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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Description
The purpose of this research study provided observational techniques and Applied Behavior Analysis (ABA) prompts and fading procedures to analyze music therapist-child interaction for child with autism spectrum disorder. Impaired social interaction is the primary symptom of a child with autism spectrum disorder. However, social interaction exists everywhere and throughout human life. Therefore, to improve interaction is the primary and significant goal in music therapy treatment for a child with autism spectrum disorder. The music therapist designs a series of music therapy activity interventions in order to create a therapeutic environment, based on a child's interests and favorite activities. Additionally, the music therapist utilizes the music to build the quality of relationship and interaction with child and support child practicing interaction with the therapist. Then music therapist utilizes the process of interaction to improve child's social interaction. Once the child achieves at desired behavior, he/she has ability to apply the music therapy techniques independently in the real world situations, such as family and schools that the child has learned throughout the process of interaction with therapist. The participants were three children with autism spectrum disorder and two certified music therapists (MT-BC). The researcher calculated the number of prompts and cues which the therapists provided, and the number of appropriate responses by each child in each activity intervention. Then the researcher utilized Applied Behavior Analysis (ABA), prompt and fading procedure in order to analyze the progress of therapist-child interactions during the sessions. The result showed that the children had improvement in the interactions with their therapist.
ContributorsLiao, Yin-chun (Author) / Crowe, Barbara J. (Thesis advisor) / Rio, Robin (Committee member) / Dishion, Thomas J. (Committee member) / Arizona State University (Publisher)
Created2013
Description
In this mixed-methods study, I examined the relationship between professional development based on the Common Core State Standards for Mathematics and teacher knowledge, classroom practice, and student learning. Participants were randomly assigned to experimental and control groups. The 50-hour professional development treatment was administered to the treatment group during one semester, and then a follow-up replication treatment was administered to the control group during the subsequent semester. Results revealed significant differences in teacher knowledge as a result of the treatment using two instruments. The Learning Mathematics for Teaching scales were used to detect changes in mathematical knowledge for teaching, and an online sorting task was used to detect changes in teachers' knowledge of their standards. Results also indicated differences in classroom practice between pairs of matched teachers selected to participate in classroom observations and interviews. No statistical difference was detected between the groups' student assessment scores using the district's benchmark assessment system. This efficacy study contributes to the literature in two ways. First, it provides an evidence base for a professional development model designed to promote effective implementation of the Common Core State Standards for Mathematics. Second, it addresses ways to impact and measure teachers' knowledge of curriculum in addition to their mathematical content knowledge. The treatment was designed to focus on knowledge of curriculum, but it also successfully impacted teachers' specialized content knowledge, knowledge of content and students, and knowledge of content and teaching.
ContributorsRimbey, Kimberly A (Author) / Middleton, James A. (Thesis advisor) / Sloane, Finbarr (Committee member) / Atkinson, Robert K (Committee member) / Arizona State University (Publisher)
Created2013
Description
A tiling is a collection of vertex disjoint subgraphs called tiles. If the tiles are all isomorphic to a graph $H$ then the tiling is an $H$-tiling. If a graph $G$ has an $H$-tiling which covers all of the vertices of $G$ then the $H$-tiling is a perfect $H$-tiling or an $H$-factor. A goal of this study is to extend theorems on sufficient minimum degree conditions for perfect tilings in graphs to directed graphs. Corrádi and Hajnal proved that every graph $G$ on $3k$ vertices with minimum degree $delta(G)ge2k$ has a $K_3$-factor, where $K_s$ is the complete graph on $s$ vertices. The following theorem extends this result to directed graphs: If $D$ is a directed graph on $3k$ vertices with minimum total degree $delta(D)ge4k-1$ then $D$ can be partitioned into $k$ parts each of size $3$ so that all of parts contain a transitive triangle and $k-1$ of the parts also contain a cyclic triangle. The total degree of a vertex $v$ is the sum of $d^-(v)$ the in-degree and $d^+(v)$ the out-degree of $v$. Note that both orientations of $C_3$ are considered: the transitive triangle and the cyclic triangle. The theorem is best possible in that there are digraphs that meet the minimum degree requirement but have no cyclic triangle factor. The possibility of added a connectivity requirement to ensure a cycle triangle factor is also explored. Hajnal and Szemerédi proved that if $G$ is a graph on $sk$ vertices and $delta(G)ge(s-1)k$ then $G$ contains a $K_s$-factor. As a possible extension of this celebrated theorem to directed graphs it is proved that if $D$ is a directed graph on $sk$ vertices with $delta(D)ge2(s-1)k-1$ then $D$ contains $k$ disjoint transitive tournaments on $s$ vertices. We also discuss tiling directed graph with other tournaments. This study also explores minimum total degree conditions for perfect directed cycle tilings and sufficient semi-degree conditions for a directed graph to contain an anti-directed Hamilton cycle. The semi-degree of a vertex $v$ is $min{d^+(v), d^-(v)}$ and an anti-directed Hamilton cycle is a spanning cycle in which no pair of consecutive edges form a directed path.
ContributorsMolla, Theodore (Author) / Kierstead, Henry A (Thesis advisor) / Czygrinow, Andrzej (Committee member) / Fishel, Susanna (Committee member) / Hurlbert, Glenn (Committee member) / Spielberg, Jack (Committee member) / Arizona State University (Publisher)
Created2013
Description
In 1959, Iwasawa proved that the size of the $p$-part of the class groups of a $\mathbb{Z}_p$-extension grows as a power of $p$ with exponent ${\mu}p^m+{\lambda}\,m+\nu$ for $m$ sufficiently large. Broadly, I construct conditions to verify if a given $m$ is indeed sufficiently large. More precisely, let $CG_m^i$ (class group) be the $\epsilon_i$-eigenspace component of the $p$-Sylow subgroup of the class group of the field at the $m$-th level in a $\mathbb{Z}_p$-extension; and let $IACG^i_m$ (Iwasawa analytic class group) be ${\mathbb{Z}_p[[T]]/((1+T)^{p^m}-1,f(T,\omega^{1-i}))}$, where $f$ is the associated Iwasawa power series. It is expected that $CG_m^i$ and $IACG^i_m$ be isomorphic, providing us with a powerful connection between algebraic and analytic techniques; however, as of yet, this isomorphism is unestablished in general. I consider the existence and the properties of an exact sequence $$0\longrightarrow\ker{\longrightarrow}CG_m^i{\longrightarrow}IACG_m^i{\longrightarrow}\textrm{coker}\longrightarrow0.$$ In the case of a $\mathbb{Z}_p$-extension where the Main Conjecture is established, there exists a pseudo-isomorphism between the respective inverse limits of $CG_m^i$ and $IACG_m^i$. I consider conditions for when such a pseudo-isomorphism immediately gives the existence of the desired exact sequence, and I also consider work-around methods that preserve cardinality for otherwise. However, I primarily focus on constructing conditions to verify if a given $m$ is sufficiently large that the kernel and cokernel of the above exact sequence have become well-behaved, providing similarity of growth both in the size and in the structure of $CG_m^i$ and $IACG_m^i$; as well as conditions to determine if any such $m$ exists. The primary motivating idea is that if $IACG_m^i$ is relatively easy to work with, and if the relationship between $CG_m^i$ and $IACG_m^i$ is understood; then $CG_m^i$ becomes easier to work with. Moreover, while the motivating framework is stated concretely in terms of the cyclotomic $\mathbb{Z}_p$-extension of $p$-power roots of unity, all results are generally applicable to arbitrary $\mathbb{Z}_p$-extensions as they are developed in terms of Iwasawa-Theory-inspired, yet abstracted, algebraic results on maps between inverse limits.
ContributorsElledge, Shawn Michael (Author) / Childress, Nancy (Thesis advisor) / Bremner, Andrew (Committee member) / Fishel, Susanna (Committee member) / Jones, John (Committee member) / Paupert, Julien (Committee member) / Arizona State University (Publisher)
Created2013
Description
Researchers have postulated that math academic achievement increases student success in college (Lee, 2012; Silverman & Seidman, 2011; Vigdor, 2013), yet 80% of universities and 98% of community colleges require many of their first-year students to be placed in remedial courses (Bettinger & Long, 2009). Many high school graduates are entering college ill prepared for the rigors of higher education, lacking understanding of basic and important principles (ACT, 2012). The desire to increase academic achievement is a wide held aspiration in education and the idea of adapting instruction to individuals is one approach to accomplish this goal (Lalley & Gentile, 2009a). Frequently, adaptive learning environments rely on a mastery learning approach, it is thought that when students are afforded the opportunity to master the material, deeper and more meaningful learning is likely to occur. Researchers generally agree that the learning environment, the teaching approach, and the students' attributes are all important to understanding the conditions that promote academic achievement (Bandura, 1977; Bloom, 1968; Guskey, 2010; Cassen, Feinstein & Graham, 2008; Changeiywo, Wambugu & Wachanga, 2011; Lee, 2012; Schunk, 1991; Van Dinther, Dochy & Segers, 2011). The present study investigated the role of college students' affective attributes and skills, such as academic competence and academic resilience, in an adaptive mastery-based learning environment on their academic performance, while enrolled in a remedial mathematics course. The results showed that the combined influence of students' affective attributes and academic resilience had a statistically significant effect on students' academic performance. Further, the mastery-based learning environment also had a significant effect on their academic competence and academic performance.
ContributorsFoshee, Cecile Mary (Author) / Atkinson, Robert K (Thesis advisor) / Elliott, Stephen N. (Committee member) / Horan, John (Committee member) / Arizona State University (Publisher)
Created2013
Description
5-HT2A receptor (R) antagonists and 5-HT2CR agonists attenuate reinstatement of cocaine-seeking behavior (i.e., incentive motivation). 5-HT2Rs are distributed throughout the brain, primarily in regions involved in reward circuitry, including the prefrontal cortex (PFC), caudate putamen (CPu), and basolateral (BlA) and central (CeA) amygdala. Using animal models, we tested our hypotheses that 5-HT2ARs in the medial (m) PFC mediate the incentive motivational effects of cocaine and cocaine-paired cues; 5-HT2ARs and 5-HT2CRs interact to attenuate cocaine hyperlocomotion and functional neuronal activation (i.e, Fos protein); and 5-HT2CRs in the BlA mediate the incentive motivational effects of cocaine-paired cues and anxiety-like behavior, while 5-HT2CRs in the CeA mediate the incentive motivational effects of cocaine. In chapter 2, we infused M100907, a selective 5-HT2AR antagonist, directly into the mPFC and examined its effects on reinstatement of cocaine-seeking behavior. We found that M100907 in the mPFC dose- dependently attenuated cue-primed reinstatement, without affecting cocaine-primed reinstatement, cue-primed reinstatement of sucrose-seeking behavior, or locomotor activity. In chapter 3, we used subthreshold doses of M100907 and MK212, a 5-HT2CR agonist, to investigate whether these compounds interact to attenuate cocaine hyperlocomotion and Fos protein expression. Only the drug combination attenuated cocaine hyperlocomotion and cocaine-induced Fos expression in the CPu, but had no effect on spontaneous locomotion. Finally, in chapter 4 we investigated the effects of a 5- HT2CR agonist in the BlA and CeA on cocaine-seeking behavior and anxiety-like behavior. We found that CP809101, a selective 5-HT2CR agonist, infused into the BlA increased anxiety-like behavior on the elevated plus maze (EPM), but failed to alter cocaine-seeking behavior. CP809101 infused into the CeA attenuated cocaine-primed reinstatement and this effect was blocked by co-administration of a 5-HT2CR antagonist. Together, these results suggest that 5-HT2ARs in the mPFC are involved in cue-primed reinstatement, 5-HT2A and 5-HT2CRs may interact in the nigrostriatal pathway to attenuate cocaine hyperlocomotion and Fos expression, and 5-HT2CRs are involved in anxiety-like behavior in the BlA and cocaine-primed reinstatement in the CeA. Our findings add to the literature on the localization of 5-HT2AR antagonist and 5-HT2CR agonist effects, and suggest a potential treatment mechanism via concurrent 5-HT2AR antagonism and 5-HT2CR agonism.
ContributorsPockros, Lara Ann (Author) / Neisewander, Janet L (Thesis advisor) / Olive, Michael F (Committee member) / Conrad, Cheryl D. (Committee member) / Sanabria, Federico (Committee member) / Arizona State University (Publisher)
Created2013
Description
Research on combinatorics education is sparse when compared with other fields in mathematics education. This research attempted to contribute to the dearth of literature by examining students' reasoning about enumerative combinatorics problems and how students conceptualize the set of elements being counted in such problems, called the solution set. In particular, the focus was on the stable patterns of reasoning, known as ways of thinking, which students applied in a variety of combinatorial situations and tasks. This study catalogued students' ways of thinking about solution sets as they progressed through an instructional sequence. In addition, the relationships between the catalogued ways of thinking were explored. Further, the study investigated the challenges students experienced as they interacted with the tasks and instructional interventions, and how students' ways of thinking evolved as these challenges were overcome. Finally, it examined the role of instruction in guiding students to develop and extend their ways of thinking. Two pairs of undergraduate students with no formal experience with combinatorics participated in one of the two consecutive teaching experiments conducted in Spring 2012. Many ways of thinking emerged through the grounded theory analysis of the data, but only eight were identified as robust. These robust ways of thinking were classified into three categories: Subsets, Odometer, and Problem Posing. The Subsets category encompasses two ways of thinking, both of which ultimately involve envisioning the solution set as the union of subsets. The three ways of thinking in Odometer category involve holding an item or a set of items constant and systematically varying the other items involved in the counting process. The ways of thinking belonging to Problem Posing category involve spontaneously posing new, related combinatorics problems and finding relationships between the solution sets of the original and the new problem. The evolution of students' ways of thinking in the Problem Posing category was analyzed. This entailed examining the perturbation experienced by students and the resulting accommodation of their thinking. It was found that such perturbation and its resolution was often the result of an instructional intervention. Implications for teaching practice are discussed.
ContributorsHalani, Aviva (Author) / Roh, Kyeong Hah (Thesis advisor) / Fishel, Susanna (Committee member) / Saldanha, Luis (Committee member) / Thompson, Patrick (Committee member) / Zandieh, Michelle (Committee member) / Arizona State University (Publisher)
Created2013
Description
Parallel Monte Carlo applications require the pseudorandom numbers used on each processor to be independent in a probabilistic sense. The TestU01 software package is the standard testing suite for detecting stream dependence and other properties that make certain pseudorandom generators ineffective in parallel (as well as serial) settings. TestU01 employs two basic schemes for testing parallel generated streams. The first applies serial tests to the individual streams and then tests the resulting P-values for uniformity. The second turns all the parallel generated streams into one long vector and then applies serial tests to the resulting concatenated stream. Various forms of stream dependence can be missed by each approach because neither one fully addresses the multivariate nature of the accumulated data when generators are run in parallel. This dissertation identifies these potential faults in the parallel testing methodologies of TestU01 and investigates two different methods to better detect inter-stream dependencies: correlation motivated multivariate tests and vector time series based tests. These methods have been implemented in an extension to TestU01 built in C++ and the unique aspects of this extension are discussed. A variety of different generation scenarios are then examined using the TestU01 suite in concert with the extension. This enhanced software package is found to better detect certain forms of inter-stream dependencies than the original TestU01 suites of tests.
ContributorsIsmay, Chester (Author) / Eubank, Randall (Thesis advisor) / Young, Dennis (Committee member) / Kao, Ming-Hung (Committee member) / Lanchier, Nicolas (Committee member) / Reiser, Mark R. (Committee member) / Arizona State University (Publisher)
Created2013
Description
In 2007, Arizona voters passed House Bill (HB) 2064, a law that fundamentally restructured the Structured English Immersion (SEI) program, putting into place a 4-hour English language development (ELD) block for educating English language learners (ELLs). Under this new language policy, ELL students are segregated from their English-speaking peers to receive a minimum of four hours of instruction in discrete language skills with no contextual or native language support. Furthermore, ELD is separate from content-area instruction, meaning that language and mathematics are taught as two separate entities. While educators and researchers have begun to examine the organizational structure of the 4-hour block curriculum and implications for student learning, there is much to be understood about the extent to which this policy impacts ELLs opportunities to learn mathematics. Using ethnographic methods, this dissertation documents the beliefs and practices of four Arizona teachers in an effort to understand the relationship between language policy and teacher beliefs and practice and how together they coalesce to form learning environments for their ELL students, particularly in mathematics. The findings suggest that the 4-hour block created disparities in opportunities to learn mathematics for students in one Arizona district, depending on teachers' beliefs and the manner in which the policy was enacted, which was, in part, influenced by the State, district, and school. The contrast in cases exemplified the ways in which policy, which was enacted differently in the various classes, restricted teachers' practices, and in some cases resulted in inequitable opportunities to learn mathematics for ELLs.
ContributorsLlamas-Flores, Silvia (Author) / Middleton, James (Thesis advisor) / Battey, Daniel (Committee member) / Sloane, Finbarr (Committee member) / Macswan, Jeffrey (Committee member) / Arizona State University (Publisher)
Created2013
Description
The need for improved mathematics education in many of America's schools that serve students from low income households has been extensively documented. This practical action research study, set in a suburban Title I school with a primarily Hispanic, non-native English speaking population, is designed to explore the effects of the progression through a set of problem solving solution strategies on the mathematics problem solving abilities of 2nd grade students. Students worked in class with partners to complete a Cognitively Guided Instruction-style (CGI) mathematics word problem using a dictated solution strategy five days a week for twelve weeks, three or four weeks for each of four solution strategies. The phases included acting out the problem using realia, representing the problem using standard mathematics manipulatives, modeling the problem using a schematic representation, and solving the problem using a number sentence. Data were collected using a five question problem solving pre- and post-assessment, video recorded observations, and Daily Answer Recording Slips or Mathematics Problem Solving Journals. Findings showed that this problem solving innovation was effective in increasing the problem solving abilities of all participants in this study, with an average increase of 63% in the number of pre-assessment to post-assessment questions answered correctly. Additionally, students increased the complexity of solutions used to solve problems and decreased the rate of guessing at answers to word problems. Further rounds of research looking into the direct effects of the MKO are suggested as next steps of research.
ContributorsSpilde, Amy (Author) / Zambo, Ronald (Thesis advisor) / Heck, Thomas (Committee member) / Nicoloff, Stephen J. (Committee member) / Arizona State University (Publisher)
Created2013