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
This study examines teacher educators' understandings of hope related to teacher education. The study provides a previously unforeseen perspective on teacher educators' hope or lack of hope, and gives insight into that hope's foundation and maintenance. I have designed and implemented a rigorous multi-method study, beginning with developing and conducting a nationwide on-line survey with 625 participants. From a pool of 326 participants expressing interest in participating in interviews, I interviewed 23 teacher educators selected from a randomized and purposive sample. Finally, 25 participants took part in a writing prompt sent in lieu of an interview. Findings reflect that teacher educators' "hope" is a construct, a mixture of abstract ideas, emotions, dispositions, attitudes, that is hard to conceptualize or measure, but appears to be a very relevant and influential and hope for teacher educators takes place on a continuum from bystander to actualizing. The results of this study serve as a way to encourage educators to be more explicit about hope and discourses about teaching. It raises awareness about "false senses" of hope, which arise from narratives of redemption, paving the way for a conception of hope grounded in a strong understanding of the multiplicities of teaching, and how things "are." This conception of hope has the potential to foster discussions and actions of what education can be, rather than dwelling in the rhetoric of what education is not. Further, this research has the potential to open up spaces to discuss both the importance of and how to begin to think about incorporating hope into curricula through critical pedagogy and pedagogies of hope.
ContributorsRivers, Melissa Beth (Author) / Fischman, Gustavo E (Thesis advisor) / Christine, Carol J (Committee member) / De Barona, Maryann Santos (Committee member) / Barone, Thomas (Committee member) / Arizona State University (Publisher)
Created2011
Description
This qualitative study examines second language (L2) writing teachers’ identities. The study explores L2 writing teachers’ narrated identities (i.e., the teachers’ perceptions of themselves), enaction of these identities (i.e., students’ perceptions of those teachers; those teachers’ classroom behaviors), and identity enaction’s positive impacts on students. In order to investigate these issues, I conducted interviews with three L2 writing teachers of first-year composition in the United States (U.S.), along with student interviews and classroom observations. Findings showed that there were 10 narrated identities of these L2 writing teachers. All of these narrated identities were enacted except for one. The findings also indicated that there were positive impacts on students from enaction of these identities when that enaction involved certain teaching practices. Enaction of L2 writing teacher identity had a positive impact when it involved the teacher paying attention to L2 writers’ needs, showing empathy toward L2 writers, and avoiding overemphasis on L2 writers’ language issues. Enaction of writing teacher identity had a positive impact when it involved the teacher providing an enjoyable writing experience, focusing on content knowledge learning, and focusing on writing issues over language issues. Enaction of language teacher identity had a positive impact when it involved the teacher providing language help. Enaction of freedom teacher identity had a positive impact when it involved the teacher providing guided freedom. Enaction of American teacher identity had a positive impact when it involved the teacher focusing on U.S. academic experience. Enaction of general teacher identity had a positive impact when it involved the teacher displaying positive attitudes towards teaching in general. Enaction of individual coach identity had a positive impact when it involved the teacher providing individualized help.
These findings suggest that L2 writing teachers can maintain positive L2 writing teaching practices. L2 writing teachers can make their teaching practices more informed by seeking out teaching resources and insights from various disciplines as pedagogical content experts in L2 writing. They can also teach L2 writers by addressing L2 writers’ needs with positive emotions, providing guided freedom and individualized help, and understanding L2 writers’ educational backgrounds.
These findings suggest that L2 writing teachers can maintain positive L2 writing teaching practices. L2 writing teachers can make their teaching practices more informed by seeking out teaching resources and insights from various disciplines as pedagogical content experts in L2 writing. They can also teach L2 writers by addressing L2 writers’ needs with positive emotions, providing guided freedom and individualized help, and understanding L2 writers’ educational backgrounds.
ContributorsLee, Young Wha (Author) / James, Mark MJ (Thesis advisor) / Matsuda, Aya AM (Committee member) / Adams, Karen KA (Committee member) / Arizona State University (Publisher)
Created2020