Browsing by Author "Gottlieb, Jessica J."
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Item A comparative case study of 21st century focused professional development (PD) embedded within biology professional learning communities (PLCs) among 3 high schools in a single school district(2019-12) James, Amanda G.; Hite, Rebecca; Gottlieb, Jessica J.; Macheska Duarte, MelissaAs the implementation of professional learning communities (PLCs) becomes more common across our school, it is important to understand how they fit with the development and personal growth of our teachers. Teachers, especially teachers of science, are expected to stay abreast of best practices in enhancing science education while implementing campus and district initiatives with fidelity and ensure student mastery on state assessments and accountability systems. Typically, the expectation is that science teachers attend conferences and workshops independently to learn new pedagogies, however, that provides them little or no time to practice or perfect the strategies before implementing in their classes. However, district-led professional development (PD), through PLCs built into the school day, may provide teachers robust opportunities to work collaboratively with peers to learn and implement novel research-based strategies, with their district’s guidance and support. A comparative, multiple case study researched three biology PLCs in a single school district, that implemented district-led PD embedded within their PLCs for 21st century skill development. This intentional focus of PD was to promote student development of the 4Cs in collaboration, communication, critical thinking and creativity, which are important non-cognitive skills for students’ future successes in the sciences. Data was collected throughout the year to understand to what extent the participating teachers conceptualized and enacted their PD on 21st century skills through individual interviews, classroom observations, lesson plans, as well as PLC agendas, PLC observations, and PLC meeting minutes. Findings for this study suggest that PLCs were an effective means to embed information and support or changes in their classroom practices. The PD opportunities for teachers not only helped to build upon teachers’ prior knowledge and skills (in content and 21st century skills), but also focused on enhancing student success. The results showed the teachers were able to implement the strategies in their classroom and change their practices through the PLC process.Item Bold Action for a Prosperous Future: Evaluation of the Foundation High School Program and Academic and Career Trajectories of Texas High School Graduates(2023-02) Kirksey, J. Jacob; Wiseman, Alexander W.; Gottlieb, Jessica J.; Lansford, Teresa; Mansell, Kristin E.; Crevar, Angela R.Over the past few decades, the claim that a high school diploma is insufficient education to establish a career that will provide family-sustaining wages in a rapidly changing economy has gained increasing acceptance. In response to this understanding, Texas House Bill 5 (HB 5) established the Foundation High School Program (FHSP) in 2014-15, shifting high school graduation requirements to place a greater emphasis on preparation for career opportunities, especially those aligned with local industry needs. Philanthropy Advocates commissioned Texas Tech University's Center for Research and Learning in Education to better assess whether FHSP has been meeting its goals, such that Texas high school graduation coursework requirements foster success after high school. The core question asked at the outset of this research was: Are policies that mandate and/or incentivize PK-12 and postsecondary institutional behavior in alignment with policies such as HB 5 and other efforts aimed at increasing college-readiness and postsecondary success of Texas students? Last updated June 7, 2023.Item Changing teacher education: A social network analysis of US prep(2019-12) Wilson, Courtney K.; Greenhalgh-Spencer, Heather; Gottlieb, Jessica J.; Zimmerman, Aaron; Thompson, AmberThe purpose of this study is to examine the relationships between and among two universities within US Prep, and to explain how relational ties are impacting the spread of curricular change through the lens of social network analysis. The problem this study addresses is that teacher education curriculum has seen many short-lived change initiatives over the last century, without many of the changes ‘sticking’. Examining the phenomenon of change through the lens of relationships offers new insight into the spread of curriculum reform efforts. This study implements a sequential explanatory mixed method design to measure the strength of weak ties in the spread of curricular change. Guiding questions include identifying the relational ties between selected stakeholders in the change effort, exploring the exchange of social capital, and exploring stakeholders’ perceptions of integral roles. Additionally, this study tests the assumption that the site coordinator role is the linchpin of the reform effort. The social network modeling places site coordinators in positions on the periphery rather than in positions of centrality. Analysis indicates that the network consists of weak relational ties, aligning to Granovetter’s theory that change spreads via loosely-tied networks. Results indicate that respondents are in regular communication with their contacts, have known their contacts since the transformation began, and reach out to these contacts for general information and advice seeking. The resulting network analysis appears intimate yet widespread, thus allowing many points of exchange to promote the spread that is currently evidenced in the program growth.Item Developing capacity for globally competent teaching: A case study of a state-level model for professional development(2019-12) Taylor-Hall, Debra; Hite, Rebecca; Gottlieb, Jessica J.; Carrier, SarahThere is an emphasis on supporting the development of global competence in students in K-12 education. Global competence refers to the dispositions, skills and knowledge needed to successfully navigate life and work within a global society. As such, teachers must actively address this development by integrating global understandings into their teaching. Therefore, it is essential to understand how in-service teachers are prepared and supported as they incorporate the development of global competence into curriculum and instruction. This study aimed to increase knowledge of how the implementation of the Global Educator Digital Badge (GEDB), a state initiative for educator professional development (PD), built capacity for globally competent knowledge and practices. The theoretical framework of teacher agency (TA) provided insight to the structural, cultural and material factors that may have influenced the agentic choices and actions of participating GEDB educators. The explanatory qualitative case study explored GEDB teachers’ and stakeholders’ (i.e. principals and PD providers) perceptions of globally competent instructional practices and to what extent teachers incorporated GEDB principles into their curriculum (content) and pedagogies (instruction). Additional considerations were to explore factors within PD that influenced these changes and stakeholder perceptions of globally competent education. Participants included GEDB educators from the state (n=27), a nested sample at a globally focused school (n=35), and GEDB PD providers (n=4). Data collected and analyzed included surveys, semi-structured interviews, a focus group, classroom observations and document analysis. Findings suggest that teachers perceived the inclusion of a global competence within extant curriculum as important, suggesting that the GEDB PD facilitated changes in their respective classroom practices. School-based teachers conceptualized and reported their own growth in global competence and the extent to which that growth translated to globally competent pedagogy. Teachers cited that their progression was supported by assistance from state, and local personnel. Teachers also reported that tandem supports from PD and curriculum development (which emphasized global competence in a disciplinary context) aided educators who participated in individualized learning (the GEDB PD) to develop and/or modify the extant curriculum. This enabled teachers to make choices about their own learning and designing of globally competent instruction, evidencing how changes in practices were accomplished through the TA paradigm. Results indicated statistically significant differences between groups of GEDB educators (e.g. based on the number of PD hours completed, and specific indicators of the Teaching for Global Readiness survey), suggesting the PD was successful in its intended outcomes to develop globally competent educators. Specifically, the GEDB PD likely helped teachers develop the necessary pedagogical expertise to design curriculum and address the development of global competence for students. Future avenues for research include examining effective assessment practices that support the development of global competence in students; understanding how global competence is represented in K-12 STEM (science, technology, engineering and mathematics); and how effective PD models influence student perceptions of global competence.Item Doctoral Students’ Concerns Implementing Global Collaborative STEM Education(2017-12-12) Goldberg, Rhoda; Gottlieb, Jessica J.; Smith, Walter S.; Rice, RichA convergent parallel mixed methods design was used to examine the perceptions and concerns regarding Global Collaborative STEM Education (GCSE) of 20 students within Texas Tech University's Global PRiSE Ph.D. program. Concerns were examined through the lens of the concern-based adoption model's (CBAM) continuum of concerns. Research questions examined concerns of the program’s doctoral students as their roles changed from GCSE project members to teacher coaches. Additionally, the study examined how participants perceive and describe their concerns regarding Global GCSE. Prior to and after coaching K-12 teachers in GCSE during a fall semester course, participants completed the concerns-based adoption model (CBAM) Stages of Concern Questionnaire (SoCQ) and responded to open-ended questions examining their concerns and perceptions about GCSE. A Wilcoxon signed-rank test was used to analyze the pre and post responses to the questionnaire. Results showed a significant difference Z = 2.45, p < .014, r = 0.63. However, upon analyzing the SoCQ profile interpretation graphs, the concerns of individual participants did not appear to move from the lower stages of concerns on the CBAM continuum toward higher stages as expected. Managing the project seemed to be the greatest concern, specifically finding and maintaining global partners, troubleshooting technology, and scheduling issues. Six themes emerged from the essay component examining participants' perceptions of GCSE. The top two were that GCSE integrates 21st-century skills and international collaboration.Item Endorsement Alignment between Secondary and Postsecondary Institutions(2022) Mansell, Kristin E.; Gottlieb, Jessica J.; Kirksey, J. JacobTexas House Bill 5 (2013) changed graduation requirements from the traditional requirement of 4 math, science, language arts, and history credits to 4 language arts credits and 3 math, science, and history credits allowing additional credits needed for graduation to be taken through CTE or elective programs. Algebra 2 was removed as a required credit creating flexibility within the required 3 credits. In addition to the change in required credits per core content, endorsement programs were detailed by TEA for students to pursue which encourages students to take courses aligned to their workforce goals. Though TEA outlined proposed endorsements at the state level, individual schools retained flexibility in which endorsements would be offered. This policy brief discusses alignment between K-12 graduation requirements and higher education admission recommendations. Policy recommendations are included.Item Examining teacher beliefs and agency upon implementation of culturally responsive pedagogy and the engineering design process(2019-08) Manuel, Mariam; Gottlieb, Jessica J.; Hite, Rebecca; Svarovsky, GinaThe instructional practices of the engineering design process and culturally responsive pedagogy have each garnered national attention through multiple decades of research. The findings from the literature associated with each field urge educators and policy-makers to integrate the pedagogical constructs in K-12 instruction. There is a significant amount of research that supports the positive student outcomes associated with each approach. Moreover, scholars have argued that the implications of immersion for each construct within science and mathematics content include heightened student engagement and improved academic achievement. Still, there remains a lack of literature that addresses the beliefs and agency of teachers upon enactment of these critical practices in their content areas. The movement around educational reform is rooted in teachers serving as learners. However, understanding how teachers learn and respond to reform is largely overlooked. Accordingly, this dissertation study is grounded under the assertion that it is of great significance to examine the way in which teachers perceive and define new pedagogical approaches upon implementation. The author explores how, and in what ways, are secondary mathematics and science teacher pedagogical beliefs and sense of agency related to the integration of the engineering design process and culturally responsive pedagogy within their content curricula. The core properties of agentic behaviors, rooted in social cognitive theory, include: intentionality, forethought, self-reactiveness, and self-reflection. The author utilized a comparative multiple case study design using an embedded mixed methods approach, allowing for the qualitative and quantitative data to be collected and analyzed concurrently. The data collected allowed for case analysis for each teacher along with cross-case analysis between the teachers. These cases represent experiences of the select secondary math and science teachers enrolled an NSF funded five-year, fellowship program inclusive of a master’s degree in STEM education and professional development. The findings from this study add to the significant gap in literature surrounding how teachers perceive the engineering design process and culturally responsive pedagogy. The self-reported pedagogical beliefs suggest a synergistic relationship between the two constructs. The participating teachers expressed a strong preference towards the enactment of a culturally responsive engineering design process. Furthermore, the agentic behaviors examined contribute to the literature on the defining categories and assertions about teachers theorized as change agents. The research also suggests that teacher agency is driven primarily by the pursuit of positive student outcomes. Overall, the findings documented offer valuable recommendations for teacher educators, professional development providers, policy-makers, and researchers. The results from this research underscore the importance of empowering teachers with professional development that is shaped and informed by their beliefs and experiences.Item Examining the moderating impacts of classroom experience on the relationship between elementary teachers' beliefs and science instruction(2019-12) Schroeder, Angela; Gottlieb, Jessica J.; Hite, Rebecca; Stevens, TaraOver the past three decades, there has been a concerning decline in the amount of time elementary teachers allocate to science instruction; of particular concern is the inclusion of science instruction at the early elementary (K-2) grade levels (Blank, 2013; ECS, 2017; NSTA, 2018; Sandholtz & Ringstaff, 2016). K-2 science instruction is vital to generate student interest in science, provide foundational science knowledge and skills, and increase equity in science teaching and learning (Cafarella, McCulloch, & Bell, 2017; NSTA, 2018). Outside of external factors like time and support for teaching science, this downward trend may be a consequence of elementary teachers' beliefs about science teaching and learning, which are presumed to change over time as a result of classroom teaching experience. This study surveyed the science teaching efficacy beliefs and science teaching philosophy held by a cross-sectional sample of early elementary (K-2) teachers (N = 146) to examine the moderating impacts of classroom teaching experience on these beliefs and time spent on science instruction. Science teaching efficacy beliefs include teachers’ beliefs about their ability to teach science and to effect science learning outcomes, and science teaching philosophy refers to beliefs about best instructional practices for teaching science. Utilizing an online survey, combining the inventories of the Science Teaching Efficacy Beliefs Instrument and Beliefs About Reformed Science Teaching and Learning instrument, data was collected from currently assigned K-2 teachers with classroom experience ranging from 1 to 47 years. Data analysis was performed using moderated multiple regression analysis, and the results indicated that experience is not a moderator of the relationship between beliefs and time spent on science instruction, and that contextual factors; such as science background, may be more influential in relation to time spent on science instruction at the K-2 grade levels. Results of the study suggest that in-service elementary teachers need more opportunities to increase science teaching efficacy beliefs and reflect on their science teaching philosophy within a school context that provides long-term support and has accountability requirements for science teaching at all grade levels. Further research should include longitudinal studies with a focus on individual and school contextual variables and larger scale studies that examine teachers at different stages of development to determine how generalist elementary teachers develop science teaching skills.Item Exclusionary Discipline Policy Issues in Texas Schools(2023-05) Cirino, Angela M.; Gottlieb, Jessica J.; Wiseman, Alexander W.; Gottlieb, Jessica J.This dissertation contains three empirical studies which examine exclusionary discipline policy issues in Texas schools using different datasets and quantitative methods. The first study investigates the disparities in exclusionary discipline consequences for students in special education and whether receiving an Individualized Education Plan (IEP) is associated with changes in exclusionary discipline outcomes for students. The study uses administrative data from a Texas school district. Exclusionary discipline outcomes are broken down by disability type to examine specific disparities and variances. The second study examines whether the implementation of Conscious Discipline affects the frequency of exclusionary discipline outcomes for students in a North Texas school district. The study uses data from three Texas school districts in region 11. The third study investigates to what extent participation in a fine arts enrichment course (art, dance, theater, music) affects a student’s likelihood of receiving exclusionary discipline and being absent from school. This study uses administrative data from a Texas school district. Prior research shows that exclusionary discipline has negative outcomes for students and does not change student behavior. This dissertation affirms prior research and shows that current discipline policies can lead to inequities for students with disabilities and Black students being assigned higher frequencies of exclusionary discipline. This dissertation also investigates options to improve outcomes for students.Item High school mathematics teacher conceptions of equity(2019-12) Cook, David; Gottlieb, Jessica J.; Parker, Jasmine; Dwyer, Jerry F.Equity in education is an ideal that is both desired and misunderstood. The overwhelming majority of high school mathematics teachers would express the desire that mathematics education be equitable. The conceptions of equity of high school mathematics teachers, however, seem to vary greatly. Teachers cannot be expected to promote within their classrooms a concept they do not understand. It is therefore essential that high school mathematics teachers understand their own conceptions of equity. This dissertation contains two studies examining high school mathematics teacher conceptions of equity. These conceptions are viewed through the lens of critical race theory, making use of a four-dimensional model of equity developed by Rochelle Gutiérrez. First, the development of my own conception of equity is examined in an authoethnography. Second, the conceptions of equity of a sample of high school mathematics teachers from a suburban school district in the southern United States are examined. Together, these two studies give a rich description of the conceptions of equity of high school mathematics teachers. Understanding these conceptions can inform both professional development and teacher practice to improve equity in high school mathematics education.Item Innovations in University-Based Teacher Preparation: Comparing the ‘Grow Your Own’ Alternative to the Traditional Program at Texas Tech(2022) Gottlieb, Jessica J.; Kirksey, J. JacobThis study explored the impact of Tech Tech and Tech Teach Across Texas on student learning outcomes. We examine students of teachers who became full-time teachers in 2016-17, 2017-18, and 2018-19. Our key identification strategy exploits variation in achievement outcomes based on students having teachers prepared through different pathways from grades 3-7. Results suggest that students with Tech Teach teachers exhibited stronger math performance compared students with teachers from the other pathways. Additionally, students taught by teachers from Tech Teach Across Texas had stronger reading scores compared to other students, and this was the only statistically significant different in reading achievement by preparation pathway. Finally, teachers from Tech Teach and Tech Teach Across Texas appear to exhibit larger differences in their students’ achievement compared to other pathways in years 2 and 3, indicating that these teachers are not only becoming more effective over time but at a much quicker rate compared to teachers from other pathways.Item Interpreting motivational challenges in the science classroom: Understanding the relationship between preservice teachers’ beliefs, attributions, and practices(2019-12) DeRoma, Deborah; Smith, Walter S.; Gottlieb, Jessica J.; Woodcock, AnnaMany U.S. students, especially females and members of underrepresented groups, express low interest in science courses and science-related careers. In the science classroom, teachers draw upon their beliefs and past experiences to find ways to motivate these disengaged students. Their causal explanations for the sources of students’ motivational struggles guide their instructional practices, which can affect students’ science-related values, interests, and persistence. Drawing from social psychological theory and science education research, this two-part study investigated how interactions between preservice teachers’ attributions, beliefs about the malleability of interest, and STEM-related gender biases affected their motivational strategies and academic recommendations. Interviews with in-service teachers revealed how school and classroom contexts influence the relationship between teachers’ expressed beliefs and instructional practices. Survey data from 250 preservice teachers found that male and female teachers made different attributions for the motivational struggles of boys versus girls. Gender differences also were observed for beliefs about student interest and instructional strategies. In particular, women were found to have stronger beliefs about the malleability of interest, and they were more likely than their male colleagues to recommend interest- and value-enhancing strategies to students. Qualitative data from the interviews with 11 in-service teachers revealed that their choices of motivational strategies were constrained by factors external to the classroom. These teachers also struggled to help students develop strategies to regulate their own interests and motivation. The results of the studies inform the development of future teacher preparation curricula and professional development opportunities.Item Online teacher professional development: Exploring the utility of the PD theory of action in predicting outcomes(2019-12) Dove, Whitney Nicole; Gottlieb, Jessica J.; Kloser, Matthew; Greenhalgh-Spencer, HeatherThis study explored the degree to which an existing conceptual framework for studying the impacts of teacher professional development (PD) on teachers’ attitudes, beliefs, and classroom practices can be used to describe the impacts of online teacher PD for STEM teachers. To explore the fit of the conceptual framework, a group of teachers was surveyed after completing an online PD program, the National Certificate for STEM Teaching (NCST). Findings indicated that the constructs associated with face-to-face PD do not match directly to the constructs that emerged in the feedback of the participants of online teacher PD. Only one construct, engagement and sensemaking, was significantly related to increased teachers’ self-efficacy. Self-efficacy was significantly related to teachers’ self-reported changes to classroom instructional practice.Item Sixth-grade students' self-regulated learning and motivation in a technology-enhanced personalized learning environment: A case study(2019-12) Mak, Janice K. S.; Gottlieb, Jessica J.; Cruz, Joshua; Flores, Raymond A.Students’ self-regulation and motivation may be sustained or disrupted depending on the learning environment. Research has shown beginning in sixth grade, students experience an initial drop in academic self-efficacy and motivation. This study seeks to investigate the lived experiences of 6th grade students within a school in its second year of implementing a technology-enhanced personalized program. Based on the research, this study asked: How do sixth-grade students engage in SRL based on Pintrich’s model of SRL in a technology-enhanced, blended personalized-learning environment? The following sub-questions were posed: How do students engage in SRL during the forethought, performance, and reflections phases of task completion? How do students engage in motivational-strategy use when completing tasks? To investigate these questions, a qualitative case study of sixth- grade students’ self-regulation and motivational strategy use within a technology-enhanced, personalized learning program was used. Multiple sources of data were collected from two classrooms including classroom observations, interviews, documents, student artifacts, online artifacts from the learning platform, and mentor meeting observations. This study found that students engaged in strategy use across all three phases of task performance to varying degrees and in slightly different ways. Participants across both cases used strategies to self-regulate their learning or remain motivated, but there was evidence that strategy use occurred with external support from teachers, peers, parents, or prompts within the online Summit platform. Findings in this study implicate strong connections among the teacher, curriculum, and overall learning environment to student strategy use. Further research is needed to investigate the interplay among the physical and online learning environment, mentoring, and students’ self-regulated learning and motivational strategy use.Item STEM Teacher Career Paths: Where Do They Come From and Where Do They Go?(2023-08-11) Gottlieb, Jessica J.; Lansford, Teresa; Mansell, Kristin E.; Kirksey, J. JacobDr. Jessica Gottlieb, Teresa Lansford, Dr. Kristin Mansell, and Dr. Jacob Kirksey published the policy brief, "STEM Teacher Career Paths: Where Do They Come From and Where Do They Go?". This brief analyzes the STEM teacher labor market and how STEM teachers prepared through a university program have a lower likelihood of turnover than other teacher preparation pathways.Item Teacher preparation in the wild west: The impact of fully-online teacher preparation and uncertified teachers in Texas(2023-09-14) Kirksey, J. Jacob; Gottlieb, Jessica J.Amidst the persistent challenge of teacher shortages in Texas, the proliferation of online teacher preparation programs has garnered attention as a potential solution, especially as the number of uncertified teachers has increased sharply following the COVID-19 pandemic. However, concerns about the quality and effectiveness of these programs have emerged. We examined the impact of various teacher preparation pathways on student achievement, drawing on comprehensive data analysis spanning eight years. While online programs may offer convenience, evidence suggests that teachers prepared through these platforms exhibit lower initial effectiveness and higher turnover rates. Students taught by teachers prepared via online programs exhibit similar effectiveness to students taught by uncertified teachers. These findings provide critical insights for policymakers, educators, and stakeholders as they navigate the complex landscape of teacher preparation in Texas. Note: Policy brief updated in April 2024 with latest STAAR achievement data and expanded definitions of preparation pathways.Item Teaching evolution in the deep South: A mixed methods study of the teachers’ practices for evolution and the influence of state standards, personal beliefs, and challenges to teaching evolution(2020-5) Grogan, Carolanne; Hite, Rebecca L.; Hawley, Patricia H.; Gottlieb, Jessica J.The teaching of evolution is considered central to developing students’ understanding of biology. Many states have strengthened their evolution standards in high school biology as they have adopted the NGSS standards or developed state standards that align with NGSS. Despite the endorsement of teaching evolution by the standards, evolution education is still controversial particularly in Southern states which can make the teaching of evolution more challenging for biology teachers. There exists a gap in the literature on how changes to state standards for evolution impact the teaching practices of biology teachers. A gap also exists for recent, state-wide research into the teaching practices for evolution in southern states. The present study sought to fill these gaps by investigating teaching practices for evolution and factors that influence high school biology teachers’ practices for teaching evolution in a state in the deep south, Alabama. This mixed methods study investigated internal and external factors related to attitudes toward evolution of high school biology teachers which can influence sensemaking for recently adopted evolution standards and teachers’ subsequent interpretation of these standards into teaching practices. Teachers were sampled from across the state using an online survey to gather quantitative and qualitative data. Interviews and focus groups were conducted with a subset of teachers to add depth and context to the findings of the survey. On the individual level, internal (e.g. attitudes toward evolution, knowledge of science and evolution, creationist attitudes) and external (e.g. education, state standards, challenges and supports for teaching evolution) factors played a role in how teachers made sense of the standards for evolution and their teaching practices for those standards. It was found that attitudes toward evolution correlated to knowledge of science and evolution, religiosity, and creationist attitudes. These factors were also influenced by the external factor of post-secondary education. The findings of this study indicated that having preservice and in-service biology teachers take an evolution course could have a positive impact on evolution education in Alabama. Taking an evolution course was associated with higher levels of perceived relevance and knowledge of science and evolution and fewer creationist attitudes which were associated spending more time teaching evolution. How teachers make sense of standards is influenced by internal and external factors and determines how they will translate the standards into lessons in their classrooms. Most of the sampled teachers assimilated the new standards into their previous frame of reference as they were teaching evolution in the depth and manner described by the standards prior to the adoption of the 2015 standards. Some participants assimilated the new standards into their frame of reference by making changes to their practices to meet the depth and performance nature of the standards. Despite the influence of standards on the teaching of evolution indicated by these findings, it was also found that some biology teachers in Alabama are teaching creationism and/or ID and limiting or eliminating evolution instruction in their classes. This portion of the biology teacher population is likely underrepresented in this study. The present study found that most of the biology teachers sampled were teaching evolution in a manner that is consistent with the wording of NGSS and the Alabama biology standards. They were using a variety of pedagogies and activities shown by previous study deepen student understanding of the process of evolution and reduce student resistance. However, the teaching of evolution was met with some challenges. Sampled teachers most frequently cited religious conflict as a challenge to teaching evolution for which they requested professional development that addresses both evolution content and strategies for managing conflict in their classes.Item The medium “speech” is the message: The effects Latino males’ accents have on teachers’ perceptions and reactions(2022-05) Colompos-Tohtsonie, María T.; Wiseman, Alexander W.; Gottlieb, Jessica J.; Parker, Jasmine D.; Moore, Alicia L.The differences between teachers’ perceptions of accents, which is referred to as varied cultural dialect styles (VCDS) in this study, on Latino American male student’s achievement and teachers’ judgments concerning whether a student needs special education services remains uncharted. Specifically, among White American and Latino American students, these differences have remained overlooked in the educational discourse and has played an integral role in creating culturally responsive pedagogy policies. This suggests a hypothesis that the teachers’ perceptions on Latino American students’ VCDS on achievement may lead to an increase in the referral of Latino American students to special education services. To study the interaction effects between student ethnicity and student VCDS, and teachers’ rankings of student achievement and recommendation for special education, a factorial general linear model with repeated measures (GLM) was employed and follow-up interviews were conducted. To test this, 103 middle school teachers from the central and north regions of Texas completed a survey with voice recordings embedded, based on the Adjective Checklist (ACL; Gough & Heilbrun, 1983) and a four-point Likert Scale (1=very unlikely and 4=very likely) to determine if the participants would recommend the particular student heard on the voice recording to need special education services. With a mixed methods sequential explanatory research design and analysis approach, 7 middle school teachers participated in follow-up interviews to further interpret the quantitative data. Results from the questionnaires and GLM indicated that teachers perceive Latino American students’ VCDS as lower in achievement and more likely to recommend special education services than the White American student with standard language. Additionally, the qualitative results revealed that Latino male’s VCDS had negative impacts on teachers’ perceptions regarding achievement and need for special educations services. Assumptions and implications for this research will be discussed. This study suggests there is a need to expand upon culturally responsive teaching policies and laws.Item The use of evidence-based instructional practices in the context of undergraduate biology: A case study(2018-12) Presley, Lesa Newman; Zimmerman, Aaron; Gottlieb, Jessica J.; Hite, RebeccaThe number of undergraduate degrees earned in STEM fields is declining nationally. One cause for this phenomenon may be the nature of the instructional practices enacted in the context of undergraduate education. An exploration of how and why higher education faculty use (or fail to use) evidence-based instructional practices may provide the field with greater insight into how to increase STEM retention. The research questions that guided this study are as follows: 1. First, in the context of biology education at a small, liberal arts university, what do biology faculty perceive to be the factors that influence their use of (or failure to use) evidence-based instructional practices in their undergraduate biology classrooms and laboratories? 2. Second, how do university policies in this context encourage or discourage the incorporation of evidence-based instructional practices in the context of undergraduate biology classrooms and laboratories? The researcher conducted a case study at a small, liberal arts institution. Data collected included interviews with biology faculty and with undergraduate students majoring in biology. The researcher also reviewed course syllabi, university webpages, and the university’s faculty manual. Findings revealed that institutional support is a significant factor in promoting the use of evidence-based instructional practices.