a way of understanding the relationship between women?s education and women?s achievement.Item Francis H. Smith: architect of antebellum southern military schools and educational reform(Texas A&M University, 2006-10-30) Wineman, Bradford AlexanderThis study examines the historical significance of the Virginia Military Institute??????s (VMI) first superintendent, Francis Henney Smith, and his influence not only at his home institution but also on his broader social, educational, and political importance. Historiography neglects to credit or identify Smith??????s contributions to the notable expansion of military education in the antebellum South and his influence beyond VMI. Not only did he play a key role in the developing of Southern military education, but overwhelming evidence indicates that the growth of these schools in the South would not have happened without Smith acting as an influential father figure. He provided the structure, ideology and pedagogical models of these institutions and advised, guided and inspired nearly every other Southern military school in the two decades preceding the Civil War. Moreover, his innovations spread far beyond those of military schools as he promoted a new vision for Virginia and the South, one in which independence could be established through intellectual solidarity by creating a society centered on education. As a West Point graduate, Smith structured VMI on the Sylvanus Thayer educational model and sought to promote this system throughout every school in Virginia and the South, both in military and non-military institutions. He also created a network of like-minded academics, mostly with alumni from the U.S. Military Academy who launched a movement to encourage a more practical education in the South, focusing on mathematics, engineering and the sciences. VMI graduates would also spread Smith??????s academic gospel throughout the state and region as he encouraged them to serve their republic as teachers rather than soldiers. In spite of the popularity of his reforms and ideologies, Smith contended with the challenges of the volatile nature of antebellum Virginia politics as well as the social constructs of his native South, particularly in the forms of honor and masculinity demonstrated by his cadets. The outbreak of the Civil War in 1861 temporarily destroyed his dreams improving VMI on the model of the most advanced scientific institutions in Europe as the Institute converted to an exclusively military mission to serve the Confederacy.Item From Production to Education: An Analysis of Pipeline Requirements and Practices(2013-01-15) Jarratt, Brandon LeeAnimation, visual effects, and video game studios have to manage complex and highly iterative productions. The processes, tools, and data flow that carry a production from initial idea to finished state is called a ?pipeline.? Students in academic programs, even ones focused on educating for digital production, often do not have a well- defined pipeline and spend unnecessary time on technical details rather than creative work. Through interviews with industry professionals, analysis of published works on pipeline and digital production, and study of current academic pipelines, this thesis presents general principles for pipelines as well as suggestions for applying these principles in academic environments. Implementing these suggestions could provide a foundation for a robust academic pipeline that lets students spend more time creating and collaborating and prepares them for employment in the digital production industry.Item Incentives to Higher Education(Law Enforcement Management Institute of Texas (LEMIT), 1999) Baxter, Ray A.Item Investigating Student Satisfaction and Retention in Online High School Courses(2014-11-07) Rogers, Susan HaleyCaddo Parish Public Schools (CPPS) provides virtual courses via Education2020.com for students wanting to accelerate their studies or repeat coursework. Currently, anecdotal comments from students, parents, and school personnel and student data are the only feedback CPPS uses to evaluate its online program. The purpose of the current study was to assess student satisfaction and retention in the CPPS summer school program. I employed a mixed methods approach, utilizing the district?s database and responses from student surveys and interviews to analyze student academic performance, evaluate variables, and understand student experiences from the 2013 CPPS online summer school program. Student participants were sorted into four unique groups: (a) students taking a course for the first time who subsequently earned course credit, (b) students taking a course for the first time who subsequently did not earn course credit, (c) students repeating a course who subsequently earned course credit, and (d) students repeating a course who subsequently did not earn course credit. For the purposes of this study, student participants identified as repeating a course had completed the original course in either (a) a face-to-face classroom or (b) an online environment. Independent t-tests were used to determine whether statistically significant differences existed between student populations. Results from significance testing of data from the Education2020.com database for CPPS students revealed no statistically significant differences among demographic and academic variables. Similarly, only trivial effect sizes were identified. Student survey and interview responses affirmed that higher student satisfaction was associated with enrollment in electives, students who earned credit, students who repeated courses, and female students. Students who earned credit were self-motivated, investing considerable time and effort into their courses. Conversely, students who did not earn credit did not accept personal responsibility for their learning and had difficulty with course pacing. Data from this record of study indicate that helping students adopt effective learning strategies raises their chances of completing their online courses and increasing their satisfaction with the online program.