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This study investigated the relationship between mindset and self-efficacy among special education teachers in Region 2 of Texas. While approximately 500,000 students are provided special education services in Texas public schools, special education students perform significantly lower on state assessments in reading and math than their non-disabled peers. Between 70-85% of special education students in the 3rd and 8th grades in Texas perform below their non-disabled peers on state assessments. Special education teachers must persevere to meet the demands of the special education population. The literature revealed a positive correlation between teachers' mindset, self-efficacy, and student achievement. The purpose of this study was to examine the extent of the relationship between growth mindset and overall self-efficacy, selfefficacy in student engagement, self-efficacy in instructional strategies, and self-efficacy in classroom management among special education teachers in Texas Region 2. The concept of mindset framed this study. Mindset is a coalescence of two theories, social cognition theory and self-efficacy theory. An analysis of the relationship between special education teacher mindset and self-efficacy was conducted. The bivariate Spearman Rho was used to analyze data. The results of this study revealed that there is no statistically significant correlation between mindset and overall self-efficacy, self-efficacy in student engagement, self-efficacy in instructional strategies, and self-efficacy in classroom management among special education teachers in Texas Region 2. However, this study also indicated that positive interventions, mindset changes, and teacher self-efficacy correlate with improvements in student learning because the statistical analysis results show these variables all move in the same direction. These results can assist districts, principals, regional education service centers, and other staff responsible for ensuring successful learning outcomes for special education students.

Creating and sustaining an organizational culture that contributes to high academic achievement is frequently a problem in schools. This basic qualitative study explored measures implemented in thriving campus cultures and effective leadership on those campuses by interviewing principals and teachers in Blue Ribbon Schools. The study focused on principals' and leaders' perceptions of three different campuses in South Texas. The study selected schools that have been awarded Blue Ribbon campus designation in 2019 to explore factors that contributed to these campuses' success. The study drew perceptions from three principals and four teachers from two different districts in the Rio Grande Valley.

This quantitative study examined the relationship between implementation of a Positive Behavior Interventions and Supports (PBIS) program and academic achievement, attendance, and discipline. The data was collected from schools from South Texas Educational Regions One, Two, and Twenty. The public middle school campuses for this study were chosen based on demographics, size, and PBIS implementation. Campuses were similar in demographics and size and were also be PBIS implementing campuses as well and non PBIS campuses. Data was obtained through the 2017-2018 Texas Academic Performance Report (TAPR) published by Texas Education Agency (TEA) for each campus to assess attendance, academic achievement in Reading and Math on The State of Texas Assessments of Academic Readiness (STAAR), and discipline. The design used for this study was a non-experimental study that examined the statistical relation between PBIS, academic achievement, attendance, and discipline. The study investigated two schools from each of the educational regions listed, one school being a PBIS implementing school and the other implementing no form of PBIS. The two groups from each region were compared by attendance, academic achievement in Reading and Math as determined by STAAR, and discipline, through TAPR data released by TEA.

This study explored whether gender and active learning and student-centered pedagogies such as project-based and peer-led in introductory science "gatekeeper" major courses; BIOL 1306 and CHEM 1311 had an impact on student success rates, student perceptions, and student persistence in STEM fields at a community college in South Texas while controlling for the BIOL 1306 and CHEM 1311 pretest, respectively, was analyzed through the utilization of a 2-way ANCOVA. The effects of the three teaching strategies on student perceptions was measured by the student Course Evaluation instrument in BIOL 1306 and CHEM 1311 through a MANOVA statistical method. The relationship between the three teaching strategies and student persistence in pursuing a STEM major for BIOL 1306 and CHEM 1311 students was analyzed through a binary logistic regression method. Throughout the BIOL 1306 and CHEM 1311 sections, there were no significant (1) interaction between gender and teaching strategy, (2) differences among the three teaching strategies, and (3) difference between student genders on the variable of student success as measured by the BIOL 1306 and CHEM 1311 posttest while controlling for the BIOL 1306 and CHEM 1311 pretest, respectively. There were no significance differences seen among the three teaching strategies on student perceptions.

The purpose of this study was to determine the effects of teacher efficacy, the type of certification route taken by individuals, the number of content hours taken in the sciences, field-based experience and class size on middle school student achievement as measured by the 8th grade STAAR in a region located in South Texas. This data provides knowledge into the effect different teacher training methods on secondary school science teacher efficacy in Texas and how that impacts student achievement. Additionally, the results of this study determined if traditional and alternative certification programs are equally effective in properly preparing science teachers for the classroom.

This mixed methods study involved a two phase analysis of how Early College High Schools influence students who graduate with <19 college credit hours, 20-39 college credit hours, or >40 college credit hours in obtaining a Bachelor's Degree. The research incorporated an explanatory sequential mixed methods design that involved collecting quantitative data, then explaining the results with in-depth qualitative data. In the quantitative phase of the study, data from the National Student Clearinghouse (NSC) was examined to determine whether or not Early College High School students graduating with <19 college credit hours, 20-39 college credit hours, or >40 college credit hours are persisting in college or the university. This data was collected on ECHS graduates from an ECHS District in the Lower Rio Grande Valley (LRGV). Results indicated that students completing less than (19) hours of ECHS were less likely to complete college. Conversely, those completing more than (19) hours of ECHS coursework were more likely to complete college. Qualitative analysis involving in-depth interviews with (6) students identified six themes related to college completion for ECHS students. Those six themes were: relationships, family, service to others, college ready, persistence and support. This research will assist educational leaders by providing them with planning data that will assist them in scaling up college opportunities for all students, especially those who might not be provided the opportunity to enroll in a college class due to being a student of color, an English Language Learner, At-Risk, Economically Disadvantaged and a First Generation College student.

In the United States, seven thousand students drop out of school every day (Alliance for Excellence Education, 2010); that is more than one million per year (Balfanz & Bridgeland, 2014). Administrators, former educators and private entities have taken an interest in the dropout epidemic and have developed numerous dropout prevention and intervention programs to address the problem; however, little research exists on the effectiveness of dropout prevention programs. The purpose of this study was to determine the statistical difference between the schools with multiple intervention programs as well as their graduation and dropout rates and between race and the graduation and dropout rates from two urban school districts in Texas. Quantitative data was collected and analyzed from TEA's AEIS and TAPR reports for the classes of 2008, 2009, 2010, 2011 and 2012. A two-way multivariate analysis of variance (MANOVA) was conducted, and it was determined there was a statistical significant difference between the schools with multiple intervention programs on the dependent measures (graduation and dropout rates). A significant difference was also found between Hispanic, African American and white (race) on the dependent measures.

Background: Strong consensus exists on the need to expand participation of URM doctoral students in STEM fields, to increase their retention, reduce their average time to degree, and provide these students with the preparation necessary to compete for faculty positions. This paper provides a model for implementing effective strategies to support the success of URM STEM graduate students across a system with various types of institutions. An innovative professional development, participation incentive, and community building program for underrepresented minority (URM) Graduate students in STEM (science, technology, engineering, and mathematics) fields was instrumental in preparing them to secure academic positions, navigating graduate school successfully, and form a support network that helped them excel at the next level. The program provided sustained support and several activities in a collaborative environment for 84 Ph.D. and 84 Master's students, in over 43 graduate programs. Data were collected using evaluation questionnaires containing open-ended responses and responses to specific items sent to the students after each activity, and a survey seeking their feedback on the program. Results: In only 4 years, the program helped 13 students to secure faculty or post-doctoral positions, and improved the opinion of the professoriate career as thirteen students transitioned to the Ph.D. program and are now more interested in applying for faculty positions. The program was successful in developing and sustaining large-scale, distributed, yet interconnected STEM communities among the diverse Alliance system institutions and increased participation (from 58 in 2013 to 98 in 2017), reduced barriers, and promoted the success of URM doctoral students preparing for careers in the professoriate. Conclusions: We have developed activities that connected students and faculty across institutions, providing multiple paths to the professoriate that align with students' diverse academic career aspirations. This article illustrates that professional development, incentives, and community building interventions are essential in generating URM STEM education transformation.

The purpose of this study was to examine the relationship between the collective efficacy of teachers and student achievement at economically disadvantaged middle school campuses. The population of the study consisted of Texas campuses that served economically disadvantaged students and received a campus rating of Exemplary or Academically Unacceptable for two consecutive years, according to the Texas Education Agency (TEA). The data shows that significant differences exist between the collective efficacy of teachers from Exemplary and Academically Unacceptable campuses. It was also discovered that the Assessment of Teaching Competence (GC) and Analysis of Teaching Task (TA) is higher for teachers from Exemplary campuses versus that of teachers from Academically Unacceptable campuses. The quantitative findings presented in the study provide further knowledge on the relationship between collective efficacy and student achievement. This study has found that the collective efficacy of a campus can influence student achievement at the middle school level.

Educating the public about wildlife and conservation has long been a core component of many zoos' mission statements (Patrick, Matthews, Ayers, & Tunnicliffe, 2007). However, research has demonstrated that most patrons visit zoos to be entertained and to socialize rather than to be educated. Thus, greater emphasis is now placed on encouraging learning through zoo exhibits that are designed to educate while still remaining fun (Packer & Ballantyne, 2004). This study examined the effects of two augmented-reality iPad apps [1) an inquiry based app and 2) an information based app] on adult patron learning about the Komodo dragon and the Hippopotamus at a moderately sized zoo in South Texas. Significant differences were found in the learning of adult patrons. Although ratings were high, no significant differences were found between the conditions on satisfaction.

For over a decade, the learning management system (LMS) has been the primary method of delivering online learning. However, research related instructional design and pedagogical practices within this environment is still in its infancy as compared to face-to-face learning. While several frameworks for understanding pedagogical strategies and activity optimization exist, they do not address granular level issues such as optimal student interaction patterns. This study addresses this issue by exploring a case study of over 1600 online learners at a university in south Texas. Researchers looked at student demographics and activity patterns as they relate to cognitive outcomes. (Contains 3 tables.)

Educating the public about wildlife and conservation has long been a core component of many zoos' mission statements (Patrick, Matthews, Ayers, & Tunnicliffe, 2007). Greater emphasis is placed today on encouraging learning through zoo exhibits that are designed to educate while still remaining fun (Packer & Ballantyne, 2004). This study examined the effects of two augmented-reality iPad apps on adult patron learning about the Komodo dragon and the Hippopotamus at a moderately sized zoo in South Texas. Significant differences were found in the learning of adult patrons. Although ratings were high, no significant differences were found between the conditions on satisfaction. [ABSTRACT FROM AUTHOR]

For over a decade, the learning management system (LMS) has been the primary method of delivering online learning. However, research related instructional design and pedagogical practices within this environment is still in its infancy as compared to face-to-face learning. While several frameworks for understanding pedagogical strategies and activity optimization exist, they do not address granular level issues such as optimal student interaction patterns. This study addresses this issue by exploring a case study of over 1600 online learners at a university in south Texas. Researchers looked at student demographics and activity patterns as they relate to cognitive outcomes. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine the direct and indirect effects of attitudinal constructs from the Teacher Attitudes towards Computers Questionnaire (Christensen & Knezek, 2009) on Stage of Adoption for Technology (Christensen, 1997, Christensen & Knezek, 1999) self assessment. A research based path model was developed based on data gathered from seventy K-12 school teachers in rural South Texas. The results provide significant evidence that the attitudinal constructs, comfort and interest, have strong direct effects on stage of adoption of technology. [ABSTRACT FROM AUTHOR]

This paper investigates student perceptions on distance education programs using a course management system such as WebCT. The use of Course Management Systems such as WebCT has become an important part of distance education programs. The rapid growth in online learning is increasing concerns about student receptivity and the overall effectiveness of the courses. Many students may be apprehensive about taking web-based classes due to their lack of familiarity with current technology. There were many determining factors that may influence student perceptions of WebCT and the research described various studies to determine these factors. However the technological skill set of students did in fact determine whether they would recommend other students to enroll in WebCT courses. Analysis of the surveys also determined that the type of class a student was enrolled in played a part in determining which type of course they preferred. [ABSTRACT FROM AUTHOR]

A national focus on Diversity, Equity, and Inclusion (DEI) has increased public awareness and acknowledgement of challenges faced by members of Under-represented inority (URM) groups pursuing academic careers. This case study of a multi-institutional partnership explores the development, implementation, and evolution of a replicable model to transition a cohort of STEM URM dissertators into the professoriate. The model structured cohort engagement around an Individual Development Plan (IDP), cohort participant engagement with multiple mentors, monthly scholarly learning community meetings, research and teaching immersion experiences at Historically Black Colleges and Universities (HBCUs) and international institutions, and support and training around transferable skills necessary for job preparation and success, such as grant development, job search, portfolio preparation, inter-view skills, and online course development. Program evaluation results emphasized the evolution of collaborative practice among stakeholders in promoting the success of the model and among cohort participants as these participants transitioned into academic careers. Discussion of best practices to design and fine-tune the model included engagement of cohort participants in refining the implementation of the model activities, offering personalized services to the cohort members, and engaging research and practitioner communities using multiple dissemination strategies. The results of this work include publicly available virtual resources curated as part of the dissemination plan that can be explored for implementation at other institutions and use by individuals. [ABSTRACT FROM AUTHOR]