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The Impact of Including Teacher and School Characteristics on Predicting Value-Added Score Estimates

Value-added models (VAMs) have become widely used in evaluating teacher accountability. The use of these models for high-stakes decisions making has been very controversial due to lack of consistency in classifying teachers as high performing or low performing. There is an abundance of research on the impact of various student level covariates on teacher value-added scores; however, less is known about the impact of teacher-level and school-level covariates. This study uses hierarchical linear modeling to examine the impact of including teacher characteristics, school characteristics, and student demographics aggregated at the school level on elementary mathematics and reading teacher value-added scores. Data for this study was collected from a large school district in north Texas. This study found that across all VAMs fitted, 32% of mathematics teachers and 37% of reading teachers changed quintile ranking for their value-added score at least once across all VAMs, while 55% and 65% of schools changed their quintile ranking of value-added scores based on mathematics and reading achievement, respectively. The results show that failing to control for aggregated student demographics has a large impact on both teacher level and school level value-added scores. Policymakers and administrators using VAM estimates in high-stakes decision-making should include teacher- …
Date: May 2021
Creator: Allen, Lauren E.
System: The UNT Digital Library

Accommodating People Safety Curriculum for Deaf and Hard of Hearing Students

Children with disabilities are three to four times more likely to be abused than their non-disabled peers due to the impact of challenges related to behavior, cognition, language, social skills, and communication skills. In September of 2018, the Council for Exceptional Children (CEC) specifically noted the need to establish maltreatment prevention and response curricula and promote research and advocacy surrounding maltreatment of children with disabilities. One common curriculum recommended is Kidpower®. While Kidpower® shows promise in increasing people safety skills and offers some basic accommodations for use with disabled populations, a complete accommodation plan for deaf or hard of hearing students has not been developed. The purpose of this study was to explore how Kidpower® curriculum could be accommodated to meet the unique needs of deaf and hard of hearing students from the perspective of the deaf education community, including deaf adults, deaf education teachers, deaf education teacher preparation faculty, and parents with deaf or hard of hearing children. A combination of focus groups and interviews were utilized to review lessons and homework from the Kidpower® curriculum. Participants gave feedback on obstacles and ideas for accommodations and modifications that would mediate the challenges. Data were inductively coded and analyzed for …
Date: May 2021
Creator: Johnson, Jennifer A. L.
System: The UNT Digital Library

A Multi-Site Case Study of Middle School Reading Teachers' Perceptions of the Impact of Response to Intervention

Early reading intervention has not eradicated reading deficiencies at the middle school level. According to the National Center for Educational Statistics (NCES), adolescents continue to read below grade level in middle grades. Response to intervention (RTI) is one method of combating this educational concern. This study examined the impact of implementation of a RTI program within one district across multiple middle school campuses. Using individual structured online questionnaires, focus groups, and document analysis, the researcher employed a qualitative, multi-site case study design to evaluate the perceptions of impact of RTI through the lens of middle school reading teachers. Participants included a convenient purposive sample of middle school reading teachers in a suburban school district of about 24,000 students in North Central Texas. I present a review of relevant research at the middle school level to provide a framework for the current study. Additionally, an outline of methodology, research questions, and the proposed data analysis plan are provided. I discuss the intended use of constant comparative analysis to report findings in themes. Particularly, facilitators, hindrances, and impact are a priori themes for reporting.
Date: August 2021
Creator: Norris, Frankie L
System: The UNT Digital Library
Using Student Response Systems to Increase Academic Engagement for Secondary Students with Specific Learning Disability in General Education Settings (open access)

Using Student Response Systems to Increase Academic Engagement for Secondary Students with Specific Learning Disability in General Education Settings

Secondary students with specific learning disabilities often have challenges with academic engagement and performance within the general education setting. Opportunity to respond strategies, such as student response systems, have shown promise in supporting academic engagement for students without disabilities. However, there are few studies examining the relationship between student response systems and academic engagement for older students with specific learning disabilities. The purpose of this study was to pilot the use of Google classroom as a student response system on academic participation and disruptive behavior for high school students with specific learning disability. While the study began as a multiple baseline across participants single-subject research design, the design was changed due to school closures as a result of COVID-19. A high-school student with specific learning disability participated in a study using an AB non-experimental design. The student response system resulted in an abrupt change in academic participation for the participant. The student and teacher perceived the intervention to be effective and appropriate for increasing participation and decreasing disruptive behavior. This study contributes to a limited body of research on student response systems for secondary students with specific learning disabilities.
Date: May 2021
Creator: Triplett, Patrick C
System: The UNT Digital Library
Influence of Quiet Eye Self-Training on Internal Processes and Performance Outcomes (open access)

Influence of Quiet Eye Self-Training on Internal Processes and Performance Outcomes

Use and effectiveness of the quiet eye (QE) technique has been a topic of interest in sport, exercise, and performance psychology. The primary purpose of this study was to investigate the influence of QE self-training on college students' internal processes associated with performing a novel task. Specifically, college students' internal processes were examined to understand how QE self-training influenced performance on a novel aiming task. College students (N = 106; M = 21.84 ± 1.79) voluntarily participated in QE self-training intervention. Participants' self-efficacy, self-regulation, and mindfulness was examined before and after QE self-training intervention over a 7-week period, with performance being measured weekly. Following intervention, interviews and follow-up survey were used to gather information about perceptions of using QE self-training instruction. Results indicated outcome performance improved from pre- to post-intervention. Additionally, participants mindfulness acting with awareness and non-judging of inner experiences was influenced by QET self-training. Findings from this study may help sport coaches and performance psychology professionals provide attentional focus training instruction to individuals with diverse levels of skills while also providing future directions for applied practice and research.
Date: December 2021
Creator: Casey, Taylor BreAnn
System: The UNT Digital Library
Early Intervention Referral and Service Frequency for Children with Visual Impairments: Experiences from the Field (open access)

Early Intervention Referral and Service Frequency for Children with Visual Impairments: Experiences from the Field

The purpose of this study was to examine differences in early intervention (EI) referral and service frequency for children with blindness or visual impairment (BVI) and gather information about the practices and experiences of vision professionals across the United States. The study focused on obtaining data from certified teachers of students with visual impairment (CTVI) and certified orientation and mobility specialists (COMS) in the United States. Information collected included descriptive statistics and professional information about EI for children with BVI, and information about the referral process and service frequency for children with BVI during EI. Thirty-three states were represented in the collected data. Of these states, 26 had responses from four or more professionals, the criteria for inclusion in the analyses. Participants provided information based on a researcher-developed survey requesting information related to the procedures used to provide EI services for children with BVI. Questions were adapted from established instruments where possible. Across states, there were some statistically significant differences in CTVIs and COMS reports of procedures regarding the role of professional collaboration, parent/caregiver participation in IFSP meetings, strengths/resources utilized by vision professionals, and challenges parents/families encountered when accessing EI services for their child with BVI. No statistically significant differences …
Date: May 2021
Creator: Bishop, Audra Lea
System: The UNT Digital Library
Military-Focused Leadership Talent Development: An Examination of JROTC Participation and Postsecondary Plans (open access)

Military-Focused Leadership Talent Development: An Examination of JROTC Participation and Postsecondary Plans

Federal and state descriptions of gifted and talented services include identifying and developing leadership talent, but in many states, services are not mandated or funded. Consequently, leadership development is often left to extracurricular programs (e.g., student organizations, athletics). The Junior Reserve Officers' Training Corps (JROTC) provides school-based military-focused leadership education and opportunities to apply emergent leadership skills. This qualitative descriptive study examined leadership talent development in JROTC and the postsecondary paths participants chose. A self-report survey was distributed to graduating seniors enrolled in JROTC in Texas public high schools and semi-structured interviews were conducted with JROTC instructors across the state. The findings highlighted characteristics of students in the sample who chose to pursue military-focused education or careers after high school and themes about the experiences and key considerations related to choosing postsecondary paths. JROTC instructors supported students with differentiated development plans and information about flexible pathways to reach postsecondary goals. Students benefitted from broad definitions of success, exposure to career options, realistic self-assessment, and alignment between intentions and preparation.
Date: May 2021
Creator: Meyer, Melanie S.
System: The UNT Digital Library
Evaluating Program Diversity and the Probability of Gifted Identification Using the Torrance Test of Creative Thinking (open access)

Evaluating Program Diversity and the Probability of Gifted Identification Using the Torrance Test of Creative Thinking

Multiple criteria systems are recommended as best practice to identify culturally, linguistically, economically diverse students for gifted services, in which schools often incorporate measures of creativity. However, the role of creativity in identification systems and its recruitment of diverse student populations is unclear. The Torrance Test of Creative Thinking (TTCT) is the most widely used norm-referenced creativity test in gifted identification. Although commonly used for identifying talent, little is known on the variability in composite scores on the TTCT-Figural and student demographics (i.e., race/ethnicity, sex, socioeconomic status, English language learning status). This study evaluated student demographic subgroup differences that exist after the initial phase of an identification process (i.e., universal screening, referrals) and examined the relationship among student demographics (i.e., race/ethnicity, free/reduced lunch status, English language learning status, sex), cognitive ability, academic achievement, and creativity, as measured by the TTCT-Figural Form A or B, to the probability of being identified for gifted programs. In a midsized school district in the state of Texas, findings indicate several demographic differences for students who were referred or universally screened across the measures of cognitive ability, academic achievement, and creativity. However, there were lower differences when using the TTCT-Figural. Results of a hierarchical generalized …
Date: August 2021
Creator: Lee, Lindsay Eryn
System: The UNT Digital Library
Lived Experiences of Families of University Students Amid a Pandemic Response (open access)

Lived Experiences of Families of University Students Amid a Pandemic Response

This study explores students' and their families' experiences during the pandemic response to COVID-19 by the higher education community. Using the hermeneutic phenomenological approach, we employed two open-ended surveys and semi-structured interviews of 16 parent-college student dyads (N = 34). The study draws on students' and parents' retrospective accounts beginning Spring 2020 through the Fall 2020 semesters. Families experienced a disruptive event initialized by the ebb and flow of information. Students' experiences varied based on their expectations and academic classification. The most consistent family challenges were the displacement of students and parents from their physical education and work locations while having to maintain student and occupation responsibilities. The educational experience was inconsistent and dependent on each professors' capacity to engage the students in the online environment. Students expressed feelings of loss of their student and educational experiences, but most students felt the spring courses prepared them to continue their education. Assignments due at random times and poor communication about expectations inhibit students from having dedicated time to interact and make memories. Most families adapted to the new normal by supporting the family members' identities as students and employees and ensuring everyone had the resource needed to succeed. Families experienced monotony …
Date: August 2021
Creator: Eide, Shaun
System: The UNT Digital Library
Flipping Scripts: Mentoring for Secondary Readers (open access)

Flipping Scripts: Mentoring for Secondary Readers

Researchers have reported that a variety of socio-cultural interventions can be used to increase positive attitudes toward reading for secondary students. A socially constructed reading intervention could add learning growth for a reluctant reading population. This study examines whether secondary students experience a measurable increase in positive attitudes toward reading after engaging in modeling and mentoring sessions with a much younger student and whether there is a perceivable difference in the secondary students' attitude following this mentoring activity. A variation of the one-way ANOVA, the Mann-Whitney U test, was completed to determine whether there was a statistically significant difference between these groups of students after participating in the reading intervention plan. It was determined that a small increase was found in one of the domains. The measurement survey is divided into four measured components that align with Albert Bandura's model for self- efficacy. The results from this study indicated growth in only one of the measures, however, some of the outcomes in the other measures suggested potential growth in attitudes with a relaxation of these necessary experimental strictures. A limitation of this research was the change from face-to-face tutoring completed by the secondary student with elementary students in an afterschool …
Date: August 2021
Creator: Cross, Terry
System: The UNT Digital Library

Exploring Turkish American Fathers: Father Involvement, Father's Perception of Maternal Gatekeeping, Competence, and Conservatism

There has been an increase in the fatherhood studies with minority groups in the United States in the past decades; however, these studies rarely included Turkish American fathers. To the best of the authors knowledge, current study was the first to explore father involvement in relation to fathers' perception of mothers' gate-keeping, fathers' competence as a parent, and their cultural stance as related to conservatism among a sample of Turkish American fathers with children between the ages of 3 to 6 years (n = 103). An exploratory factor analysis was conducted to examine the factor loadings of gate-closing and gate-opening items. The results yielded a two-factor solution with one suppressed item, and two cross-loading items with factor loadings bigger than .32. A path analysis was conducted to determine whether father's competence in relation to gate-closing and gate-opening, and father's conservatism adequately described father involvement through regression paths. The results of the chi-square goodness-of-fit test were not significant, χ2(3) = 1.84, p = .607, suggesting that the model fit the data well. Father's competency significantly predicted father involvement (B = 0.56, SE = .211, p = .008). Gate-closing (B = -30.48, SE = 15.340, p = .047) and gate-opening (B = …
Date: May 2021
Creator: Soyer, Gonca Feyza
System: The UNT Digital Library

Bringing Them Back: Using Latent Class Analysis to Re-Engage College Stop-Outs

Half of the students who begin college do not complete a degree or certificate. The odds of completing a degree are decreased if a student has a low socio-economic status (SES), is the first in a family to attend college (first-generation), attends multiple institutions, stops out multiple times, reduces credit loads over time, performs poorly in major-specific coursework, has competing family obligations, and experiences financial difficulties. Stopping out of college does not always indicate that a student is no longer interested in pursuing an education; it can be an indication of a barrier or several barriers faced. Institutions can benefit themselves and students by utilizing person-centered statistical methods to re-engage students they have lost, particularly those near the end of their degree plan. Using demographic, academic, and financial variables, this study applied latent class analysis (LCA) to explore subgroups of seniors who have stopped out of a public four-year Tier One research intuition before graduating with a four-year degree. The findings indicated a six-class model was the best fitting model. Similar to previous research, academic and financial variables were key determinants of the latent classes. This paper demonstrates how the results of an LCA can assist institutions in the decisions …
Date: August 2021
Creator: West, Cassandra Lynn
System: The UNT Digital Library

Exploring the Impacts of Social Media Use on Young Adults' Self-Esteem and Perceived Impact on Psychological Diagnoses or Emotional Disturbance Eligibility

The impacts of emerging adults' social media use have been shown as generally negative, especially in decreasing their self-esteem and self-concept and increasing anxiety, depression, and more. Although there is research on social media's impact on various communities of adolescents and young adults, limited research has focused on this effect for young adults with mental health diagnoses or served under IDEA's emotional disturbance eligibility criteria. Additionally, no research has studied this topic during the COVID-19 pandemic. Therefore, the purpose of the current study is to examine how various types of social media use impact young adults' self-esteem, including those who are psychologically vulnerable. Participants included 119 individuals, 18 to 19-years of age, with and without mental health diagnoses or Emotional Disturbance special education eligibility recruited utilizing social media pages and social media hashtags. Participating individuals answered demographic and social media use questions and completed the Rosenberg Self-Esteem Scale to provide information about self-esteem. Additionally, participants responded to questions regarding what role they feel social media use has had on their mental health, including contribution to or exacerbating their symptoms. Univariate statistics were run to control demographic factors and determine the percentage of participants who believe social media has negatively affected …
Date: August 2021
Creator: Atkinson, Rebecca Lynn
System: The UNT Digital Library

The Role of Maternal Health Literacy within Mother-Preterm Infant Attachment: A Meta-Analysis of Maternal Sensitivity Interventions

The present study systematically reviewed and statistically summarized the current body of literature on the relationship between maternal health literacy and maternal sensitivity, and the effect of these two variables on mothers' care and decision making on distal attachment outcomes. In so doing, a systematic review of the extant peer-reviewed, published literature examining the effectiveness of interventions in effort to improve health literacy and maternal sensitivity, with a focus on increasing the quality of mother-preterm infant attachment outcomes, was undergone. This was followed by four multilevel random effects meta-analyses. Results indicated that mothers who participated in health literacy (maternal sensitivity) interventions had, on average, higher attachment quality, in comparison to those who did not participate. Additionally, maternal age was found to be a statistically significant predictor of the overall average effect size. This suggests that maternal health literacy may be a yet unexplored correlate of mother-preterm infant attachment outcomes.
Date: December 2021
Creator: Lopez, Mark A.
System: The UNT Digital Library

Using a Slopes Difference Test to Probe Longitudinal Multilevel Interactions in an Aptitude-Treatment or Skill-by-Treatment Context: A Simulation

In order to determine which interventions work best for which students, precision education researchers have examined aptitude-treatment interactions (ATI) or skill-by-treatment interactions (STI) by using multiple regression analysis. In recent years, technological innovation and greater accessibility to more advanced statistical techniques have allowed researchers to examine ATI or STI using longitudinal mixed modeling. Probing techniques for interaction effects like slopes difference tests fit well with an ATI or STI framework, but the power of using a slopes difference test in longitudinal mixed models is unknown. The current study used the simulation method to determine which factors influence the power of a slopes difference test in a longitudinal mixed model. Specifically, the study examined design conditions such as number of waves, number of clusters and participants per cluster, effect size, intraclass correlation, variances and covariance of the random effects, and proportion of treatment to non-treatment participants. These were examined in order to help ATI and STI researchers understand whether the slopes difference test in a longitudinal mixed model is sufficiently powered for their sample and study. Effect size, number of waves, number of clusters, and participants per cluster were found to be strong determinants of power and significantly impacted model convergence …
Date: August 2021
Creator: DeJong, Trey L.
System: The UNT Digital Library