• A QUANTITATIVE ANALYSIS OF LATINX ENGLISH LEARNER READING AND MATHEMATICS ACHIEVEMENT IN A DUAL LANGUAGE IMMERSION PROGRAM IN THE NEW LATINX DIASPORA

      Zaragoza, Gabriel; Tift College of Education
      Research indicates that dual language immersion programs support English learners to achieve high results in core academic areas. Current research related to dual language immersion has been conducted in parts of the United States that are traditional Latinx Diaspora areas. The influx of English learners in schools has changed demographics drastically, which directly impacts student learning and schools’ abilities to meet all students’ instructional needs, especially related to English acquisition. The purpose of this research was to determine if English learners enrolled in dual language immersion programs have significantly different achievement results than their peers in traditional education settings in the New Latinx Diaspora. Student assessment data were collected from end-of-year assessments within a large urban school district in the southeastern part of the United States. This school offered dual language immersion and traditional education programs to English learners. A two-way multivariate of analysis (MANOVA) was used to determine if there was an interaction effect between grade level and program. Then multiple one-way MANOVAs were used to determine if there were differences by grade level of program. The results of this study showed that there was no difference in student achievement for English learners in the dual language immersion (DLI) program or the traditional program. The results also showed that first grade scores were significantly higher than other grade levels in reading and mathematics. Finally, although there was no significant difference, the data show that English learners in the DLI program achieved similar mean scores to English learners in the traditional program. The results of this study do not align with prior research as many students in DLI programs achieve higher than their traditional program peers in the upper grades. The implications of this research include further analysis through case studies for school and district level administrators. There were potential benefits of bilingual education provided to Latinx English Learners in this study that can be explored since both group of students performed similarly. Program goals should be analyzed to further understand the student outcomes. Potential factors that could have impacted student scores include the impact of the Covid-19 pandemic school closures, teacher experience, and student English language proficiency levels. Future research for this study should include an analysis of program implementation to determine factors that impact Latinx English learner student achievement in dual language programs. Schools in the New Latinx Diaspora are very new to dual language immersion. Additional analysis of bilingual proficiency should also be considered when analyzing student data for academic instructional gains. A case study analysis would further the research that can include cross functional action teams with insight from local and district level leaders, teachers, and other school staff. This future research can support district level planning for DLI expansion and reevaluation of DLI program implementation to support Latinx English learners.
    • A Quantitative Study Examining Perceptions of Preparedness Among Entry-Level Student Affairs Professionals for an Active Shooter Event on Campus

      Ingoldsby, Carrie; Tift College of Education
      This quantitative, exploratory study examined perceptions of preparedness among entry-level student affairs professionals for an active shooter event (ASE) on campus. Institutions of higher education (IHE) have experienced an uptick of deadly and destructive ASEs in the last two decades. Colleges and universities vary on whether they provide consistent active shooter training to faculty, staff and/or students at all, as well as what level of training and type of training is provided, despite personal safety concerns. A total of 173 entry-level student affairs professionals completed the Entry-Level Student Affairs Professional Active Shooter Preparedness Survey (ELASPS). Spearman’s rank order correlation, t-tests, and ANOVA were utilized to examine perceptions of preparedness and level of efficacy to respond to an ASE in relation to individual and institutional demographics, as well as frequency, type, and content of active shooter training provided to entry-level student affairs professionals. Participants also provided open-ended data on perceptions of preparedness for an ASE, which was examined in relation to quantitative findings. Results indicated that entry-level student affairs professionals who received any amount or type of active shooter training had significantly higher perceived preparedness for an ASE and significantly higher levels of efficacy to respond to an ASE than did entry-level professionals who had no active shooter training. Thus, IHE should provide active, regular, and in-depth training such as drills, exercises, and simulations to allow ELSAP to feel more prepared and experience higher levels of efficacy to respond to an ASE. This study supports current research on active shooter preparedness and presents a strong case to administrators at IHE for the development and implementation of consistent and interactive active shooter training for entry-level student affairs professionals. Future research should focus on a specific area among entry-level student affairs professionals, such as residence life professionals, who are more often involved in direct student training of safety policies and procedures. Additionally, future studies might consider historically and underrepresented populations to better understand connections of ethnicity and perceived preparedness for an ASE.
    • A School's Activity System Of Supporting Upper-elementary Newcomers' English Language Proficiency Growth

      Cowdrick, Kara Elizabeth
      Using the sociocultural theoretical framework of activity theory, this intrinsic case study sought to investigate how administrators, mainstream teachers, and English to speakers of other languages (ESOL) teachers in one school support newcomers’ English language proficiency growth. Newcomers are English learners (ELs) who moved to the United States within the past year and have no or extremely limited English language proficiency. It is critical to understand how schools support upper-elementary newcomers’ English language proficiency growth because more newcomers are entering United States classrooms now than in the past (Trickett et al., 2012) and recent legislation emphasizes upper-elementary ELs' language proficiency growth for accountability measures. This study seeks to illustrate how newcomers are supported and add to the current void in research related to upper-elementary newcomers' education. This single-bound intrinsic case study used Stake's (2005) case study methodology recommendations. After a three-phase research site selection process, the researcher collected and holistically analyzed three sources of data: observations, interviews, and documents. Participants included three administrators, four mainstream classroom teachers, and two ESOL teachers. The case study's data analysis thoroughly portrayed how each component of the school's activity system connected to supporting upper-elementary newcomers' English language proficiency growth. Findings illustrated the intricacies of each component of the school's activity system: rules, division of labor, community, and tools. They also revealed that multiple primary and secondary contradictions exist within the activity system. Conclusions included the school's activity system is multifaceted and interconnected, explicit assessment rules strongly impact the activity system, and educators are using research-based pedagogy despite challenges. Furthermore, there is a need for transformation due to the contradictions that exist within the activity system. Recommendations for future study include: (a) to include more or different participants at the same school, (b) replicate the study in a middle school or high school environment, (c) conduct other studies using other qualitative methodologies to gain a better understanding of a specific component of the school's activity system, and (d) engage in a multi-case analysis to shed light on third and fourth generation contradictions of the activity system.
    • A Story to Tell: A Study on the Impact of Peaceful Storytelling Within Liturgical Worship

      Wolf, Garrett David; McAfee School of Theology
      The contemporary American Christian setting is often described as a secular age, where the religious is often sequestered to specific places, people, and times. The sacred is regularly thought to be secluded to sanctuaries as opposed to something present and accessible everywhere. To counter the secular liturgies in which people are regularly immersed, the church must discover ways to help move people towards envisioning a different story. Our public worship gatherings are the primary places liturgy can be used to practice, rehearse, and envision our entire lives as being wrapped up into God’s story of reconciliation, redemption, and restoration of all things. By reimagining the liturgical element of passing the peace, this project explores how the story of God conveyed in liturgical public worship connects with the lives of parishioners. The research involves a qualitative method and uses a focus group consisting of eight laity from King of Kings Lutheran Church, who might be moved to seeing the sacred more in their daily lives. This project analyzes how liturgy can be reimagined to act as a tool within our public worship gatherings and church to shape and orient people towards the movement of God in bringing shalom to earth. Over a two-month period, interviews were used to evaluate the impact on the participants before and after each shared their testimony of experiencing the peace of Christ in their life during the passing the peace portion of a weekly public worship gathering. The conclusion of the project is that the focus group members who participated in the project were able to envision the sacred more in their daily lives because of their participation. While this research project did not enable them to define liturgy as the work of the people, their participation did immerse them more discernably into the story that public worship conveys. Finally, for future church development, this research project encourages exploring how liturgy in a variety of forms can help guide people to envision themselves in the rich story and sacredness of God’s presence everywhere.
    • A Study Of The 501(c)(3) Tax-exemption Law Pros And Cons And Its Effect On Community-based Church Institutions

      Lewis, Michael Todd
      The research study explored how community-based church institutions fulfilled its inherent Biblical mission in compliance with the dual pro and con dimensions of the 501(c)(3) tax-exemption law. The research investigated Pastoral knowledge of the 501(c)(3) program through phenomenological interviews as well as areas of improvement to 501(c)(3) policies that govern community-based churches as nonprofit organizations. The study further examined legislative and judicial controversies created by the 501(c)(3) revenue law dual dimensions against tenets of First Amendment church protection rights. The reviewed literature offered insight that framed this qualitative study. The research discovered that churches experienced little if any obstructions to preaching the Gospel or ministering to parishioners while complying with 501(c)(3) program policies. Community-based church pastoral leaders recognized having minimal knowledge with the 501(c)(3) program policies but exhibited sufficient understanding to make informed decisions. Conversely, church pastoral leaders’ perspectives varied on how legislative influence prohibitions imposed by the 501(c)(3) revenue code are upheld over First Amendment church protection rights. Some pastors viewed the 501(c)(3) prohibition as legal while others chose First Amendment rights as the preeminent law. The divergent views of church leaders give credence to existing governing conflicts for nonprofit churches manufactured by two incongruent legal documents.
    • Ablation of Dorsomedial Striatum Patch Compartment Results in Modification to Reward-Driven Behaviors in Rats

      Ahn, Jamin Paul; School of Medicine
      The striatum is a neural structure that plays a critical role in cognitive functions, behavioral decision-making, and reward generation. The striatum exhibits a heterogeneous composition, containing neurons belonging to the patch compartment—which is thought to be involved in habitual reward-related behaviors—surrounded by neurons belonging to the matrix compartment—which is thought to be involved in adaptive motor control. Additionally, the striatum is further subdivided into the dorsolateral striatum (DLS) and the dorsomedial striatum (DMS), each with their own patch and matrix compartments. The DMS has been associated with goal-oriented behavior seen during the initial stages of addiction. Conversely, the DLS has been associated with habitual behaviors seen during late-stage addictive behaviors that are inflexible. It is thought that drug addiction is initially mediated by the DMS before DLS activity becomes predominant. Previously, it has been shown that the patch compartment of the DLS is necessary for development of habitual behavior, but the role of the patch compartment of the DMS is less clear. Our study intends to demonstrate that selective ablation of DMS patch compartment neurons results in a significant impact on the initial development of reward-driven behaviors during the early stages of drug seeking behavior. Since patch compartment neurons express a high level of mu-opioid receptors compared to the surrounding matrix, we used dermorphin-saporin to target patch compartment neurons in the DMS and DLS for ablation. Following infusion in the DMS or DLS with dermorphin-saporin or vehicle-only infusions, rats were trained to self-administer cocaine on a progressive ratio schedule of reinforcement, starting with fixed ratio of 1 and ending with a fixed ratio of 5. Ablation of the patch compartment of the DMS resulted in an increase in early-stage lever pressing, suggesting that the DMS patch compartment contributes to reward-driven behaviors in a way that offers support for the parallel model of DLS/DMS activity. Future studies may investigate the relationship between DMS and DLS patch/matrix compartments through measuring or inducing activity in the DMS patch while the animal undergoes behavioral training. Methods for such a study may include optogenetics, Designer Receptors Exclusively Activated by Designer Drugs (DREADDs), or microelectrode arrays.
    • Accepting The Challenge: Factors That Contribute To Improving Degree Completion Rates Of Hispanic And African American Stem Majors

      Thomas, Dawn Nadine
      Science, technology, engineering, and mathematics (STEM) disciplines are imperative for the advancement of critical knowledge, assurance of national security, strengthening of community infrastructures, and the physical and psychological well-being of individuals and families. The purpose of the research was to determine if differences existed in institutional characteristics which attributed to improvements in the degree completion rates of Hispanic and African American STEM majors. The study centered on the problem of the underrepresentation of minority students completing degrees in STEM. This quantitative study used one-way analysis of variance (ANOVA) and mixed-method ANOVA to test archival data. Tests of within-subjects and between subjects were used for each research question to demonstrate if there was a statistically significant difference between Hispanic American, African American and White STEM students. The researcher selected 39 Research I STEM institutions in the United States where at least one-third of conferred bachelor’s degrees were awarded in STEM fields and had at least 70% overall six-year undergraduate graduation rates for all populations. The researcher examined precollege achievements, financial opportunities afforded to minorities, minority recruitment, institutional minority programs, summer bridge programs, and institutional plans of action. The IPEDS and institutional websites provided data for this study. The results conclude a gap exists among the degree completion rates of Hispanic and African American STEM students and White STEM students. The researcher found statistical evidence to suggest minority recruitment programs and implemented institutional plans of action for minority improvement contributed to increased degree attainment rates for minority STEM majors at the selected institutions. Future research could examine if the variability can be related to the amount of interaction between minority STEM faculty and minority STEM students; institutional partnerships with industrial leaders designed for financing minority STEM student’s education; mentorship programs with minority alumni and/or minorities employed in STEM professions; and earlier exposure to the STEM pipeline beginning with elementary school programs. These recommendations will allow trackable data to be analyzed and may lead to more statistically significant results.
    • Accumulation and Toxicity of Mercury-Cyanide Complexes

      Ford IV, Earl Gilmore; School of Medicine
      Mercury is a heavy metal toxicant found in numerous occupational and environmental settings. A major source of mercury pollution in environmental settings comes from the occupational use of mercury in artisanal and small-scale gold mining (ASGM). ASGM utilizes elemental mercury (Hg0) for extraction of gold from ore, which leads to Hg0-contaminated tailings. These tailings are often reprocessed with cyanide (‾CN) to extract residual gold. Hg0 reacts with ‾CN to form mercury-cyanide (Hg(CN)) complexes, which are released into the environment with discarded tailings. These complexes create numerous environmental and health problems. To assess the disposition of Hg(CN)2 complexes in mammalian systems, wistar rats were injected with 0.5 mol/kg mercury chloride (HgCl2) or Hg(CN)2. Each injection solution contained radioactive mercury ([203Hg2+]) and/or radioactive cyanide ([14C]-NaCN). After 24 h, animals were euthanized and organ samples were collected for determination of Hg(CN)2 content and for histological analyses. To assess the disposition of Hg(CN)2 complexes in an aquatic organism, zebrafish (Danio rerio) were exposed to various concentrations of Hg(CN)2 and accumulation in both whole fish and specific organs was measured. The current data show that the disposition of Hg(CN)2 in zebrafish is similar to that when rats were exposed to HgCl2. Interestingly, when rats were exposed to NaCN alone, the uptake was significantly less than that of rats exposed to Hg(CN)2. Experiments using adult zebrafish showed that Hg(CN)2 accumulates readily in fish. Zebrafish embryos exposed to Hg(CN)2 experienced alterations in developmental processes. The current data provide important information about the handling of Hg(CN)2 complexes in mammalian systems and aquatic organisms.