The Effect of Peer Mentoring on Certified Peer Specialists’ Own Recovery: A Health Belief Model Approach.

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Archaeological Investigations at the Pine Snake Site, an Allen Phase Settlement on Flat Creek in Northwestern Cherokee County, Texas

The Pine Snake site is a recently discovered late 17th to early 18th century Caddo Indian archaeological site located on private land in the northwestern part of Cherokee County, Texas, in the valley of a westward flowing tributary to the Neches River. This is an area of the Pineywoods of East Texas that contains extensive numbers of Caddo archaeological sites along all major and minor streams. Post-A.D. 1400 Frankston phase and post-A.D. 1650 Historic Caddo Allen phase sites, especially cemeteries dating to either phase, are particularly abundant in this part of East Texas. This article summarizes the findings from archaeological investigations we completed at the Pine Snake site in late 2008. They have produced important information on the domestic archaeological record at a well preserved Allen phase habitation site

The Use of Alternative School Placements for Disciplinary Interventions With At-risk Students

The purpose of this study was to investigate effective ways of providing educational services for at-risk students who are repeatedly placed out of the regular classroom into an alternative school. Characteristics of both settings were investigated in terms of meeting student needs to determine what ingredients might be missing from either or both settings that should be implemented to help these students succeed. The research was qualitative and used a case study design. Primary data were gathered from interviews with five students placed in an alternative school setting and interviews with teachers and administrators in both the regular school and the alternative school. Cumulative student records were also used. The researcher concluded that students who are repeatedly placed in the alternative program are a very small percentage in each school; however, there is a need for better resources in both the regular and alternative programs to meet the needs of these students. Key ingredients are better communication between the two settings and a better understanding of the role of the alternative program in serving these students. There is also a need for transition planning and follow-up with students who are not finding success when placed back in the regular classroom and are being pulled back and forth between the two programs

Here in the Western World : A Comparison between Japanese Manga in America and American Comics

This project, “Here in the Western World: A Comparison between Japanese Manga in America and American comics”, examines the structural and compositional differences between Japanese Manga and American comics. Specifically, it focuses on the ways in which the two similar mediums split from each other in the early 60’s to become two distinct “genres” in the comic book world. The project examines the effects of the “localization” of Japanese manga to fit more “western” sensibilities regarding both art and content on the integrity of the work. Methodologically, it draws from a range of comic-book scholarship including Scott McCloud’s “Understanding Comics.” Examining firsthand a large number of both American comics and Japanese manga on a structural, authorial, and compositional level enabled a tentative conclusion: Japanese manga, though inspired by American comics and cartoons, adopted many Japanese cultural traits that succeed in differentiating manga significantly from the comics that inspired them

Teacher and Administrator Beliefs about Grade Retention in Northeast Tennessee School Districts

The purpose of this study was to determine if teachers and administrators hold differing beliefs about grade retention. School districts in Northeast Tennessee participated in this study. Participants in eight school districts took an online survey designed to collect data on beliefs about grade retention. The survey consisted of two sections. Section A inquired about beliefs about grade retention. Section B collected demographic information and also included an openended response question. Respondents were also asked to choose a factor that has the strongest influence on their belief. Responses from 205 surveys were analyzed and informed the results of this study. A quantitative study was conducted to determine if significant differences about grade retention existed between teachers and principals. Overall belief scores were measured to determine if teachers and administrators favor grade retention as an effective intervention strategy. Independent variables in this study included: type of system, grade level, years of experience, and type of degree. Factors that had the strongest influence on beliefs about grade retention included: other people’s opinions, principal’s opinion, research, experience with a retained student, or other. Respondents choosing other were asked to explain their answer. 3 Findings from the study indicated that there is not a significant difference in beliefs about grade retention between teachers and administrators in a city school system versus a county school system. Additional analysis did not show significant differences in beliefs about grade retention between teachers in grades kindergarten through fourth grade (K-4) versus teachers in grades fifth through eighth (5-8). A teacher’s or administrator’s number of years of experience did not indicate significant differences in beliefs about grade retention. The type of degree held by teachers and administrators did reveal a significant difference in beliefs about grade retention between the two degree types (graduate or bachelor’s). Results from this test indicated that teachers with a graduate degree significantly favor retention over teachers who hold a bachelor’s degree. Additionally, an overall belief score for all respondents was calculated for significance. Overall belief scores showed that, in spite of the research showing retention as a negative practice, both teachers and principals are significantly in favor of grade retention as an effective intervention strategy