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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“Culture Grows between Our Toes”: Beginning to Understand the Benefits and Challenges of being a Secondary English Language Arts Educator in Rural Spaces

Description
This qualitative study sought to answer the question, “What are the benefits and challenges of being a rural English Language Arts educator in grades 6-12?” Data collected through a questionnaire completed by nine teachers from five different states yielded four categories of benefits and challenges: geographical, social, professional, and financial.…

This qualitative study sought to answer the question, “What are the benefits and challenges of being a rural English Language Arts educator in grades 6-12?” Data collected through a questionnaire completed by nine teachers from five different states yielded four categories of benefits and challenges: geographical, social, professional, and financial. The data indicated that finances cause both personal and professional challenges in rural areas, with a lack of funding for schools being particularly challenging. In addition, respondents reported high levels of community involvement as a benefit to being in a rural school district. While the data is limited due to the small group of participants, it and the literature have implications for teacher recruitment to and retention in rural areas. Aside from the results indicating that finances need to be addressed, there are also implications for teacher preparation programs, such as needing to provide rural field experiences for preservice teachers, and for creators of professional development, such as needing to provide more accessible professional development and more spaces dedicated solely to rural English Language Arts educators. One challenge this study presents for future research is to create strategies for recruiting study participants from rural areas, specifically focused on building trust between researchers and teachers in these spaces.
ContributorsChatham-Vazquez, Rebecca Piazzoni (Author) / Blasingame, Jr., James (Thesis advisor) / Chin, Beverly Ann (Committee member) / Durand, E. Sybil (Committee member) / Arizona State University (Publisher)
Created2023
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Compassionate Connections: Global Competence and Cosmopolitan Practices in a First-Year Composition Writing Unit

Description
This research presents findings from a classroom-based case study to determine how a global competence framework influences first-year composition (FYC) students’ understanding of global competency and cosmopolitanism. Sub-questions included examining how participants demonstrated skills as global and cultural communicators, how their perceptions changed about the audience, and how they believe…

This research presents findings from a classroom-based case study to determine how a global competence framework influences first-year composition (FYC) students’ understanding of global competency and cosmopolitanism. Sub-questions included examining how participants demonstrated skills as global and cultural communicators, how their perceptions changed about the audience, and how they believe their global competence and cosmopolitanism practices will transfer to their personal and professional lives. For educators seeking ways to prepare students for an increasingly interconnected global society, Appiah’s new cosmopolitanism theory (2006) proposes moving beyond multiculturalism to global engagement and exchange, creating opportunities for students to engage in literacy practices with a global lens as they build skills in empathy and understanding of other cultures (Hull & Stornaiuolo, 2014). In this five-week writing unit, undergraduate students enrolled in this one-semester composition course at a large U.S. university created multimodal, research-based compositions for a global audience about issues drawn from the United Nations 17 Sustainable Development Goals. Using the “U.S. Department of Education’s Framework for Developing Global and Cultural Competencies to Advance Equity, Excellence, and Economic Competitiveness,” this study examined participants’ growth in three framework domains: collaboration and communication, diverse perspectives, and civic and global engagement. Qualitative data were collected and analyzed at the completion of the writing unit to assess participants’ growth in global competence: 1) participants’ unit assignments, 2) participants’ reflections, 3) researcher teaching notes and observations, 4) participants’ demographic surveys, and 5) participants’ pre- and post-unit questionnaires. Findings suggest students’ perceived increases in their ability to communicate with diverse audiences through speaking and listening activities completed in the unit. Students’ perceptions of their understanding of audience also increased. Further, students’ understanding of global competence and cosmopolitanism increased which may transfer to their personal and professional lives in the future.
ContributorsByBee, Kristina (Author) / Blasingame, James (Thesis advisor) / Durand, E. Sybil (Committee member) / Williams, Wendy R (Committee member) / Arizona State University (Publisher)
Created2024