Browsing by Subject "students"
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Item Austin Music Documentation Initiative Portal(2015-04-27) Atkins, Grace; Rainey, Hannah; Selvidge, Jeremy; University of Texas at AustinAustin, Texas is famous for a thriving music scene. The contemporary scene is apparent to all who travel and move to Austin, yet the rich history and development of the music scene is hidden in various private and public collections. The Austin Music Documentation Initiative (AMDI) intends to increase access and awareness of the music history of Austin by providing a portal through which organizations and individuals can contribute metadata and thumbnails of Austin music history related materials. Under the guidance of the digital archivist at the Perry-Castaneda Library, students from the Spring 2015 section of Digital Libraries at the UT iSchool will create a proof of concept cataloging app for the AMDI. The proof of concept app will be used in support of grant applications. The end goal for this project will include a metadata schema, as well as a form and workflow for uploading metadata to a central directory.Item Characteristics of a sense of belonging and its relationship to academic achievement of students in selected middle school in Region IV and VI Education Service Centers, Texas(Texas A&M University, 2005-02-17) Capps, Matthew AlanThe purpose of this research is to investigate the feeling of belonging that students may or may not have and the relationship of student sense of belonging to the overall academic achievement of a school. Students were surveyed on their sense of belonging in selected middle schools. The students scored themselves on the Psychological Sense of School Membership scale, which revealed an overall mean score of belonging. Students from high-performing schools were compared to students from low-performing schools in regard to their sense of belonging. Additionally, teachers were asked to rate their perception of the students? sense of belonging. The teachers? scores were compared to the students? scores in both high- and low-performing schools. Lastly, teachers were asked to provide qualitative information about the schools? role in creating a sense of belonging. An extensive review of the literature regarding sense of belonging reveals support of the importance of sense of belonging in student achievement. There is also extensive evidence regarding variation of sense of belonging among minority groups and the important role of teachers in creating a sense of belonging for students. This study found that there is no significant difference in students? reported sense of belonging between high-performing schools and low-performing schools on the Psychological Sense of School Membership scale. There is a significant difference between the teachers? perception of the students? sense of belonging and the students? reported sense of belonging on the Psychological Sense of School Membership scales. Teachers reported important roles in creating an environment of belonging. The qualitative data provided by teachers support evidence from the literature review indicative of schools with sense of belonging. High-performing schools do not report much information regarding discipline and routine as being important parts of creating belonging. However, low performing schools often report these as important to creating a sense of belonging for students. Implications of the research include: Teachers may not have an accurate understanding of students? sense of belonging and how to create a sense of belonging in schools. Further study should try to gain better understanding of the relationship between sense of belonging and minority status.Item Sister Act: Understanding Sorority Women's Communication About Condom Use(2011-10-21) Hernandez, Rachael A.Young women?s sexual health is declining. Sorority women face an intersectionality of risk for the negative consequences of sexual activity because of college attendance, sex, and age. The influence of peer communication about condom use can provide a buffer to the risk these women face. I investigated this communication through focus groups, using the theory of communication privacy management and grounded theory to understand focus group findings. The results revealed themes regarding characteristics of communicators and context of communication including communication topic and setting. The women use strategies, boundaries and rules to negotiate communication privacy and engage in comfortable communication. Additionally, the women seek to maintain a good reputation for their social group, and follow explicit and implicit rules to do so. The implication of this analysis includes improvements in sorority and college student sexual health programming and continued research on communication in social support organizations like sororities.Item The effects of a computerized-algebra program on mathematics achievement of college and university freshmen enrolled in a developmental mathematics course(Texas A&M University, 2007-04-25) Taylor, Judy M.We face a world in which a college degree increasingly dictates the likelihood of life success. At the same time, there has been an ever-increasing population of students who have not been prepared adequately through their high school education to meet the rigors of college/university-level content. This problem can be seen in the number of students needing Intermediate Algebra. Students who complete remedial courses with a grade of C or better are more likely to pass their first college-level mathematics course and continue their education until they have completed all coursework needed for a degree. Students entering colleges and universities underprepared for collegiate mathematics, reading, and writing have reached epidemic proportions, with 30% of the students needing remediation in one of these areas. A portion of this problem has been identified as mathematics anxiety. Because students have habituated mathematics failure, they are aware of their deficiencies, but still desire a college education. They bring with them years of negative emotions from repeated mathematics failures. These years of negative feelings about mathematics precipitated by repeated failures are often manifested as mathematics anxiety that must be addressed in order to improve students?????? content knowledge. The purpose of this study is to investigate the effects of a web-based technology centric course, Assessment and Learning in Knowledge Spaces (ALEKS), on the remediation of college freshmen enrolled in an Intermediate Algebra class as compared to college freshmen enrolled in an Intermediate Algebra class taught using a traditional lecture method. Mathematics anxiety and attitude toward mathematics will also be investigated to determine if ALEKS can lower the anxiety associated with mathematics, as well as improve attitudes. An algebra test, mathematics anxiety rating scale, and mathematics attitude test was given to both groups of students at the beginning of the semester and at the end of the semester. The overall findings of this research suggested that ALEKS Intermediate Algebra students performed as well as the Control group taking a class in Intermediate Algebra taught by lecture. The anxiety of the Experimental group decreased more than the Control group, and the Experimental group??????s attitude toward mathematics increased at a greater rate than did the Control group.