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.
Displaying 1 - 4 of 4
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- All Subjects: pedagogy
- Creators: Matsuda, Paul Kei
- Creators: Spring, Robert S
Description
This dissertation delves into some EFL stakeholders' understanding of spiritual identities and power relations associated with these identities as performed in an undergraduate EFL teacher education program at a Christian university in Indonesia. This study is motivated by an ongoing debate over the place of spirituality, especially Christianity, in ELT. In this project, religions are considered to be windows through which one's spirituality is viewed and expressed. Spiritually associated relations of power indicate discrepancies due to positioning of one person committed to a spiritual view in relation to those having similar or different spiritual views. The purpose of exploring spiritually associated identities and power relations is to provide empirical evidence which supports the following arguments. The integration of spirituality in ELT, or lack thereof, can be problematic. More importantly, however, spirituality can be enriching for some EFL teachers and students alike, and be presented together with critical ELT. To explore the complexity of power relations associated with some EFL stakeholders' spiritual identities, I analyzed data from classroom observations, four focus group discussions from February to April 2014, and individual interviews with 23 teachers and students from February to September 2014. Findings showed that Christian and non-Christian English teachers had nuanced views regarding the place of prayer in ELT-related activities, professionalism in ELT, and ways of negotiating spiritually associated power relations in ELT contexts. Students participating in this study performed their spiritual identities in ways that can be perceived as problematic (e.g., by being very dogmatic or evangelical) or self-reflexive. Classroom observations helped me to see more clearly how Christian English teachers interacted with their students from different religious backgrounds. In one class, a stimulating dialogue seemed to emerge when a teacher accommodated both critical and religious views to be discussed. This project culminates in my theorization of the praxis of critical spiritual pedagogy in ELT. Central to this praxis are (a) raising the awareness of productive power and power relations associated with spiritual identities; (b) learning how to use defiant discourses in negotiating spiritually associated power relations; and (c) nurturing self-reflexivity critically and spiritually.
ContributorsMambu, Joseph Ernest (Author) / Matsuda, Paul Kei (Thesis advisor) / Friedrich, Patricia (Committee member) / Prior, Matthew T. (Committee member) / Arizona State University (Publisher)
Created2014
Description
Two different techniques utilizing vocalization in clarinet performance were examined through a research study in which one subject (the author) played several tasks utilizing each technique with different played pitches, vocalized pitches, and dynamic levels for each task. The first technique was singing while playing, which is also sometimes referred to as growling. This technique is produced by engaging the vocal folds during regular clarinet performance to create a second vocalized pitch that resonates in the oral cavity and exits through the mouthpiece as part of the same air stream as that used by the vibrating reed. The second technique studied was a much more recently pioneered technique that the author has labelled humming while playing due to its similarity to traditional humming in vocal pedagogy. This technique is produced by filling the oral cavity with air, sealing it off from the rest of the vocal tract using the tongue and soft palate, and humming through the nasal cavity. The cheeks are simultaneously used to squeeze air into the mouthpiece to maintain the clarinet pitch, much like in the technique of circular breathing.
For the study, audio, nasalance, and intraoral pressure data were collected and analyzed. Audio was analyzed using spectrograms and root mean square measurements of sound pressure for intensity (IRMS). Analysis of the nasalance data confirmed the description of the physiological mechanisms used to generate the humming while playing technique, with nasalance values for this technique far exceeding those for both singing while playing and regular playing. Intraoral pressure data showed significant spikes in pressure during the transitions from the regular air stream to air stored in the oral cavity when humming while playing. Audio analysis showed that the dynamic range of each technique is similar to that of regular playing, and that each technique produces very different and distinct aural effects.
This information was then used to help create a method to assist performers in learning how to produce both singing and humming while playing and a resource to help educate composers about the possibilities and limitations of each technique.
For the study, audio, nasalance, and intraoral pressure data were collected and analyzed. Audio was analyzed using spectrograms and root mean square measurements of sound pressure for intensity (IRMS). Analysis of the nasalance data confirmed the description of the physiological mechanisms used to generate the humming while playing technique, with nasalance values for this technique far exceeding those for both singing while playing and regular playing. Intraoral pressure data showed significant spikes in pressure during the transitions from the regular air stream to air stored in the oral cavity when humming while playing. Audio analysis showed that the dynamic range of each technique is similar to that of regular playing, and that each technique produces very different and distinct aural effects.
This information was then used to help create a method to assist performers in learning how to produce both singing and humming while playing and a resource to help educate composers about the possibilities and limitations of each technique.
ContributorsRuth, Jeremy Larkham (Author) / Gardner, Joshua T (Thesis advisor) / Spring, Robert S (Thesis advisor) / Schmelz, Peter J (Committee member) / Weinhold, Juliet (Committee member) / Arizona State University (Publisher)
Created2019
Description
This project is an institutional ethnography (Smith, 2005, 2006) that examines the lived experiences of nine second language (L2) writing teachers, specifically with regard to the interpersonal, material, and spatial relationships inherent in their work. Using interviews, focus groups, and a mapping heuristic for data collection, the study investigates the current culture of L2 writing that is (or is not) created within this specialized community of practice (Lave & Wenger, 1991) and the individual participant motivations as actors within a complex and dynamic network (Latour, 2007). Because findings from the study are relevant for a variety of fields and audiences, the dissertation is separated into three freestanding but interrelated articles.
Article one focuses on the data of one participant whose teaching roles/ranks in the writing program shifted over time: from graduate teaching associate to part-time adjunct faculty member to full-time non-tenure track writing instructor. Article two uses all nine participants’ data and focuses on their perceptions of and experiences with L2-specific teacher training. Results share the perceived benefits and drawbacks of teacher training to specialize in working with multilingual student populations considering various material conditions present in the institution. In addition, the article locates additional programmatic spaces where professionalization happens (or can happen), and ultimately assesses and questions the justification of specialization of teachers within the writing program and where that specialization can/should occur. Article three reflects on a specific data collection technique—a mapping heuristic—and discusses the ways in which this method is beneficial, not only for observing the different connections that L2 writing teachers create in their work lives, but also for collecting data in any institutional ethnographic study.
While these three articles are intended to be independent of one another, together they comprise a dissertation-length institutional ethnographic inquiry that demonstrates the diverse voices, motivations, and experiences of second language writing teachers that inform the decisions made in an institution known as a writing program. WPAs can use the knowledge and takeaways gained in the study to learn more about how to support and advocate for this important stakeholder group.
Article one focuses on the data of one participant whose teaching roles/ranks in the writing program shifted over time: from graduate teaching associate to part-time adjunct faculty member to full-time non-tenure track writing instructor. Article two uses all nine participants’ data and focuses on their perceptions of and experiences with L2-specific teacher training. Results share the perceived benefits and drawbacks of teacher training to specialize in working with multilingual student populations considering various material conditions present in the institution. In addition, the article locates additional programmatic spaces where professionalization happens (or can happen), and ultimately assesses and questions the justification of specialization of teachers within the writing program and where that specialization can/should occur. Article three reflects on a specific data collection technique—a mapping heuristic—and discusses the ways in which this method is beneficial, not only for observing the different connections that L2 writing teachers create in their work lives, but also for collecting data in any institutional ethnographic study.
While these three articles are intended to be independent of one another, together they comprise a dissertation-length institutional ethnographic inquiry that demonstrates the diverse voices, motivations, and experiences of second language writing teachers that inform the decisions made in an institution known as a writing program. WPAs can use the knowledge and takeaways gained in the study to learn more about how to support and advocate for this important stakeholder group.
ContributorsO'Meara, Katherine Daily (Author) / Matsuda, Paul Kei (Thesis advisor) / Rose, Shirley K. (Committee member) / James, Mark A. (Committee member) / Arizona State University (Publisher)
Created2016
Description
As clarinet students progress in their studies, there comes a point at which many are assigned to perform contemporary repertoire that is either overplayed due to accessibility and use in pedagogy, or includes difficult extended techniques like microtones, multiphonics, and more. This project identifies a “gap” in unaccompanied clarinet repertoire and seeks to expand this repertoire by outlining a program of study featuring five newly commissioned unaccompanied clarinet solos through which students can learn both traditional and untraditional techniques. Each of the first four works focus on one aspect of clarinet technique—musicality, the altissimo register, microtones, and multiphonics, respectively—and the final work is a culmination of all these techniques. Included in this document is biographical information for each composer, program notes, a brief description, and a performance guide for each piece. Additionally, each work was recorded by the author and included with this document.
ContributorsMeadows, Olivia Lauren (Author) / Spring, Robert S (Thesis advisor) / Gardner, Joshua T (Thesis advisor) / Meyer, Jeffery (Committee member) / Micklich, Albie (Committee member) / Suzuki, Kotoka (Committee member) / Arizona State University (Publisher)
Created2019