Electronic Theses and Dissertations

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PRIVATE MIDDLE SCHOOL PRINCIPAL PERCEPTIONS ON EDUCATIONAL CULTURE AND STUDENT DEVELOPMENT
(2016-07-26) Strecker, Jonathan Paul; Moore, George W; Martinez-Garcia, Cynthia; Foster, Andrea
Strecker, Jonathan P., Private middle school principal perceptions on educational culture and student development. Doctor of Education (Education), August, 2016, Sam Houston State University, Huntsville, Texas. Purpose The purpose of this phenomenological study was to explore how private middle school principals perceive and experience educational culture and student development. An in-depth study of private middle school principals’ perceptions and experiences on the characteristics essential to cultivating a successful educational environment and fostering individual student development was explored. Methodology Using a phenomenological design by Moustakas’, private middle school principal participants were selected for individual personal interviews. Data were recorded, transcribed, analyzed, clustered, and synthesized. Themes were identified and recorded. Findings Ten themes emerged from the responses to the two research questions. Regarding Research Question 1: What are private middle school principals’ perceptions on educational culture and individual student development; the following six themes emerged: (a) mission driven approach, (b) core developments, (c) depth of development, (d) active, intentional learning, (e) diverse environment, and (f) constituency groups Regarding Research Question 2: What are the experiences of private middle school principals with building an educational culture that supports individual student development; the following four themes emerged: (a) traditional methodologies, (b) lack of teacher knowledge, (c) lack of diversity in community, and (d) schedule constraints. The underlying characteristics regarding educational culture and student development were a school mission, individual student attributes, levels of learning, student engagement, environmental factors, and constituency groups. The reflections and writings of John Dewey, including the importance of intellectual, social, emotional, ethical, and physical development provided for an individual student attribute framework. Dewey’s basic factors of development are further enhanced when intentionally cultivated using Bloom’s Taxonomy of learning. Bloom’s levels of learning are successfully cultivated in classrooms that focus on active engagement. Diversity in an environment fosters a sense of school connectedness for a school’s constituency groups. In this dissertation study, I conclude a strong mission driven approach, based on a Deweyan framework, cultivated through Bloom’s taxonomy, in an actively-engaged diverse classrooms, supported by teachers, students, and parents, will enhance a school’s ability to foster student development and promote a successful educational environment.
Psychotropic medication and at-risk youth: Studying its protective effects on delinquent behavior
(2016-07-26) Hoskowitz, Natalie A.
Children witnessing violence and directly experiencing abuse and neglect are at high risk for a number of deleterious outcomes, including psychiatric disorders and involvement in the foster care and juvenile justice systems (JJS; Cuevas, Finkelhor, Shattuck, Turner, & Hamby, 2013; Sickmund & Puzzanchera, 2014). These studies emphasize the need for effective treatment programs to address the challenges facing these youth, for which an increasingly attractive option is long-term administration of psychotropic medications. Most research to date examines the utility of such medication in the short-term (Dailey, Townsend, Dysken, & Kuskowski, 2005; Loy, Merry, Hetrick, & Stasiak, 2013), but with mixed evidence as to the long-term positive gains these medications impart on reducing delinquent behaviors, including involvement in the JJS. This study sought to examine how psychotropic medication influenced total delinquent behaviors in a given year, as well as entry into the JJS, over a seven-year time period with a sample of at-risk youth. Data were taken from the National Study of Child and Adolescent Well-Being (NSCAW) database. Results indicate that, when controlling for a proxy of socioeconomic status, baseline externalizing behavior, and the child’s gender and race, psychotropic medication treatment of at-risk youth did not appear to exert a protective effect on their engagement in delinquent behaviors over a seven-year time span. That is, while delinquent behaviors decreased over time, it was not due to the medication regimen of the youth. Further, psychotropic medication treatment of at-risk youth does not appear to exert a protective effect on these youths’ entry into the JJS over a seven-year time span. That is, youth who were either consistently- or inconsistently-medicated were at significantly increased risk of entry into the JJS – up to 9.3 times higher risk for consistently medicated youth – particularly within the first 20 months of the study. Further, while such risk stabilized after the two-year mark, youth who received psychotropic medication remained at higher risk than never-medicated youth, particularly if the medication regimen was consistent. Explanations, and implications of, these findings are discussed, as well as future directions for research
An Examination of Perceptual Challenges Faced by Female Police Officers
(2016-07-26) Brinser, Kadee Lynn; Hoover, Larry T; Zhang, Yan; Gerber, Jurg
This study examined the culture of female police officers by evaluating perceptual challenges associated with their role. The purpose of this study was to provide a better understanding of the dynamics of female police officers in a traditional male-dominated occupation. Primary data analyses was obtained through telephone questionnaires (n=15) conducted between March and April 2016 and online surveys (n=110) completed between November 2015 and January 2016 with a sample of female police officers who are employed in the state of Texas. Findings show that current organizational challenges are physical limitations, family, policing is a “man’s job”, approval from male police officers, society, intra-gender relationships, promotion process, and administration. Personal challenges, such as family life, are also current challenges for female police officers. The results establish that gender inequality not only exists in policing, but challenges have remained relatively stable overtime. However, sexual harassment and tokenism is not as prevalent as found to be in previous literature.
DIFFERENCES IN ACADEMIC ACHIEVEMENT BY GRADE SPAN CONFIGURATION: A TEXAS STATEWIDE STUDY
(2016-08-04) Fiaschetti, Carolyn F; Slate, John R.; Martinez-Garcia, Cynthia; Moore, George W.
Purpose The purpose of this journal-ready dissertation was to examine the extent to which grade span configuration was related to the academic achievement of students in Grades 5 and 6. Specifically, the academic achievement of students in poverty, boys and girls, and students of three ethnic/racial groups (i.e., White, Black, and Hispanic) were examined. Specifically analyzed in these three investigations were the reading and mathematics achievement of these groups of students according to the grade span configuration of their school. The two grade span categories that were compared were a single or double grade level school (i.e., Grade 4-5, 5 only, or 5-6) and a multiple grade level school (i.e., PreK-Grade 6). Each of these three empirical investigations included three years of statewide public school data analyzed. This 3-year analysis of data permitted a determination of the extent to which trends were present in the relationship of grade span configuration with academic achievement of students in Grade 5 and 6 enrolled in Texas public schools. Method A causal-comparative research design was used for this study. Archival data were obtained from the Texas Education Agency for three school years (i.e., 2012-2013, 2013-2014, and 2014-2015). Specific information obtained for Grade 5 and 6 students in Texas was: State of Texas Assessments of Academic Readiness Reading and Mathematics passing rates; grade span configuration; economic status; and ethnic/racial status. Student passing rates were analyzed as a function of grade span configuration by poverty, gender, and ethnic/racial status for Grade 5 and 6 students in Texas. Findings Statistically significant results were present for all reading analyses, with multi-grade level grade span configurations having statistically higher passing rates than single/double grade span configurations, and for all but two mathematics passing rates analyses. Higher passing rates were present for students in multi-grade level schools than their peers in single/double grade level schools. Results from this study were congruent with much of the recent empirical literature in that student academic performance is better in settings that have more grade levels than in settings with fewer grade levels. Implications for policy and recommendations for research were provided.
MOBILITY AND STUDENT ACHIEVEMENT IN TEXAS: A MULTIYEAR, STATEWIDE INVESTIGATION
(2016-08-04) Bostick, Benjamin Mark; Slate, John R.; Martinez-Garcia, Cynthia; Moore, George W.
Purpose The first purpose of this journal-ready dissertation was to investigate the relationship of mobility to student achievement in Grade 6 students when controlling for economic status and not controlling for economic status. The second purpose was to examine the relationship of mobility to Grade 7 students’ academic achievement when controlling for and not controlling for economic status. Finally, the third purpose was to examine the relationship of mobility to the academic achievement of Grade 8 students when controlling for and not controlling for economic achievement. Method A non-experimental research design was used in this study. Participants were selected from the Texas Education Agency Public Education Information Management System. This database is publicly accessible and contains archival data about students’ enrollment, demographic, and testing history. Archival data were obtained for the 2002-2003, 2003-2004, 2004-2005, 2005-2006, 2006-2007, and 2007-2008 school years for Grade 6, 7, and 8 students in an accountability subset for a campus or district. Raw scores from the Texas Assessment of Knowledge and Skills Reading, Mathematics, Science, and Writing tests were analyzed to determine if mobility, as measured by a student being enrolled at a campus less than 83% of the school year, had an effect on academic achievement, and if that effect persisted when controlling for economic status. Findings Results were consistent across all three grade levels and all subject areas. Statistically significant results were present for all analyses when controlling for and not controlling for economic status. Effect sizes for the relationship between economic status and academic achievement were large. Effect sizes for the relationship between mobility and academic achievement were trivial when controlling for and not controlling for economic status. Average scores for mobile students were between 1.93 and 3.69 points lower than the average scores of non-mobile students in reading; 2.57 and 5.63 points lower than the average scores of non-mobile students in mathematics; 1.66 and 2.42 points lower than the average scores of non-mobile students in writing; and 4.65 to 5.02 points lower than the average scores of non-mobile students in science. As such, results were congruent with the extant literature.
Academic performance: A retrospective investigation of study skills and LASSI performance
(2016-08-09) Jordan, John D.; Combs, Julie P.; Skidmore, Susana T.
Students are entering college and the workforce lacking skills critical to their success. This gap places a burden on higher education institutions to mitigate this problem. As such, programs designed specifically to enhance students’ academic strategies are important. The purpose of this journal-ready dissertation was to provide needed insight into the relationship between study skills programs and academic performance indicators (APIs) distinguished by common at-risk factors. In the first study, a retrospective predictive research design was followed using archival data (2003-2008) from one regional university. Study skills program participation was examined in relation to APIs, controlling for gender and ethnicity. Criterion sampling was used to identify the study skills group (n = 714) and a comparison group (n = 714). Descriptive statistics revealed statistically significant differences in APIs, with women outperforming men and Hispanic women outperforming all other gender and ethnic combinations. A series of regressions indicated statistically significant predictive relationships between the number of sessions completed and APIs, but not program participation and APIs. In the second study, Learning and Study Strategies Inventory (LASSI) scale performance (e.g., Anxiety, Motivation, Self Testing) was examined in relationship to short-term and long-term APIs of students who completed a study skills workshop series, controlling for gender and ethnicity. Criterion sampling was used to select a subset of students (n = 450). A series of regressions resulted in only one statistically significant API (i.e., first-semester GPA; p < .001). In particular, the Anxiety and Motivation scales were statistically significantly related to GPA (p < .001), and resulted in an average increase of .03 and .05, respectively, per unit increase on each scale. For the third study, by means of a Latent Profile Analysis, three subgroups were identified using study skills workshop series participants’ (n = 450) LASSI scale performance, with each group possessing correspondingly higher scores in all 10 scales. To determine what relationship, if any, existed between these subgroups and APIs, a series of regressions were conducted. Only one API was identified as statistically significant (first-semester GPA, p < .001), thereby calling into question the long-term relationship between LASSI scores and academic performance.
EXTRACURRICULAR ACTIVITY PARTICIPATION AND ENGLISH LANGUAGE LEARNERS: SECOND LANGUAGE ACQUISITION AND ACADEMIC PERFORMANCE
(2016-08-12) Lariviere, Mary; Slate, John R; Martinez-Garcia, Cynthia; Moore, George W.
Purpose The primary purpose of this journal-ready dissertation was to determine the degree to which differences existed in extracurricular participation rates among students as a function of status as an English Language Learner. Additionally, the extent to which participation was related to socioeconomic status and length of time in U.S. schools was examined. The secondary purpose of this journal-ready dissertation was to ascertain to what extent participation in extracurricular activities related to English language acquisition, academic performance, and certain behaviors related to school connectedness among English Language Learners. Method A non-experimental, causal-comparative research design was utilized for this journal-ready dissertation. Archival data were obtained from a large district in southeast Texas. Specific information obtained was inclusive of student status as an English Language Learner, student status as economically disadvantaged, student ethnicity, student years in U.S. schools, and course enrollment. In addition, scores on the Texas English Language Proficiency Assessment System, scores on the State of Texas Assessment for Academic Readiness, attendance rates, grade point average, student status for honor roll, and number of disciplinary infractions were analyzed as a function of extracurricular activity participation. Results Revealed in the analyses was that English Language Learners did not engage in extracurricular activities at a rate that was comparable to their English proficient peers. Further, economic status and length of time in U.S. schools was not related to participation among English Language Learners. Participation in extracurricular activities was also not related to progress toward or attainment of language fluency. However, participation in extracurricular activities was statistically significantly negatively related to reading and mathematics achievement for English Language Learners. For all of the school connectedness factors examined (i.e., student grades, student attendance, and student discipline), statistically significant relationships were present for English Language Learners who participated in extracurricular activities. Results were not congruent with the extant literature regarding extracurricular activity participation and school performance. Suggestions for future research, as well as implications for policy and practice, were provided.
Echoes of Honor: Reflections on the Life of Bill Halbert and the Greatest Generation
(2016-09-01) Mohr, Gerald D.; Dancy, Jerimiah R.; Olson, James S.; Littlejohn, Jeffrey L.
It was called the “Greatest Generation” – an era of Americans venerated for their extraordinary and selfless contributions to the preservation of freedom and democracy during World War II. They were a variegated mosaic of ambitious young adults and idealistic youths just coming of age, couples who had commenced budding families and nascent businesses, factory workers and farmers, manufacturing tycoons and military professionals, and little children who sensed from worried parents that their world was in peril. When the evils of German Nazism, Italian fascism, and Japanese imperialism congealed into a cancerous global cabal, the lives, liberty, and future of all were at stake. Confronting such malevolence accordingly placed unimaginable demands on the courage and character of freedom-loving people everywhere. When victory was finally secured, questions arose as to how it was ever possible against such determined, experienced and well-equipped foes. Certain conspicuous possibilities emerged: exceptional leadership in key positions of the government and military; the nation’s collective fury converted to determination and industry after the outrage of Pearl Harbor; and perhaps even the interposition of Divine Providence. But what was the degree of contribution made by the individual American at home and abroad? Could there have been extraordinary traits possessed by ordinary citizens of this generation that rendered victory certain? This work is based on the life of Bill Halbert, a U.S. Army Air Force bomber pilot assigned to the European Theatre of Operations when he was only a teenager. It explores and reveals the extraordinary attributes and actions of those citizens – before, during and after World War II – which distinguished that generation, and thereby rendered their country exceptional in its time.
Social capital experiences of solo middle school librarians at a public school district in south Texas: A phenomenological study.
(2016-10-05) Lilly, Jessica Michelle; Moore, George W.; Perry, Karin; Edmonson, Stacey L.
Purpose The results of a pilot study (Lilly Hughes, 2013) I completed in 2013 sparked my interest in investigating the social capital activities of the solo middle school librarian. I investigated a sample of middle school solo librarians in a large Texas school district as they shared their participation and experiences with librarian-to-librarian social capital. First, the social capital activities in which solo middle school librarians and other librarians participate were identified. Second, the social capital activities in which solo middle school librarians participate with other solo librarians within their school district were identified. Third, the factors that influenced the solo middle school librarian’s ability to participate in social capital activities were examined. Method A qualitative approach was used to determine solo middle school librarians’ opinions about social capital experiences at a public school district in south Texas. A phenomenological approach was used because this study involves real-life, contemporary settings. Five solo middle school librarians were interviewed in this study. Recorded, semi-structured interviews were conducted with the solo middle school librarians at each school or home allowing the participants to describe their feelings about and perceptions of these experiences. Using the participants’ responses in the interviews, I interpreted the data to understand the phenomenon. Results A high degree of consensus across the 5 solo middle school librarians led to the themes of collegiality, professional organizations, principal support, librarians are teachers, and isolation. Implications for practice included librarian advocacy for principal support of additional support staff. Findings relevant for policy included the need for updated state library standards. The need for increased library staffing and opportunities for solo middle school librarian to experience social capital opportunities was confirmed. Not all participants in this study value all social capital experiences. The same was discovered true for each participant regarding the benefit of social capital experiences provided by professional organizations and social media on their professional practice. All participants agreed some form of self-imposed restrictions have been made regarding involvement in social capital experiences because each is alone on the job, which restricts their time and stamina to engage with other school librarians.
The Gay Panic Defense: Legal Defense Strategy or Reinforcement of Homophobia in Court?
(2016-10-05) Tomei, Jenna; Boccaccini, Marcus T.; Cramer, Robert J.; Henderson, Craig; Schmidt, Adam
Gay panic refers to a heterosexual man violently responding to unwanted sexual advances from a gay man. In court, the defendant may argue he was provoked or temporarily insane. This study utilized 352 jury-eligible citizens to assess differences across mediums of gay panic. Participants were asked to read vignettes depicting a control, gay panic as provocation, or gay panic as insanity condition and provide verdicts and ratings of blame and responsibility. Verdicts, victim blame, and ratings of responsibility differed across vignette conditions, with an observed leniency effect when gay panic was claimed in either context. Homonegativity also exacerbated patterns of pro-defendant views, as those higher in homonegativity assigned higher victim blame, lower defendant responsibility, and more lenient verdicts in the gay panic conditions. The effect of political orientation was nuanced, as only republicans in the provocation condition followed the anticipated pattern in rendering more lenient verdicts. Results are discussed with respect to sexual orientation-based prejudice, validity of the gay panic defense, law and public policy, and trial strategy.
DIFFERENCES IN COLLEGE-READINESS RATES FOR STUDENTS WHO WERE ENROLLED IN SPECIAL EDUCATION IN TEXAS: A MULTIYEAR, STATEWIDE INVESTIGATION
(2016-10-12) Holden, Catherine N.; Slate, John R.; Moore, George W.; Barnes, Wally; Lunenburg, Frederick C.
Purpose The purpose of this journal-ready dissertation was to examine the extent to which college-readiness rates of Texas high school graduates differed by disability category and by economic status for students who qualified for special education services. The first purpose was to analyze the degree to which differences were present in college-readiness rates by disability category of Texas high school graduates who qualified for special education services. A second purpose was to determine the extent to which differences were present in college-readiness rates by economic status of Texas high school graduates who were Learning Disabled. Finally, a third purpose was to examine the degree to which differences were present in college-readiness rates by economic status of Texas high school graduates who were Emotionally Disturbed. Each of these three research studies involved an analysis of three years of Texas statewide data. As such, the extent to which consistencies were present in the college-readiness rates of these groups of students was ascertained. Method In this causal-comparative research design, archival data were obtained and analyzed from the Texas Education Agency Public Education Information Management System for the 2008-2009 through the 2010-2011 school years. Inferential statistical procedures were calculated to determine whether differences were present in reading, mathematics, and both subjects college-readiness performance among four groups of students who were enrolled in special education (i.e., Learning Disability, Emotionally Disturbed, Other Health Impaired, Speech or Language Impaired); for students who were Learning Disabled by their economic status; and for students who were Emotionally Disturbed by their economic status. Findings The college-readiness rates in reading and mathematics for students who were Learning Disabled were statistically significantly higher than the college-readiness rates for students with an Emotional Disturbance, Other Health Impairment, or a Speech or Language Impairment. Students who had an Other Health Impairment had higher college-readiness rates in both subjects than the other three disability categories. For students with Learning Disabilities, very low college-readiness rates were present. For students with an Emotional Disturbance, not a single student with an Emotional Disturbance met the college-readiness standard in reading, mathematics, and both subjects.
Differences in Mathematics Skills of Texas High School Boys as a Function of Ethnicity/Race and Economic Status: A Multiyear Statewide Study
(2016-10-12) Alford-Stephens, Tamika; Slate, John R.; Moore, George; Lunenburg, Frederick C.
The purpose of this journal-ready dissertation was to determine the extent to which ethnicity/race and economic status were related to the mathematics achievement of Texas high school boys. For the first journal article, the degree to which differences were present in overall mathematics achievement for high school boys by ethnicity/race (i.e., Asian, White, Hispanic, and Black) were examined. In the second investigation, differences in specific mathematics skills by ethnicity/race (i.e., Asian, White, Hispanic, and Black) for high school boys were determined. Finally, in the third study, the degree to which differences were present in specific mathematics skills between Black boys who were Extremely Poor, Moderately Poor, and Not Poor were examined. Eight years of archival data from the Texas Education Agency Public Education Information Management System were analyzed for each of these three investigations. Analyzing 8 years of Texas statewide data permitted a determination regarding the presence of trends in mathematics performance. Method For this multi-year quantitative study, a causal-comparative research design was used. Archival TAKS Exit Level Mathematics data previously obtained from the Texas Education Agency Public Education Information Management System for the 2004-2005 through the 2011-2012 school years were analyzed. The degree to which differences in mathematics achievement and skill development existed by ethnicity/race (i.e., Asian, White, Hispanic, and Black) and economic status was examined. Findings During the 2004-2005 through the 2011-2012 school years, large differences were identified in the mathematical competence of Texas high school boys by ethnicity/race (i.e., Asian, White, Hispanic, and Black) and level of poverty. For each year of this study, Asian boys outperformed White, Hispanic, and Black boys in overall mathematics achievement on the TAKS Exit Level Mathematics assessment. Asian boys also had statistically significant higher scores than White, Hispanic, and Black boys on each of the 10 TAKS Exit Level Mathematics Objectives for each year of this multi-year investigation. Black boys consistently had the lowest mathematics achievement and skill development, particularly Black boys who were Extremely Poor. Results of these empirical investigations were commensurate with the existing literature regarding ethnicity/race and economic status and their relationship to mathematics proficiency.
High School Size and Differences in the Academic Achievement of English Language Learners: A Texas Statewide, Multiyear Investigation
(2016-10-12) Rodriguez, Joseph L.; Slate, John R.; Martinez-Garcia, Cynthia; Moore, George W.
Purpose The purpose of this journal-ready dissertation was to determine the relationship of high school size with the academic achievement (i.e., reading and mathematics) of English Language Learners enrolled in Texas high schools. In the first journal article, the relationship of high school size and student achievement as function of poverty for English Language Learners was determined. In the second study, the extent to which high school size was related to the academic achievement of English Language Learners by their ethnicity/race was ascertained. Finally, in the third empirical investigation, the relationship between high school size and the academic achievement of English Language Learner boys and girls was examined. Each of these empirical investigations had two years of statewide public school data analyzed. This 2-year analysis of data permitted a determination of the degree to which trends were present in the relationship of high school size with the academic achievement of English Language Learners as a function of their economic status, ethnicity/race, and gender. Method A causal-comparative research design (Johnson & Christensen, 2014) was used for this quantitative study. Previously obtained archival data from the Texas Education Agency Public Education Information Management System for the 2008-2009 and the 2009-2010 school years were utilized. The independent variable in this research study was student enrollment at the high school level in which the University Interscholastic League (2013) conference cutoff numbers for the State of Texas were used to determine school sizes. Findings Statistically significant results were present for a majority of the analyses, with English Language Learners who were enrolled in Large-size high schools having statistically significant better results than English Language Learners who were enrolled in Small-size high schools. The lowest performance in reading and mathematics was present for English Language Learners who were enrolled in Small-size schools. Effect sizes ranged from small to large. Results from this study were congruent with much of the empirical literature. Academic achievement was better for English Language Learners enrolled in Large-size high schools than for English Language Learners in Small-size high schools Implications for policy and recommendations for research were provided.
Perceptions of the legal system and recidivism: Investigating the mediating role of perceptions of chances for success in juvenile offenders
(2016-10-13) Abate, Anna; Venta, Amanda; Henderson, Craig; Desforges, Donna
Youth crime is a significant problem in the United States, and the link between youth delinquency and future adult criminal behavior is well documented (Kalist, Lee, & Spurr, 2015; Paternoster, Brame, & Farrington, 2001). Theories and previous research of perceptions of the legal system indicate that individuals who view interactions with the legal system as respectful and legal decision-making procedures as fair are more likely to comply with the law (Fagan & Tyler, 2005; Paternoster, Brame, Bachman, & Sherman, 1997; Tyler, 1997). Youths’ perceptions of chances for success (Menard & Elliott, 1996) may be linked to both perceptions of the legal system and recidivism, as youths’ perceptions of legal institutions have been linked to their expectations about their own behavior (Lane, Lanza-Kaduce, Frazier, & Bishop, 2002; Schubert, Mulvey, Loughran, & Losoya, 2012), and youths’ perceptions of chances for success have been connected with offending (Iselin, Mulvey, Loughran, Chung, & Schubert, 2012). Because it is well documented that racial and ethnic groups differ in their involvement with the justice system (McNulty & Bellair, 2003), perceptions of the police and legal system (Lee, Steinberg, Piquero, & Knight, 2011; Reitzel & Piquero, 2006), and general perception of future success (Luzzo & McWhirter, 2001; McWhirter, 1997), ethnicity may play a role in the relations between these constructs. Using a sample of serious juvenile offenders, the current study examined relations between perceptions of the legal system and recidivism, exploring the roles of perceptions of chances for success as a mediator and ethnicity as a moderator. The results indicate that, in Black and Hispanic juvenile offenders, but not White, perceptions of chances for success mediates the relation between perceptions of the legal system and recidivism, providing the first analysis of a model examining perceptions of chances for success in the relation between perceptions of the legal system and recidivism. The current study offers support for the suggestion that interventions aimed at preventing youth from engaging in illegal behaviors may need to be tailored to target ethnic-specific attitudes and foster beliefs in ethnic minority youth that they are capable of future success.
INEQUITIES IN DISCIPLINARY CONSEQUENCE ASSIGNMENT TO ELEMENTARY STUDENTS: A TEXAS STATEWIDE INVESTIGATION
(2016-10-17) Tiger, Kristin N.; Slate, John R.; Moore, George; Martinez-Garcia, Cynthia
Purpose The purpose of this journal-ready dissertation was to examine the extent to which differences were present in discipline consequence assignment by ethnicity/race (i.e., White, Hispanic, and Black), gender, and economic status (i.e., Not Economically Disadvantaged, Moderately Poor, and Extremely Poor). Specifically, the assignment of discipline consequences to Grade 4 and 5 students in Texas was analyzed to determine whether inequities in their assignment might be present as a function of student ethnicity/race, gender, and economic status. The two discipline consequences that were analyzed in the three investigations in this journal-ready dissertation were the assignment of in-school suspension and out-of-school suspension. The two grade levels on which data were obtained and analyzed were Grade 4 and Grade 5. Method A causal-comparative research design was used in this study. Data on all participants were requested and obtained from the Texas Education Agency Public Education Information Management System database through a Public Information Request. Archival data were obtained for the 2013-2014 and 2014-2015 school years for all Texas Grade 4 and Grade 5 students. Specific data requested from the Texas Education Agency were: grade level, student ethnicity/race (i.e., White, Hispanic, and Black), gender, economic status, and discipline consequence. Findings The assignment of in-school suspension and the assignment of out-of-school suspension was analyzed for Grade 4 and Grade 5 students by ethnicity race (i.e., White, Hispanic, and Black), gender, and economic status (i.e., Not Economically Disadvantaged, Moderately Poor, and Extremely Poor) for two consecutive years. Inferential statistical procedures revealed the presence of statistically significant differences for all analyses. Black students received statistically significantly higher rates of in-school suspension and out-of-school suspension than either Hispanic or White students. Boys received more discipline consequences than girls. Students who were Extremely Poor had statistically significantly higher rates of in-school suspension and out-of-school suspension than their peers who were Moderately Poor and Not Economically Disadvantaged. The results of these studies provide strong evidence that inequities in discipline consequence assignment are present as early as Grades 4 and 5. Clear implications for policy and for practice were provided, as well as suggestions for future research.
The Moderating Role of Maternal Attachment on Borderline Personality Disorder Features and Dependent Life Stress
(2016-10-20) Ball, Ericka Michelle; Venta, Amanda; Crosby, James; Henderson, Craig
Borderline Personality Disorder (BPD) affects 1.6% of adolescents and 20% of inpatient adolescents. Life stress has been linked to BPD during childhood, adolescence, and adulthood. Moreover, previous research, in adults, has linked BPD features to dependent stress (i.e., stress that is induced or elicited by the individual rather than the situation). Prior research has not examined dependent stress alongside BPD features in adolescents. Given prior research showing that secure attachment moderates the association between psychopathology and dependent stressful life events in adults, the current study examined attachment security as a buffer against stressful life events, a proposition that has not been evaluated with regard to adolescents with BPD. We hypothesized a moderation model in which (1) BPD features and diagnosis would be positively associated with dependent life stress, (2) secure attachment would be negatively associated with BPD features and diagnosis, and (3) attachment would moderate the relation between BPD and dependent life stress. Results supported the first two hypotheses; BPD diagnosis was significantly, positively associated with dependent life stress, and negatively associated with two attachment variables, maternal availability and dependability. However, no such association was present for two other attachment variables, maternal care and overprotection, nor was there a significant moderating effect of attachment. Contrary to the third hypothesis, no significant evidence that attachment acts as a buffer in the relation between BPD and dependent life stress was found when all three variables were assessed concurrently. Nonetheless, results confirm previously documented relations between BPD, dependent life stress, and attachment.
Differences in graduation rates and postsecondary enrollment as a function of ethnicity/race, school poverty, and school size: A Texas multiyear investigation
(2016-10-21) Perez, Angeles M.; Slate, John R.; Barnes, Wally; Moore, George W.; Lunenburg, Frederick C.
The purpose of this journal ready dissertation was to ascertain the relationship of high school size with graduation rates and postsecondary enrollment status for students in Texas. In the first study, the relationship of school student enrollment percentages with graduation rates for Black, Hispanic and White graduates was examined. In the second study, the extent to which school poverty was related with graduation rates for Black, Hispanic, and White graduates was ascertained. Finally, in the third research article, the relationship between school poverty and postsecondary enrollment status of Texas graduates was determined. Analyzed in each empirical investigation were two years of statewide public school data. A non-experimental, causal-comparative research design (Johnson & Christensen, 2012) was utilized in this investigation. Archival data were obtained from the Texas Education Agency Academic Performance Report database for the 2012-2013 and 2013-2014 school years. The variables that were analyzed as a function of school size and school student enrollment poverty percentages for students in Texas were: graduation rates, enrollment in Texas higher education institution rates, and completion of one year of Texas higher education without remediation rates. Statistically significant results were revealed in each of the three investigations. An examination of graduation rates for Black students as a function of school size revealed that Moderate-Size schools was the optimal size. Hispanic students however, had higher graduation percentages from Large-Size schools with White students having higher graduation percentages from Small-Size schools. Graduation rates of Black, Hispanic, and White students differed by school student enrollment poverty percentages. For Black and Hispanic students, the highest graduate percentages were from High Poverty schools whereas Low Poverty schools had the highest graduate percentages for White students. Lastly, the postsecondary enrollment status of high school graduates differed as a function of school poverty. High Poverty schools had the lowest enrollment rates in higher education institutions and the lowest completion rates of one year of higher education without remediation. Results from this journal-ready dissertation were congruent with much of the recent empirical literature. Implications for policy and recommendations for research were provided.
Analysis of Gold Tolerance in Rhodobacter sphaeroides
(2016-10-25) Johnson, Hannah
Heavy metal pollution is a worldwide problem with many associated health risks, including bone loss, kidney damage, and several forms of cancer. There is a great need of bioremediation of these toxic metals from the environment, as well as implementing a monitoring system to control the spreading pollution. This study focuses on the bioremediation potential of R. sphaeroides in the presence of the toxic gold chloride (AuCl3). A bioinformatics approach is taken to identify all heavy metal related genes within 2,489 bacterial species, identify the genes potentially involved in their bioremediation within the genome of R. sphaeroides. Growth characteristics of the bacterial cells exposed to a range of toxic gold concentrations were analyzed through the growth kinetics and the colony forming units (cfu’s) under aerobic, photosynthetic, and anaerobic growth conditions. The localization of the gold particles within two cellular fractions, cytoplasmic and the plasma membrane, are analyzed using Inductively Coupled Plasma Optical Emission Spectroscopy (ICP-OES). The results of this current study reveal the majority (46%) of the heavy metal related genes belong to the species within the Proteobacteria group, and subsequently the αProteobacteria. Upon analysis of the R. sphaeroides genome, 475 heavy metal related genes were identified. Results also reveal the photosynthetic growth condition as best suited for the metal tolerance, allowing a higher survivability under the gold concentrations compared to subsequent growth conditions. Results of the localization revealed the overall accumulation of gold particles, while not different between the cellular fractions, increased at different concentrations of the gold contamination. The results of the photosynthetic localization revealed the accumulation reached the highest very quickly, and an overall shift in localization of the gold particles from an equal distribution to an increase within the membrane fraction at the highest concentrations of gold contamination. Expression profiles of the heavy metal related genes within R. sphaeroides, 369 in total, reveals a total of 46 photosynthetic genes which will be the targets of molecular analysis in the future work.
PHONETIC MATCHING TOOLKIT WITH STATE-OF-THE-ART META-SOUNDEX ALGORITHM (ENGLISH AND SPANISH)
(2016-10-27) Koneru, Keerthi; Varol, Cihan; Karpoor, Shashidhar; Zhou, Bing
Researchers confront major problems while searching for various kinds of data in large imprecise databases, as they are not spelled correctly or in the way they were expected to be spelled. As a result, they cannot find the word they sought. Over the years of struggle, pronunciation of words was considered to be one of the practices to solve the problem effectively. The technique used to acquire words based on sounds is known as “Phonetic Matching”. Soundex was the first algorithm developed and other algorithms like Metaphone, Caverphone, DMetaphone, Phonex etc., are also used for information retrieval in different environments. This project mainly deals with the analysis and implementation of newly proposed Meta-Soundex algorithm for English and Spanish languages which retrieves suggestions for the misspelled words. The newly developed Meta-Soundex algorithm addresses the limitations of Metaphone and Soundex algorithms. Specifically, the new algorithm has more accuracy compared to both Soundex and Metaphone algorithm. The new algorithm also has higher precision compared to Soundex, thus reducing the noise in the considered arena. A phonetic matching toolkit is also developed enclosing the different phoneticmatching algorithms along with the state-of-the-art Meta-Soundex algorithm for both Spanish and English languages.
Perceptions of Latino Students in the Academic Achievers Program Regarding Non-cognitive Factors for College Enrollment and Graduation
(2016-10-28) Patenotte, Lisa Rodriguez; Robles-Pina, Rebecca; Martinez-Garcia, Cynthia; Martirosyan, Nara
Purpose The purpose of this study was to explore the perceptions of current and former Latino participants in the Academic Achievers Program (AAP) regarding Non-Cognitive and Other Potential Factors for college enrollment and graduation. The participants for this study were purposefully selected from the populations of students that are currently enrolled in AAP and former students who completed the AAP. Methodology In this descriptive study, the researcher used the qualitative research methodology of hermeneutical phenomenology in order to understand the participants’ perceptions and feelings about Non-Cognitive factors affecting their current and former participation in AAP. An initial survey was sent to 16 current and 8 former AAP participants (n = 24) to prepare them for the focus group interviews conducted at the Center for Mexican American Studies. Findings Analyses of the data yielded three categories and several themes. The following three categories were identified for Non-Cognitive factors: (a) Academic Services; (b) Social Integration/Welcoming Environment; and (c) Financial Aid Services. The themes for each category were determined through analysis of frequencies and percentages when responses yielded a 70%-100% positive response from both groups on the same question. The themes that emerged under the Academic Services category included: (a) academic advising, (b) peer tutoring or other tutoring services, (c) opportunities to connect with academic groups on campus, (d) opportunities for students to connect with family outside of class, and (e) full-time enrollment in college. Under the Social Integration/Welcoming Environment category, participants endorsed the theme of being provided with opportunities for social integration in a welcoming environment. Themes endorsed by participants under the Financial Aid Services category included: (a) connections on campus for jobs to meet financial needs and (b) the use of financial aid advisory services. The following four categories of Other Potential Factors were identified: (a) Encouraged Enrollment; (b) Increased Participation in AAP; (c) Academic Challenges/Expectations; and (d) Cognitive and Personal Traits for Faculty. The theme for Encouraged Enrollment category included motivation /encouragement. The theme endorsed for Increased Participation in AAP category was sharing information. Under the Academic Challenges/Expectations category participants indicated the following themes: (a) provision of assignments that motivated classroom discussions, (b) provision of assignments that changed their point of view about a concept, and (c) provision of assignments that encouraged synthesis and organization of ideas in novel ways. Finally, concerning the themes for Cognitive and Personal Traits for Faculty category, participants stated that the professors were knowledgeable, exhibited positive attitudes, were fair, and respectful. Conclusions Based on responses from participants in this study, the resources and planning that take place in the AAP to address individual needs of participants influenced their positive reactions to questions regarding their perceptions of Non-Cognitive and Other Potential Factors. The researcher hopes that the findings of this study will serve as a tool to support AAP mentors and directors in their decision-making efforts to provide effective non-cognitive educational services to all under-served student populations.

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