ETDs

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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From the Common Core to the classroom: a professional development efficacy study for the Common Core State Standards for Mathematics

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…

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
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Exploring the use of self-explanation prompts in a collaborative learning environment

Description
A recorded tutorial dialogue can produce positive learning gains, when observed and used to promote discussion between a pair of learners; however, this same effect does not typically occur when an leaner observes a tutorial dialogue by himself or herself. One potential approach to enhancing learning in the latter situation…

A recorded tutorial dialogue can produce positive learning gains, when observed and used to promote discussion between a pair of learners; however, this same effect does not typically occur when an leaner observes a tutorial dialogue by himself or herself. One potential approach to enhancing learning in the latter situation is by incorporating self-explanation prompts, a proven technique for encouraging students to engage in active learning and attend to the material in a meaningful way. This study examined whether learning from observing recorded tutorial dialogues could be made more effective by adding self-explanation prompts in computer-based learning environment. The research questions in this two-experiment study were (a) Do self-explanation prompts help support student learning while watching a recorded dialogue? and (b) Does collaboratively observing (in dyads) a tutorial dialogue with self-explanation prompts help support student learning while watching a recorded dialogue? In Experiment 1, 66 participants were randomly assigned as individuals to a physics lesson (a) with self-explanation prompts (Condition 1) or (b) without self-explanation prompts (Condition 2). In Experiment 2, 20 participants were randomly assigned in 10 pairs to the same physics lesson (a) with self-explanation prompts (Condition 1) or (b) without self-explanation prompts (Condition 2). Pretests and posttests were administered, as well as other surveys that measured motivation and system usability. Although supplemental analyses showed some significant differences among individual scale items or factors, neither primary results for Experiment 1 or Experiment 2 were significant for changes in posttest scores from pretest scores for learning, motivation, or system usability assessments.
ContributorsWright, Kyle Matthew (Author) / Atkinson, Robert K (Thesis advisor) / Savenye, Wilhelmina (Committee member) / Nelson, Brian (Committee member) / Arizona State University (Publisher)
Created2018