ASU Electronic Theses and Dissertations
This collection includes most of the ASU Theses and Dissertations from 2011 to present. ASU Theses and Dissertations are available in downloadable PDF format; however, a small percentage of items are under embargo. Information about the dissertations/theses includes degree information, committee members, an abstract, supporting data or media.
In addition to the electronic theses found in the ASU Digital Repository, ASU Theses and Dissertations can be found in the ASU Library Catalog.
Dissertations and Theses granted by Arizona State University are archived and made available through a joint effort of the ASU Graduate College and the ASU Libraries. For more information or questions about this collection contact or visit the Digital Repository ETD Library Guide or contact the ASU Graduate College at gradformat@asu.edu.
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- All Subjects: pedagogy
Description
This dissertation examines Japanese preschool teachers' cultural practices and beliefs about the pedagogy of social-emotional development. The study is an interview-based, ethnographic study, which is based on the video-cued mutivocal ethnographic method. This study focuses on the emic terms that Japanese preschool teachers use to explain their practices, such as amae (dependency), omoiyari (empathy), sabishii (loneliness), mimamoru (watching and waiting) and garari (peripheral participation). My analysis suggests that sabishii, amae, and omoiyari form a triad of emotional exchange that has a particular cultural patterning and salience in Japan and in the Japanese approach to the socialization of emotions in early childhood. Japanese teachers think about the development of the class as a community, which is different from individual-centric Western pedagogical perspective that gives more attention to each child's development. Mimamoru is a pedagogical philosophy and practice in Japanese early childhood education. A key component of Japanese teachers' cultural practices and beliefs about the pedagogy of social-emotional development is that the process requires the development not only of children as individuals, but also of children in a preschool class as a community. In addition, the study suggests that at a deeper level these emic concepts reflect more general Japanese cultural notions of time, space, sight, and body. This dissertation concludes with the argument that teachers' implicit cultural practices and beliefs is "A cultural art of teaching." Teachers' implicit cultural practices and beliefs are harmonized in the teachers' mind and body, making connections between them, and used depending on the nuances of a situation, as informed by teachers' conscious and unconscious thoughts. The study has also shown evidence of similar practices and logic vertically distributed within Japanese early childhood education, from the way teachers act with children, to the way directors act with teachers, to the way government ministries act with directors, to the way deaf and hearing educators act with their deaf and hearing students. Because these practices are forms of bodily habitus and implicit Japanese culture, it makes sense that they are found across fields of action.
ContributorsHayashi, Akiko (Author) / Tobin, Joseph (Thesis advisor) / Eisenberg, Nancy (Committee member) / Nakagawa, Kathryn (Committee member) / Fischman, Gustavo (Committee member) / Swadener, Elizabeth (Committee member) / Arizona State University (Publisher)
Created2011
Description
This qualitative, action research study examines how teacher-writers' identities are constructed through the practice of revision in an extra-curriculum writing group. The writing group was designed to support the teacher-writers as they revised classroom research projects for submission for a scholarly journal. Using discourse analysis, the researcher explores how the teacher-writers' identities are constructed in the contested spaces of revision. This exploration focuses on contested issues that invariably emerge in a dynamic binary of reader/writer, issues of authority, ownership, and unstable reader and writer identities. By negotiating these contested spaces--these contact zones--the teacher-writers construct opportunities to flex their rhetorical agency. Through rhetorical agency, the teacher-writers shift their discoursal identities by discarding and acquiring a variety of discourses. As a result, the practice of revision constructs the teacher-writers identities as hybrid, as consisting of self and other.
ContributorsClark-Oates, Angela (Author) / Smith, Karen (Thesis advisor) / Roen, Duane (Thesis advisor) / Fischman, Gustavo (Committee member) / Early, Jessica (Committee member) / Arizona State University (Publisher)
Created2013
Description
The southwestern United States is an ecologically, climatologically, and topographically diverse geographical region. As a result, it has been difficult to develop accurate assessments and instructional pedagogy for defining and demonstrating climate sensitivity and change at a more local level. To address this problem, this dissertation is divided into two distinct sections involving climate data collection/analysis and geography education using interactive geovisualization video games (iGEOs). The first two papers analyze new climate observations in Joshua Tree National Park. The first paper examines the variability in accuracy of climate reanalysis and interpolation methods compared to field observations in Joshua Tree National Park and the Tucson Metropolitan Area. This study found that other than PRISM interpolation data, reanalysis techniques performed better in a region with a more extensive climate network. The second paper developed a climate regionalization zone separating the Mojave and Sonoran Deserts within Joshua Tree National Park using principal component analysis. This study used monthly temperature and precipitation observations, as well as seasonal climate trends. The final two papers describe and analyze the implementation of virtual interactive geovisualization video games (iGEOs) used to instruct geographical concepts in an introductory physical geography course at Arizona State University. The first paper examines the preliminary implementation of an iGEO in the San Francisco Peaks of northern Arizona, identifying student support for the games, but with caveats related to the technical shortcomings of the game design, and noticeable differences based on academic major. The second paper examines the changing experiences and challenges encountered by both students and instructors in an iGEO centered introductory geography course during the COVID-19 pandemic. This study found that, while students were impacted by the pandemic, all student groups had sufficient extensive and intensive learning materials to ensure a positive and successful lab experience. Overall, the significance of these four papers demonstrates that new applications of climate observations and geography pedagogy can effectively describe local climate sensitivity and instruct geographic concepts in the mountainous Southwest.
ContributorsHeintzman, Ryan Joseph (Author) / Cerveny, Randall S (Thesis advisor) / Dorn, Ronald I (Thesis advisor) / Balling Jr, Robert C (Committee member) / Selover, Nancy (Committee member) / Arizona State University (Publisher)
Created2021