Graduate Theses and Dissertations
Permanent URI for this collectionhttps://hdl.handle.net/10877/135
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Browsing Graduate Theses and Dissertations by Department "Counseling, Leadership, Adult Education, and School Psychology"
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Item A Case Study of Middle School Teachers' Perceptions of Their Professional Development Experiences With TAP- -The System for Teacher and Student Advancement(2011-12) Womack, Damaris; Ross-Gordon, Jovita M.; Gordon, Stephen P.; Huling, Leslie L.; Jacobs, Jennifer L.This research was undertaken to understand the experiences of teachers using The System for Teacher and Student Advancement (TAP) professional development (PD) methods. The study focused on the perceptions of experienced teachers in their first year in a TAP system school. Five teachers were interviewed and observed in the professional development, (TAP/PD) - meetings during the study. This research provides insight into experiences with a professional development model within a new school improvement system in order to contribute to the literature about professional development. This research addresses the following major questions: a) How did TAP/PD come to be adopted at the selected middle school, and b) What are the perceptions of teachers at a selected middle school of their professional development experiences with TAP/PD? This qualitative study included multiple data collection strategies. Through this case study, teachers were observed during their TAP/PD meetings. They were asked to participate in two to three follow-up interviews after the observations to understand the nature of their experiences with TAP/PD and how professional development in this model compared with their previous experiences with professional development. They were also asked about their perception of the influence of using the TAP/PD learning on their classroom practice, their professional growth, and on their students' achievement. Regular visits to the school community also allowed for the collection of artifacts before, during, and after the author concluded the interview stage at the site. The qualitative analysis of the teachers' experiences of their professional development during their first year of implementation as a TAP system school involved open and axial coding, drawing on all the data sources as well as analytic memos. The findings revealed a) limited administrator participation in TAP/PD meetings or involvement as instructional leaders; b) unclear roles of mentor teachers; c) coaching support that focused mainly on first year teachers, limiting the impact on more experienced teachers such as the study participants; d) blurring of the focus on instructional support by master teachers due to their many duties; e) increased time participating in professional development compared to other models; f) valuable strategies and rubrics supported school-wide learning; and, g) teachers' increased levels of reflection on their classroom practice.Item A Critical Content Analysis of the School Resource Officer Training Text in Texas(2021-12) Cotman, Ann Marie; Martinez, Melissa A.; Bohonos, Jeremy W.; Bowman, Scott W.; Guerra, Patricia L.Inspired by fears of school shootings and supported by substantial federal funding, the number of school resource officers (SROs) on our nation’s K-12 campuses has increased exponentially. The consequences of this sea change have yet to be fully evaluated. What we do know suggests cause for concern. Specifically, SROs’ presence may be contributing to the school-to-prison pipeline (STPP), most especially for students with minoritized identities. This concern demands increased attention to SRO training and professional development. Because Texas educates a substantial portion of the nation’s students and has recently legislated mandatory SROs training (referred to as TCOLE 4064), the state is poised to lead the country in SRO preparation. My study examines the Texas training material for potential intersection with key components of the STPP, such as, race, school discipline, gender, sexuality, and disability, among other concerns. Using a hermeneutic approach and grounded in Critical Whiteness Studies, this study deploys critical content analysis and critical policy analysis to answer the following: RQ 1: What assumptions about the nature of schools and students frame SRO training in TCOLE 4064? RQ 2: Which concerns about working in schools are highlighted in TCOLE 4064 training, and which concerns are ignored? RQ 3: How does SRO training in TCOLE 4064 address officers’ potential impact on minoritized students and the STPP? Thematic findings reveal dysconscious definitions, unreliable information, and deficit thinking that enshrine Whiteness as correct; marginalizes girls, LGBTQIA+ students, and students with disabilities; and reinforces racist, sexist, and homophobic beliefs. These findings lead to some questions and considerations through which the school safety framework can begin to be rebuilt for more responsive and equitable schools.Item A Critical Quest: Confirming Physical Therapists' Attitudes and Knowledge Toward Evidence-Based Practice(2013-08) Newman, Beverly Cumberland; Furney, Steve; Sanders, Barbara; Ross-Gordon, Jovita M.; Reardon, RobertThe overall purpose of this study was to investigate physical therapists attitudes and knowledge toward research and evidence-based practice (EBP).The research design was based on a realist theoretical framework. Twenty-five interviews were conducted asking standardized open-end questions which allowed the participants to relate their real world experience to EBP. Two of the questions guiding the study included; “Tell me how you feel, in general, about evidence based practice in Physical Therapy” and “Tell me how, when, and where you learned about research/data collection and evidence based practice.” Results indicated a high level of support and commitment to research and EBP. Participants agreed that the profession of physical therapy will benefit from increased participation in research, and an increased use of EBP. Most participants felt knowledgeable about research and data collection in general, but they also indicated weaknesses in conducting research, and critically evaluating the research articles. The participants also agreed that practicing based on evidence was important for the physical therapy profession, but identified a need for more research supporting physical therapy. Barriers to research and practice based on evidence were identified by all participants. Four main barriers were identified; time, patients, administrative, and external influences. This study revealed a strong commitment by the participants to research and EBP, but the identified barriers prevented most participants from participating in research and practicing based on evidence at the level they said they felt was necessary.Item A Foot in Both Worlds: The Provider in Workplace Literacy Programs(1995-08) Blow, Dionne Marie; Lyman, Barbara G.; Caverly, David C.; Payne, Emily MillerNo abstract preparedItem A Formative Evaluation of Southwest Texas State University's African-American Retention/Mentoring Initiative(1995-05) Bumpas, Roni Kelso; Lyman, Barbara; Payne, Emily; Walker, JohnColleges and universities are faced with high rates of attrition among the minority population. African-American students suffer a higher rate of attrition than that of the white college population. Faced with this dilemma, institutions have begun to implement retention programs aimed at these students. In the Spring of 1994, Southwest Texas State University funded a mentoring initiative developed in cooperation with the Office of Admissions. The initiative targeted African-American freshmen. This research study compared African-American freshman students who participated in Southwest Texas State University's African-American Freshman Leadership Conference for the Fall 1994 semester to those African-American freshman students who did not. This study assisted in evaluating the effectiveness of the initiative by comparing retention rates, academic achievement measured by GPA, and student-school satisfaction of participants and eligible non-participants. The findings of the study supports previous research that proactive interventions, such as the leadership conference and mentoring program, aimed at first-time, minority college students are effective in reducing attrition. Students who participated in the leadership conference and mentoring program were more likely to be retained and had a higher level of satisfaction with their school environment. Participation did not impact students' semester GPAs significantly. Additional findings revealed that more females than males participated in the program for reasons unknown. However, there was no relationship between gender and retention. More participants lived on campus rather than off campus, and more students living on campus were retained. A higher percentage of males lived off campus and fewer males were retained.Item A Grounded Theory Study on Leaders Who Lead by Learning: Publically and Purposefully(2013-05) Johnson, Pamela B.; Waite, Duncan; Nelson, Sarah W.Although both management and leadership are needed in schools so that schools function efficiently and have leadership for continuous improvement, English (2012) reports that the majority of professional research and literature focuses on the management, rather than leadership, of learning. This grounded theory study examines the practices of three leaders, a retired urban principal, a suburban associate superintendent, and a rural mathematics coordinator, who lead by learning through their organizations. These leaders purposefully utilized shared problem-solving and shared decision-making through shared learning in a collective leadership paradigm purposefully fostering a learning culture within. The central question that guides the collection and analysis of the qualitative data is this: what are the practices implemented by leaders who lead by learning to create learning cultures for their organizations? The qualitative data generated from interviews and observations of the three leaders is triangulated with the theoretical perspective of lifeworld and systems-world borrowed from Habermas’s Theory of Communicative Action and the theoretical perspective of the Chaos Theory. In this study these leaders use distributive power and a focus on collective learning to (a) create a collaborative culture, (b) share decision-making, and (c) build capacity. Fractals, representing self-similarity, are used as a metaphor to represent the learning culture created when the adults as well as students are learners within a district or campus. A network-type structure providing space for dialogue rather than a hierarchical structure allows for shared problem solving and decision-making and provides the opportunities for educators to self-organize rather than being managed by the leaders in this study. The findings from this study offer ideas for educational leaders who are purposefully developing learning cultures in their districts and campuses.Item A Longitudinal Investigation of Language and Executive Function on Mathematics and Science Achievement in Early Childhood(2018-08) Marquez, Jocabed; Price, Larry R.; Martinez, Melissa A.; Ashford, Shetay N.; Rivera, Marialena D.The United States faces high demand for science, technology, engineering, or mathematics (STEM) professionals and a scarce supply of individuals who pursue STEM careers, especially minority populations in the U.S with proficiency in a language other than English. The primary goal of this research was to determine the impact of use of Spanish in the home and direct cognitive assessments (executive function) on student achievement in mathematics and science during the fall of kindergarten, spring kindergarten, fall and spring of first grade, and fall of second grade. Parallel process longitudinal growth modeling was used to examine mathematics and science trajectories over time in a large cohort of students while simultaneously investigating tangential issues affecting change in achievement over time. Several analyses were employed in this study with the goals of: 1) Examining the growth of mathematics or science scores in isolation employing a univariate analysis model within the PPLGM, 2) Revealing the joint associations between growth factors capturing mathematics and science achievement employing an unconditional multivariate analysis and 3) Examining the effect of time-varying covariates as predictors of mathematics achievement scores at each year by employing a conditional multivariate analysis. Structural equation modeling (SEM) served as the analytic framework for conducting all analyses. This study used variables from the Early Childhood Longitudinal Study Cohort 2011 sponsored by the National Center for Education Statistics (NCES), within the U.S. Department of Education’s Institute of Education Sciences.Item A Look at How African-American Mothers Adapt to the Imprisonment of an Adult Son and the Impact on their Identities and Relationships(2013-05) Hiller, Patricia Hayes; Ross-Gordon, Jovita M.; Larrotta, Clarena; Payne, Emily Miller; Stephenson, Sandria S.Little is known about the effects of an adult son’s imprisonment on the mother and how the mother’s interpretation of roles during her son’s imprisonment impacts personal, professional, and other relationships. Research on experiences of these mothers is lacking, and their voices need to be heard to help communities prepare to assist those mothers challenged by a family torn apart. The purposes of this study included: (1) adding to the knowledge base (e.g., incarceration and family life, correctional education, and adult education) by gaining a better understanding of the experiences of mothers of sons who have been imprisoned as felons and how these women learn to adapt to the many challenges in their lives associated with this experience and (2) identifying implications for educational practices and social policies that affect the lives of families of felons. The main research question was, “What are the experiences of African-American mothers of adult sons who have been incarcerated as felons?” This phenomenological, qualitative study borrows heavily from theories of social integration and symbolic interactionism. The study engaged the participants through face-to-face interviews and conversations during individual interviews that lasted one to three hours. Purposeful selection identified African-American mothers coping with an adult son who has been imprisoned. Eight participants serving in maternal roles who resided in Texas were recruited. The average age of the participants was 60 and ranged from the mid-forties to 80 years. The small number of participants in the study allowed for specific information and insight. Data analysis revealed two main themes. The first theme, Adult Learning–I Would Have Done Things Differently, focused on the experiences the mothers had and what if anything they would have done differently given their expectations and the reality of their sons’ imprisonment. The second theme, Adaptation–I Became Stronger, reflected the mothers’ relationships and the resources they employed to adapt to the challenges of having sons involved in the penal system. The study includes recommendations and implications for community and educator involvement.Item A Moderated Mediated Path Analysis of Factors Influencing Student Performance on a Standardized High-Stakes Science Test(2008-12) Pelkey, Ramona K.; Boone, Michael; Hodges, Russell B.; Jackson, Julie; Price, Larry R.; Reardon, Robert F.Gender, ethnicity, family economic status, reading score, mathematics score, and number of science semesters successfully completed were examined for their contributory role to a student's science score on a high-stakes, high school exit examination. Path analysis and analysis of variance procedures were used to quantify each variable's influence on science score. Gender, ethnicity, and family economic status were found to be moderators while reading proved to mediate within the model. The path model was created using a calibration sample and cross-validated using a hold-out validation sample. Bootstrapping was used to verify the goodness of fit of the model. A predictive equation explained 66% (R2 = .66) of the variance in observed TAKS science score.Item A Narrative Exploratory Study of Migrant Farm Workers: A Multi Case Study of Four Educational Achievers(2017-05) Gonzales, Jose Michael; Furney, Steven R.; Reardon, Robert F.; Martinez, Melissa; Billimek, Thomas E.This study explored the lived experiences of Latino migrant youth who were later able to achieve high levels of academic success. Through the use of narrative case studies, I examined which factors allowed these individuals to overcome substantial barriers to education to attain high levels of academic achievement. I was able to find that these students had an abnormally high level of internal drive coupled with a strong family push. There were consistent elements of “college is the only means of escape” from their difficult lives. This push came from both within and from family. I have concluded with a number of recommendations for how this demographic can be encouraged and supported in their academic careers.Item A Narrative Inquiry Analysis Centering the Voices and Validating the Lived Educational Experiences of Mothering Black Teen Students through High School and Postsecondary Opportunities(2023-12) Becerra, Nekia; Martinez, Melissa A.; Edwards, Dessynie; Larrotta, Clarena; Straubhaar, RolfThis study delves into the intricate academic journeys of three former Black teen mothers who surmounted significant socio-cultural and economic barriers to attain higher education degrees, encompassing bachelor’s, master’s, and doctoral levels. The study involved a qualitative narrative inquiry analysis approach using in-depth interviews to unravel the myriad challenges, motivators, and support systems that influenced the participants’ educational trajectories. Central themes that emerged were I Drew on Personal Motivation; Social Connections, Faith, and Community; Reflections on Educational and Professional Development; and Intersectional Oppression. Contrary to prevailing narratives, which often frame teen motherhood as an insurmountable setback, the narratives of these women underscore the potential for transformation and the power of perseverance. Their stories contribute to a broader understanding of the dynamics that can facilitate academic success among populations traditionally viewed as disadvantaged and provide critical insights for educators, policymakers, and support services providers who are aiming to uplift teen mothers in their educational pursuits.Item A Pedagogy of Hopes and Dreams: An Invitation to a Dynamic Critical Learning Process(2023-05) Martinez, Eulogia; Guajardo, Miguel; Larrotta, Clarena; Straubhaar, Rolf; Valadez, MonicaThe purpose of this study was to document and better understand the power of invitation using the Community Learning Exchange (CLE) theory of change and dynamic-critical pedagogies as an invitation into a space for learning, teaching, and development. In this qualitative study, I employed the method of critical ethnography and dynamic-critical pedagogies to engage the research participants in critical conversations. The invitation guided me and a research team of teachers, parents, and additional stakeholders in exploring what conditions establish and foster a campus climate that will facilitate effective partnerships among leaders, educators, students, and families. The invitation guided participants of the school community to imagine how they can co-construct a campus climate that encourages the creation of sustainable relationships with schools to provide 4-year-olds a meaningful educational experience. This type of research is significant to school leaders, educators, families, and a community because the methods employed are engaging and creates an invitational space to a dynamic learning process. The greatest impact of this research is using dynamic-critical pedagogies to study theory in action with the goal of painting the picture of a community to better understand its work from the inside out with the goal of influencing its practices of engagement and sustainability; the work highlights the dynamic-critical ontology of raising healthy children, their families, and systems as they become life-ready and life-long learners.Item A Phenomenological Study of Adult Learners' Experiences with the Portfolio Form of Prior Learning Assessment(2015-04) Jimenez, Benjamin A.; Ross-Gordon, Jovita; Coryell, Joellen E.; Gunn, Susan C.; Payne, Emily M.Adult learners face a myriad of variables throughout their educational journey. Distinguishing the need to recognize those variables where feasible, institutions of higher education began to implement ways to asses and recognize the prior learning of this population as a viable reservoir of knowledge, in many cases equivalent to that acquired in college-level courses. The portfolio form of Prior Learning Assessment offers adult learners the opportunity to demonstrate their college-level learning acquired during adulthood toward potential course credit. To date, few qualitative studies have been conducted on the perspectives and experiences of adult learners on the portfolio development process. The purpose of this study was to examine adult learners and their experiences developing portfolio(s) that are reflective of their prior learning at the college-level. A phenomenological approach provided the foundational research methodology. The theoretical framework for the proposed study was based on the concept of tacit knowledge, which is relevant to the process by which students uncover and demonstrate their prior knowledge. Experiential learning theories were incorporated for interpreting the participants’ descriptions of their experiences with the portfolio process. In-depth phenomenological interviews allowed for the depth and breadth of experiential data from which themes emerged for analysis on the meaning making participants’ discovered as a result of the portfolios. By gaining access to this insight into how the portfolio process was experienced from the learners’ perspectives we can inform and improve current practices and add to the knowledge base of adult education.Item A Phenomenological Study of the Graduate School Experience of Women Age 60 and Older(2008-05) Burdett, Judy Dayton; Ross-Gordon, Jovita M.; Fite, Kathleen E.; Reardon, Robert F.; Stiegelbauer, Suzanne M.The experiences of women who graduated with an advanced degree at age 60 and older were the focus of this study. A phenomenological research design was employed allowing their experiences to be uncovered and understood. The question that guided the study was, "What is the essence of the experience of graduate school for women who engage in their studies at age 60 and older?" Purposeful sampling was fundamental to the recruitment and selection of seven, information-rich participants. A semistructured interview-guide ensured collection of information in the same general areas from each interviewee during the two, 1 to 1.5 hour each, interviews. The interviews were audiotape recorded, transcribed, and coded, and themes were developed. The findings revealed two main themes with six subthemes. The first main theme, Self and Education, revealed the role education played in the women's lives. Three subthemes surfaced within this theme: Desire to learn, Self-fulfillment, and Reflections on being an older student. The second main theme, Experiences with Others, had to do with the influence or affect other people in their lives had on them and vice versa, as a family member and a student. Three subthemes also surfaced within this theme: Experiences with faculty, Relationships with students, and Personal experiences with family and friends. Several conclusions were drawn from the analysis of this study. First, an intense desire to learn led to participation in graduate school and, coupled with perseverance, to graduation. Second, education was a personal and solitary journey intended for selffulfillment. Third, age was considered a positive attribute; waiting until later in life to pursue a degree was seen as enhancing the experience. Fourth, having support from family and faculty was an important factor for success of the older student. Fifth, although during the interviews the age span of the participants was from 63 to 78 years of age, no age-related patterns were observed among the women in this sample with regard to their pursuit of a graduate degree. The implications for practice and research indicate a need to address issues of older adults on campus and to capture their stories.Item A Preliminary Study of the Effects That Four L.E.E.D. Gold Certified Elementary Schools Have on Student Learning, Attendance and Health(2010-12) LaBuhn, Richard W.; Boone, Mike; Reardon, Robert F.; Marshall, Gregg; Stephan, Karl D.As student enrollment increases in the United States, so too does the demand for educational facilities. School districts that have faced successive years of budget shortfalls have neglected renovations to existing facilities in order to pay for more immediate operating costs. As a result, a growing number of schools have environmental hazards such as poor indoor air quality and inadequate ventilation. Education facilities are also voracious consumers of energy. A green building movement has emerged in the past decade that has sought to minimize the impact that school construction has on the environment, while also providing learning environments conducive to student and faculty health. Proponents of green building claim that green schools improve student test scores, promote better attendance, and provide healthier learning environments. This study focused on four elementary schools that meet the Leadership in Energy and Environmental Design (L.E.E.D.) standard and sought to determine whether students in these schools had better standardized test scores, better attendance rates, and fewer health problems than students in conventionally constructed schools.Item A Qualitative Study to Determine Perceptions of Neonatal and Pediatric Clinical Education in an Allied Health Profession(2014-08) Russian, Christopher J.; Furney, Steven R.; Reardon, Robert F.; Ross-Gordon, Jovita M.; Marshall, S. GregoryThe purpose of this study was to determine the limitations and strengths of neonatal and pediatric critical care clinical education rotations to adequately prepare respiratory care students. All respiratory care programs have a curriculum built around procedural skills assessment in the clinical environment and lecture instruction in the classroom. Therefore, clinical education is an accreditation requirement and is an invaluable part of every respiratory care curriculum. Situated learning was the theoretical perspective and constructivism was the theory of learning that guided my actions, assumptions and perspectives. Using a phenomenological research approach 14 participants were interviewed to gain an understanding of their perceptions of the neonatal and pediatric clinical rotation. An interview guide was used to keep the participants focused on the study’s purpose. However, participants were encouraged to speak openly about their clinical experiences. Interviews were recorded and transcribed prior to analysis. The lived experiences of these participants provided the data required to answer the research questions and to generate future areas of research. Results indicate that participation in respiratory care procedures in the clinical environment is preferred and the ability to engage in direct patient care is a major strength and potentially a limitation of the rotation. The neonatal and pediatric environment offers unique challenges to respiratory car students that could potentially inhibit active involvement with patient care. The clinical instructors play a huge role toward maximizing student involvement and should be viewed as such by directors of clinical education. Preparatory activities prior to and after the neonatal and pediatric clinical rotation should be strongly considered by respiratory care programs. Student motivation to engage in clinical activities and clinical instructor trust in student abilities appear to play dual roles in neonatal and pediatric clinical outcomes. These results have definite implications on practice, policy and future theory development. This study provided a beginning source for considering changes in current neonatal and pediatric clinical curriculum. This study will assist directors of clinical education when planning and altering hospital rotations. From a policy consideration the results of this study offer a perspective on neonatal and pediatric clinical rotations that impact accreditation standard development and changes. This study offers a means of comparison of respiratory care students and clinical outcomes to those of other nursing and allied health studies. This study extends the available literature related to perceptions of clinical education. The revision of the conceptual framework will guide researchers efforts in other projects. This study demonstrates the need for research related to clinical education and offers additional recommendations for future studies. Clinical survey development and distribution is the next phase to generate data on clinical education in respiratory care. Comprehensive clinical education offerings are of paramount importance to the success of respiratory care graduates. With additional research we can begin to fill other gaps in the available literature.Item A Review of the Evolution of Therapeutic Paradox: An Epistemological and Empirical Inquiry(1985-05) Angerstein, Gearld W.; Conoley, Colleen; Stimmel, Theron; Jorgenson, ChrisNo abstract prepared.Item "A Second Home:" Peer Mentor Circles for International Graduate Students to Ease Transitions and Foster Sense of Belonging(2020-11) Davis, Brittany; Coryell, Joellen; Brooks, Ann; Larrotta, Clarena; Paulson, Eric J.The purpose of this instrumental case study was to examine the experiences of international graduate students as they participated in a peer mentor circle (PMC) program that aimed to ease their transitions and foster sense of belonging. International graduate students provide many financial, educational, and social benefits to American universities. International graduate students encounter many challenges as they pursue higher education in the United States including transitioning to new social norms and community issues (Lee & Rice, 2007), navigating a new higher education system (Hellsten & Prescott, 2004), handling homesickness (Church, 1985), and coping with academic stressors such as writing and communicating in English (Cavusoglu et al., 2016; Hunter-Johnson, 2016). To mitigate these experiences and feelings, Duru (2008) asserted that developing social support systems and increasing social connectedness among students can ease transitions. In an attempt to ease transitions and foster sense of belonging while also addressing the challenges experienced by international graduate students, I designed and implemented a five week peer mentor circle program in which 14 participants attended during the first five weeks of the spring 2020 semester. Through demographic data forms, observations, interviews, focus groups, and voice memos, I examined the experiences of the international graduate student participants in the PMC to better understand their experiences navigating transitions and developing sense of belonging. The study found that the PMC did ease their transitions. Analyzed with the use of transition theory (Schlossberg, 2001) and sense of belonging (Anant, 1969), findings indicated participants experienced the moving in and beginnings of the moving through phases of transitions. Additionally, through sharing feelings and bonding over shared experiences, participants developed a strong social support system and thus a sense of belonging. Insights to the experiences of international graduate students’ transitions and sense of belonging during their first semester are provided through this study.Item A Socio-Technical Analysis of Knowledgeable Practice in Radiation Therapy(2012-05) Lozano, Reynaldo Garza; Brooks, Ann K.; Ross-Gordon, Jovita; Reardon, Robert F.; Adams, Robert D.The role of the modern radiation therapist is directed and driven by the organizational system. Changes affecting their role are implemented as a response to changes in the industry. Operations of the modern cancer center, with new and changing treatment technologies bring questions regarding the learning process of radiation therapists at a time when optimal patient care requires informed radiation therapists with good independent judgment abilities. Radiation therapists monitor accuracy through a human interface with technology. It is through this interaction where levels of awareness, critical judgment are called upon to control the outcome. Problem recognition for the user is heavily dependent on foundations of knowledge to connect a screen display to the unseen treatment processes occurring within the treatment room. The purpose of this qualitative case study was to understand how staff radiation therapists learn new skills and build on existing knowledge within a highly technical environment. This study used a socio-technical frame providing structure to my research and data analysis according to the multi-layers of socio-technical systems. Three research questions focusing on the organization’s infrastructure, info-structure, and info-culture guided this study to answer the broad research question, how do radiation therapists learn new skills to develop a “knowledgeable practice” in a highly technical environment? My interpretation of the data, based on Situated Learning Theory describes the growth and development of “Junior Rangers” within the organization. The same principles provide the framework to describe linkage between the removal of processes (participation), the loss of a practice for the profession linked with diminishing boundaries to develop maximum potential for the role of the radiation therapist. I correlate the loss of participation with the emergence of a treatment practice with a limited knowledgeable practice. Resting on modern socio-technical literature, reported behavioral patterns and perspectives of technical socialization, and a review of the literature across various industries, I conclude with the argument of the loss of foundational knowledge through a process of “knowledge appropriation.” Foundational radiation therapy knowledge is appropriated by technology and replaced with the knowledge required to operate the new equipment and technology. Data from the case study; supporting literature; situated learning perspectives; and findings from a workflow cross analysis of pre and post technology processes forms the argument of knowledge appropriation.Item A Structural Analysis of Texas Law and Policy Processes Relating to College and Career Readiness with Emphasis on Hispanics(2018-08) Mora, Sherri L.; Brooks, Ann K.; Ross-Gordon, Jovita M.; Martinez, Melissa A.; Balanoff, Howard R.This study is a structural analysis of Texas law and policy processes relating to college and career readiness with emphasis on Hispanics and implications for educators. The study is presented in two separate, but related articles. The first article (chapter two) reports on the structural limitations of crafting Texas statutes that created college and career readiness standards with a focus on the impact to Hispanic students and the implication for Texas educators. Archival data from the Texas Constitution and Texas statues were analyzed using Bolman and Deal’s structural framework to identify these limitations. The study reveals part-time legislators and restrictions on legislative sessions yield incremental, mediocre solutions. Recommendations for structural adjustments and increased educator input for state lawmaking are made. The second article (chapter three) reports on the structural limitations of crafting Texas administrative rules that implement college and career readiness standards with a focus on the impact to Hispanic students and the implications for Texas educators and residents. Archival data from the state’s education code, the Texas Government Code, the Texas Administrative Code (TAC), the Texas Register, publications of the Texas Education Agency (TEA), the State Board of Education (SBOE), and the Texas Higher Education Board (THECB), as well as relevant case law were analyzed using structural and normative administrative law principles to identify these limitations. The study reveals that education policy rules, though they impact a vast statewide population, carry no major rule status; that these rules are crafted under strict time constraints; and, that the rules are generally considered substantially compliant when judicially reviewed. Recommendations for structural adjustments and increased educator input for state rulemaking are made.