The past decade has become rife with an eagerness to integrate new digital technology into teaching. While there have been decades of research done on the importance of curriculum and pedagogy on student engagement, findings of actual technology integration are scarce. Moreover, what does it take to engage students in classroom activities and lessons when technology is introduced? The purpose of this study was to explore how digital technology, when integrated into classroom teaching and activities, impacted the students-classroom engagement based on the interim-cognitive, meta-cognitive, motivational, and behavioral markers. This was explored in a Texas public high school across the four core classes (English, Math, Science, and Social Studies. Data was collected in the form of observational field notes, transcripts of recorded lessons, and Likert-scaled surveys. Thematic analysis was used in analyzing qualitative data, Pearson’s correlation of those components found by factor analysis verified three of the five themes identified from the thematic analysis with statistical significance. The findings suggest that mere use of technology does not have a profound impact on student engagement. Instead, technology tends to amplify the existing classroom culture and social norms agreed upon between the teacher and their students. Texas teachers and students are also …

Receptive bilinguals have been in a dilemma of knowing just enough Spanish to write and aurally comprehend the curriculum at the beginning-intermediate levels of a Spanish language course. This dichotomy in classrooms with mixed-ability learners has created a need to reconsider placement and pedagogical structures tailored for these students in foreign language courses. Thus, this descriptive study examined the perceptions of receptive bilinguals, drawn from two secondary Spanish courses regarding receptive bilinguals’ language use, personal Spanish language abilities and confidence, personal beliefs about the language, and contentment with the course. For this study, 31 participants were selected from two public high schools in a suburb of a large metropolitan area in north Texas. Two surveys, a listening assessment and an online questionnaire, were administered at the end of the academic year. The Likert questionnaire items were analyzed using SPSS software, while open-ended questions were coded for recurrent themes. Analyses revealed four major findings. First, with regard to influence on language use, participants’ grandparents created the most interaction with the Spanish language when compared with the other family groups. In addition, Spanish influence through television, literature, radio, and music contributed to students’ early childhood Spanish learning. Second, as to language preference, …

Given issues in education concerning teacher shortages, the omnipresence of alternative certification programs and the growth of online programs in higher education, this study investigated teacher retention for 77 secondary education teachers who completed an online teacher preparation program in Texas. Teacher retention was examined from 2003-2013 and investigated the influence of factors such personal characteristics, working conditions and school setting characteristics on teacher retention. Data was collected electronically utilizing a survey instrument designed by two teacher education experts and I. A total of 21 variables and two open-ended questions were investigated using the survey instrument. Exploratory factor and hierarchical multiple regression analyses were conducted to identify a multi-factor model for teacher retention utilizing the participants' survey responses. These analyses yielded evidence of the program's effectiveness in preparing teachers for long careers. Specifically, the areas of program support, field experience, and classroom management were statistically significant factors that contributed positively to teacher retention. Additionally, variables outside the program, were examined. These factors included personal characteristics, working conditions, and school setting factors. The predictor model accounted for 56% of the variance; F (17, 54) = 3.015; p = < 0.001. In particular, working conditions contributed to 41% of the variance associated …

Many students and their families do not understand the impact of students’ involvement in gifted or advanced academics educational programs and their potentially positive effects and challenges. Nationally African American students are underrepresented in gifted and advanced academics courses in high schools; however, African American students and families often do not advocate for their inclusion in these educational pathways. A survey of literature supporting this study of voices of African American families concerning gifted and advanced academics participation focused on (1) the historical underpinnings for equity and excellence for African American and for gifted and advanced academics learners, (2) how the lack of an agreed upon definition of gifted and advanced academics by the professional field might contribute to the problem, and (3) how African American parents made educational decisions for and with their children, especially concerning college. Employing semi-structured interviews and a focus group, this qualitative case study examined how four students from each of three groups, gifted and talented, advanced academics, and neither, and a representative group of their parents perceived these programs and their children’s involvement in them within the framework provided by a single school district. African American families in this study asked for a partnership …