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 mixed methods action research study was to implement digital outreach strategies, which would enhance students’ motivation to complete financial aid requirements and scale the departments’ more time-consuming counseling efforts. Using self-determination theory as the primary framework, I implemented the use of a series of emails and text messages sent by students’ admissions recruiters to a group of first-year students admitted to a large, public Land Grant Institution. The messages were framed to enhance students’ autonomy, competence, and relatedness the summer before they enrolled. The digital campaign was also supported by supplemental opportunities, including virtual appointments, a targeted webpage, and virtual workshops. Following the intervention, I compared the enrollment and financial outcomes of participants and a comparison group. Intervention and comparison groups were also surveyed about their perceived levels of self-determination and satisfaction prior to high school graduation and the summer before enrolling at the university. Additionally, selected students from both groups were interviewed during their first semester at the university. There were no statistically significant differences in students’ perceived self-determination, satisfaction, enrollment, and financial aid outcomes following the intervention. Relatedness increased significantly across the two times of assessment indicating all students developed stronger relationships with those from the university’s financial aid and admissions offices, which boded well for students just entering the university. In logistic regression analyses, Pell Grant eligibility was a significant factor associated with negative financial aid outcomes of owing a student account balance of $500 or greater and not completing financial aid requirements on time. Taken together with qualitative interviews, these findings suggest a need for additional one-on-one or other high-touch support methods, to support admitted students in the financial aid process.
ContributorsMiller, Gabrielle Christiana (Author) / Rillero, Peter (Thesis advisor) / Buss, Ray R (Committee member) / Corella, Arezu (Committee member) / Arizona State University (Publisher)
Created2024
Description
This dissertation investigates the impact of a pedagogical class and a Community of Practice (CoP) on the implementation of reading strategies by faculty at a community college. It explores the types of reading strategies instructors plan to use, their integration into classroom practices, the factors enabling or impeding this implementation, and the influence of attitudes, social norms, and perceived behavioral control on their intentions to use these strategies. The study employs a mixed-methods research design, incorporating both qualitative and quantitative data collection and analysis methods. The findings reveal that instructors intend to adopt various reading strategies, with the pedagogical class and CoP playing significant roles in their professional development and instructional practices. The research identifies enablers and barriers to implementing reading strategies, highlighting the importance of supportive institutional contexts, professional development opportunities, and reflective teaching practices. By examining the application of reading strategies in the context of community college instruction, this dissertation contributes to the broader understanding of effective teaching practices and faculty development in higher education.
ContributorsMatthesen, Cathy Jeane (Author) / Dorn, Sherman (Thesis advisor) / Buss, Ray R (Committee member) / Brooks, Eric (Committee member) / Arizona State University (Publisher)
Created2024
Description
Parent involvement in their children’s education has been a frequently sought after and highly regarded component in education that has repeatedly been identified as a significant influence that contributes to children’s success in school. Historically, Latino parent involvement has been markedly low in the United States. Researchers’ interest in Latino parents’ involvement in their children’s education has been spurred by this low level of involvement coupled with reports of significant differences in educational achievement between Latino students and students of other ethnic backgrounds. Perceptions of self-efficacy and role construction have been identified as motivators for parent involvement. The purpose of this action research study was to examine the relationship between the Espacio Iluminado Parent Engagement Program as a nontraditional Latino parent involvement opportunity and parents’ perceptions of self-efficacy and role construction as it pertains to supporting the education of their children. The foundation of the program was developed utilizing Third Space Theory (Bhabha, 1994) to generate a framework that had the potential to serve as a model for future parent involvement programs that validated the knowledge of diverse cultures and discourses and encouraged a mediation of the two. Participants’ ratings of Role Construction and Self-Efficacy were significantly improved after their involvement in the parent program. Participants also felt strongly that the program was personally valuable and useful. Future direction might include a longitudinal study to track the academic progress of children of the participants.
ContributorsBrotherton, Kathleen Scheehl (Author) / Caterino, Linda C (Thesis advisor) / Buss, Ray R (Committee member) / Weber, Christina (Committee member) / Arizona State University (Publisher)
Created2017
Description
As higher education embraces innovative educational models, support for the faculty members who must carry them out remains a vital ingredient for success. Despite this need, many institutions adopt innovations such as blended learning for all of the benefits afforded, with minimal consideration to meaningfully equip professors teaching these courses. “Faculty Learning Communities” (FLC’s) provide a powerful model of supporting and equipping faculty in their teaching practice. Nevertheless, ongoing and collaborative faculty development was historically unavailable to professors teaching undergraduate blended courses at Lancaster Bible College. Thus, the purpose of this qualitative action research study was to examine the ways that faculty perceived an FLC during the design and facilitation of a blended course. The Community of Inquiry (CoI) framework guided the design and facilitation of the FLC in fall 2018, as well as providing insight into measuring how learning communities formed during the FLC and while participants taught their courses. This FLC model blended learning for participants by occurring four times on campus, with online sessions following each in-person meeting. The faculty developer provided resources and support as faculty collaborated in designing their blended courses for the spring 2019 semester. Faculty perceptions of support were gathered in a focus group at the end of fall semester. During the spring 2019 semester, the faculty developer observed both on-campus and online sessions of the blended courses and led a second focus group about faculty perceptions of effectiveness and support. Qualitative data sets included video recordings of the FLC, focus groups, and class observations, field notes, and screenshots of online environments during the FLC and courses. Findings demonstrated substantial evidence of CoI measures of social presence, cognitive presence, and teaching presence were present in both the FLC and participants’ courses. These results affirmed the CoI framework provided a meaningful platform for faculty development. Additionally, participants perceived the FLC as supportive for their blended teaching practices, making direct mentions of support and indicating belief that broader institutional change be implemented toward this end to enhance faculty development opportunities. Limitations and implications of the study, as well as desired future research were explored.
ContributorsHarbin, Justin (Author) / Rotheram-Fuller, Erin (Thesis advisor) / Foulger, Teresa (Committee member) / Clawson, Penny (Committee member) / Buss, Ray R (Committee member) / Arizona State University (Publisher)
Created2019
Description
The purpose of this action research study was to help medical students normalize feelings of shame related to academics and to respond to these feelings in more adaptive ways. Several cycles of research informed this study, which investigated the influence of an educational innovation. The innovation focused on helping medical students understand feelings of shame, foster self-efficacy in shame resiliency practices, and encourage help-seeking behaviors. In short, the study sought to understand how these medical students responded to feelings of shame related to academic performance before and after participation in the educational innovation. A total of 14 second-year medical students participated in this concurrent mixed-method study. The educational innovation was designed by this action researcher and informed by Brené Brown’s shame resilience theory. Three sources of data were used to answer the research questions, including a pre- and post-innovation survey, interviews, and student journals. Major findings suggested that the educational innovation was effective in enhancing the study participants’ knowledge of shame, increasing perceptions of self-efficacy in the practices related to resiliency to feeling of academic shame, as well as, promoting help-seeking behaviors. The data also revealed a range of academic shame triggers identified by these medical students. This action research study validated the need to normalize feelings of shame and support medical students developing practices for resiliency to this powerful feeling.
ContributorsCoudret, Dude Joseph (Author) / Chen, Ying-Chih (Thesis advisor) / Buss, Ray R (Committee member) / Hartmark-Hill, Jennifer (Committee member) / Arizona State University (Publisher)
Created2020
Description
The United States is facing an unprecedented teacher shortage. With many studies estimating that 17-33% of teachers leave the profession within their first five years of starting a career, something needs to change to keep new teachers in the classroom. This study evaluates the effectiveness of peer observation as a learning tool to supplement the training of preservice teachers on an elementary campus. Observational learning theory and adult learning theory created the lens through which peer observations were implemented and evaluated in this study. Specifically, this study aimed to answer the following research questions: (a) How do conversations about teaching practices evolve over time between the preservice teacher participant and the researcher within the context of discussions following peer observations? and (b) How do peer observations influence the teaching practices of preservice teachers?
This study found that the preservice teachers who participated in the peer observation intervention improved in their teaching practices over the course of the semester, valued the experience of peer observation visits, and increased their ability to talk about teaching and learning in more sophisticated and complex terms.
This study found that the preservice teachers who participated in the peer observation intervention improved in their teaching practices over the course of the semester, valued the experience of peer observation visits, and increased their ability to talk about teaching and learning in more sophisticated and complex terms.
ContributorsSchenk, Matthew D (Author) / Bertrand, Melanie (Thesis advisor) / Buss, Ray R (Committee member) / Hacker, Stacie C (Committee member) / Arizona State University (Publisher)
Created2016