Browsing by Subject "student engagement"
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Item Encouraging Use of Repositories: Student Engagement With Texas Digital Library's Repositories(Texas Digital Library, 2021-05-24) Vernon, EmilyItem Open Access Engagement: A Look Inside University Repositories(Texas Digital Library, 2021-05-28) Vernon, EmilyItem Session 19 | Student Panel and Open Texas 2021 Closing Plenary(Texas Digital Library, 2021-03-12) Smith, NathanA panel of students from Houston Community College, University of Houston-Downtown, and University of Houston, as well as other student groups, will come together to discuss their experiences with textbook prices, open textbooks, and OER at their institutions. Moderated by: Nathan Smith, PhD, OER Coordinator / Philosophy Faculty, Houston Community Colleges View recording https://youtu.be/sXgLdHlNUmEItem Session 2H | The Keeper App: Creating a Participatory Digital Archive(Texas Digital Library, 2021-05-26) Zipperer, RachaelThis presentation explores the opportunities and challenges that have arisen in implementing the University of North Texas University Archive’s web application for donating digital materials: Keeper. By discussing the design of the application, the promotion of its use both before and during the COVID-19 pandemic, and the outcomes of community use of the app, this presentations hopes to provide a model for other institutions creating and managing their own participatory digital archives.Item Session 3I | Beyond the Reading Room: Virtual Archival Engagement with Interactive Visualizations(Texas Digital Library, 2021-05-26) Hetrick, EmmaIn this talk, I address a key issue faced by many university archives right now--when in-person visits aren’t available, how can students engage with collections? In Fall 2020, I used metadata for over 15,000 texts in the Harry Ransom Center’s Comedias Sueltas and Spanish Theater collection to create an interactive data visualization with Tableau software featuring the collection’s authors, publishers, and translators. Interactive visualizations enable archival exploration and instruction that center student agency and address barriers to archival access. Ultimately, I argue, this type of virtual engagement with the archive should continue to be expanded even after archives reopen.Item Systematic Classroom Observation of the Quality of Teacher Behaviors and Student Engagement in Ethnically Diverse Pre-Kindergarten Through Second-Grade Classrooms(2012-07-16) Alford, Beverly LynnThe purpose of the study was to observe pre-kindergarten through second-grade public school classrooms, specifically noting child-centered and teacher-directed pedagogical approaches, by simultaneously examining: student behavior and activity structure, teacher instructional orientation and rationale, and overall classroom environment. The quantitative study built upon the work of Pianta, examining classroom instruction and its effect on student engagement and educational quality; however, unlike previous studies, researchers in the current study observed the nature of activity structure and various student demographic variables. Additionally, dissimilar to prior classroom observation studies, which typically included an overwhelming percentage of White students, Hispanic and African American students comprised a large percentage of the sample. And because policy-makers have called for more research-based information on classroom instruction in the early childhood setting, an additional contribution is the use of systematic observation and analysis of young learners? experiences within their classrooms. The multi-faceted approach to classroom observation yielded one critical result: Little to no variation existed in the activities in which young children were engaged in their classrooms, nor in the instructional practices utilized by their early childhood teachers. Accordingly, the study revealed few differences in student behavior and teacher practices by student sex, student ethnicity, grade-level, English language proficiency, and/or economic status. Instruction in these classrooms was almost entirely standardized; however, three statistically significant findings showed that: (a) students taught by teachers rated as having a higher developmentally appropriate instructional practices (DAIP) score were more likely to be on-task and less likely to be off-task; (b) students taught by teachers with a higher DAIP score were significantly more likely to be working kinesthetically, answering teacher-posed questions, and freely exploring; and (c) students taught by teachers with a lower DAIP score were significantly more likely to be distracted and/or not engaging in activity. Study findings were significant, as, despite research showing the unfavorable effects that highly teacher-centered, scripted classrooms have on young students? engagement and subsequent learning outcomes, students continue to be taught in the same way?one in which reaching a designated test score appears to be the singular, ultimate objective.Item The Service Learning Experiences of Hispanic High School Students on the U.S.-Mexico BorderGarza, Andrea Joy; Coronado , JenniferThis phenomenological qualitative study explored the service learning experiences of Hispanic high school students on the U.S.-Mexico border. This study took place in a high school located in south Texas along the U.S.-Mexico border; population approximately 248,142 and ethnically 95.6 percent Hispanic (U.S. Census, 2013). The participants were selected via purposive sampling, thus it was restricted to participants involved in the service learning opportunity with the Volunteer Income Tax Assessor (VITA) program while taking a high school level financial analysis class. Service learning education is defined as the integration of academic material, service activities, and critical reflection based on reciprocal partnerships that engage students and community members to achieve academic, civic, and personal learning objectives (Bringle, Clayton, & Hatcher, 2013). Semi-structured focus group interviews were conducted after school in a general education classroom located on the participants’ school campus. Through the use of open-ended questions, participants discussed their experiences. The researcher first analyzed data based upon the preconceived themes of transfer of knowledge, student motivation, and students’ self-assessment of their role in their community through student-centered, participatory, and activist forms of instruction. The researcher found the overarching themes based upon the participants’ experiences included: (1) better understanding and application of knowledge, (2) enjoyment of working with the community, (3) enhanced confidence when problem solving and working with diverse people, and (4) the development of positive relationships.Item Virtual Practicum Opportunities in Digital Services at Texas Woman’s University(Texas Digital Library, 2021-05-24) Zerangue, Amanda; Liu, Phoebe; Mendez, Zul; Stockwell, Madeline