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 study was to investigate critical literacy practices in two prehistoric exhibits in a natural history museum. Bourdieu's habitus and Bakhtin's dialogism served as theoretical frames to collect and analyze data. Data were collected and triangulated using field notes, interview transcriptions, archives, and other data sources to critically scrutinize textual meaning and participant responses. Spradley's (1979) domain analysis was used to sort and categorize data in the early stage. Glaser and Strauss's (1967) constant comparative method was used to code data. My major findings were that museum texts within this context represent embedded beliefs and values that were interwoven with curators` habitus, tastes and capital, as well as institutional policies. The texts in the two Hohokam exhibits endorse a certain viewpoint of learning. Teachers and the public were not aware of the communicative role that the museum played in the society. In addition, museum literacy/ies were still practiced in a fundamental way as current practices in the classroom, which may not support the development of critical literacy. In conclusion, the very goal for critical museum literacy is to help students and teachers develop intellectual strategies to read the word and the world in informal learning environments.
ContributorsLiang, Sheau-yann (Author) / Mccarty, Teresa (Thesis advisor) / Marsh, Josephine (Committee member) / Blumenfeld-Jones, Donald (Committee member) / Welsh, Peter (Committee member) / Arizona State University (Publisher)
Created2013
Description
The purpose of this writing is to explore the relationship students have with popular media as well as the call to implement a Critical Media Skills course at the high school level. The research was interested in finding what images from popular media students were taking into their personal lives and how implementing a Critical Media Skills course could make positive benefits into their lives. From casual observations, informal student interviews, and the creation of an online survey in which 72 high school students participated I was able to collect data about the extent students were consuming popular media and how they believed that skills teaching them to analyze media would be beneficial. From these findings I was able to build upon Patricia Hill Collins (2009) to develop techniques for a classroom in which critical dialogue would be a focus. This exploratory study takes into account student voices, as well research from others in the field of Education and Media Literacy.
ContributorsGonzales, David (Author) / Ovando, Carlos (Thesis advisor) / Sandlin, Jennifer (Committee member) / Surbeck, Elaine (Committee member) / Arizona State University (Publisher)
Created2012
Description
ABSTRACT There are currently 82,369 teachers nationwide who are National Board Certified Teachers (NBCTs). In Arizona the number of NBCTs is 678. The purpose of this study was to investigate the effect cognitive coaching conversations and participation in a community of practice had on National Board candidates' self-efficacy and their understanding of the National Board Professional Teaching Standards (NBPTS). A mixed methods research approach was used to collect data including: surveys, interviews, researcher observations, and cognitive coaching transcripts. I conducted a case study of five National Board candidates at my school. Drawing on the social cognitive theory, this study was framed by the construct of self-efficacy. Through the use of open-ended questions, cognitive coaching conversations pushed candidates' thinking to a deeper level of understanding. The teachers involved in the National Board certification process represented a community of practice as the expectations and language of the NBPTS standards and portfolio directions also provided a common connection. Findings in this study reveal that cognitive coaching conversations and membership in a community of practice have a positive impact on teachers' self-efficacy during the National Board certification process. In addition, on-going cognitive coaching conversations and participation in a community of practice positively impact National Board candidates' understanding and articulation of the NBPTS standards.
ContributorsRobinson, Jennifer M (Author) / Beardsley, Audrey (Thesis advisor) / Serafini, Frank (Committee member) / Surbeck, Elaine (Committee member) / Arizona State University (Publisher)
Created2011
Description
This teacher research study examined the effects of utilizing an intervention of Science Writing Heuristics (SWH) as a tool to increase learning during laboratory activities. Five of my eighth grade general science classes participated in this study. Two classes utilized SWH during their laboratory activities (the treatment group) and three classes performed and wrote up their labs in the more traditional, teacher-directed approach (the control group). The assessment scores of the students in the treatment group were compared to the assessment scores of the students in the control group. The post-assessments were analyzed utilizing a t-test. I was teacher in this study and the teacher of all five classes. Data from 41 students were analyzed in this study. A pre-assessment, six laboratory activities, instruction, and a post-assessment occurred within three weeks. The assessments were generated by myself and I performed a t-test using a two-sample analysis, assuming unequal variances (n=16 for treatment group, n=25 for control group) to compare the post-assessments from each group. Results indicated that there was no significant difference between the post-assessment scores of the treatment group with the post-assessment scores of control group (p=0.25). However, the t-test results revealed that when the pre- and post-assessments were compared, there was a significant difference (p=<0.05 for treatment group, p=<0.05 for control group). Each group showed considerable cognitive improvement between pre-assessment (mean scores: 52%-treatment group and 53%-control group) and the post-assessment (mean scores: 72%-treatment group and 80%-control group). This suggests that the presentation of the curriculum lacked a clear distinction between the treatment group and the control group yet benefited most students. Due to circumstances described in the limitations, further research is warranted.
ContributorsDrobitsky, Tamara (Author) / Luft, Julie (Thesis advisor) / Marsh, Josephine (Committee member) / Baker, Dale (Committee member) / Lyon, Edward (Committee member) / Arizona State University (Publisher)
Created2015
Description
This qualitative case study examines seven bilingual Latino boys who were motivated readers. Several theories were examined in relationship to the study: sociocultural theory, reading motivation theories, and gender schema theory. Prior studies involving reading motivation of boys and Latinos showed a gap between boys and girls in reading achievement, high school completion, and college enrollment. Studies about reading motivation included choice in books, reading amount, social context of reading, habitual reading habits, and out-of-school reading as important factors that influence reading motivation. Additionally, Latino cultural factors such as machismo and familismo were examined as factors that influence motivation to read.
The study participants attended a large, urban school in Arizona and were selected from senior English classes after completing a participant selection survey. On the participant selection survey, boys self-identified their gender, language, and ethnicity; by several questions about attitudes toward reading and reading amount rated on a 10-point Likert scale gauged reading motivation. Each participant participated in an individual interview, completed a 60-question questionnaire/survey, and either attended a group interview or a second individual interview.
Data were triangulated by using data from these three sources and was coded as it was collected using Nvivo qualitative coding software. Coding began with five, basic categories derived from the study questions: motivation, home experiences, school experiences, school performance, and attitude toward reading. As coding continued, the coding categories expanded to include categories such as location of reading materials, access to books, choices in reading, format of texts, and many others. Eventually, there were four distinct categories that stood out in the findings: reading self-perception, purposes, preferences, and practices. The findings have a correlation to previous studies about reading motivation, but also add to the growing field of literature in the area of Latino boys' reading motivation.
Keywords: reading, motivation, self-efficacy, situational interest, Latino, boys, high school, gender, types of reading, reading purposes
The study participants attended a large, urban school in Arizona and were selected from senior English classes after completing a participant selection survey. On the participant selection survey, boys self-identified their gender, language, and ethnicity; by several questions about attitudes toward reading and reading amount rated on a 10-point Likert scale gauged reading motivation. Each participant participated in an individual interview, completed a 60-question questionnaire/survey, and either attended a group interview or a second individual interview.
Data were triangulated by using data from these three sources and was coded as it was collected using Nvivo qualitative coding software. Coding began with five, basic categories derived from the study questions: motivation, home experiences, school experiences, school performance, and attitude toward reading. As coding continued, the coding categories expanded to include categories such as location of reading materials, access to books, choices in reading, format of texts, and many others. Eventually, there were four distinct categories that stood out in the findings: reading self-perception, purposes, preferences, and practices. The findings have a correlation to previous studies about reading motivation, but also add to the growing field of literature in the area of Latino boys' reading motivation.
Keywords: reading, motivation, self-efficacy, situational interest, Latino, boys, high school, gender, types of reading, reading purposes
ContributorsShaffer, Shelly (Author) / Blasingame, James (Thesis advisor) / Roen, Duane (Committee member) / Marsh, Josephine (Committee member) / Arizona State University (Publisher)
Created2015
Description
This study examines the skills, strategies, and routines used by National Board Certified Teachers in order to teach vocabulary to kindergarten students. The research focused, specifically, on the strategies teachers used during shared reading activities to help children gain a better understanding of vocabulary, while also ensuring that students were meeting the academic standards. All of the participants were National Board Certified and taught in kindergarten classrooms around the Phoenix, AZ area and three of the teachers taught in Title I schools. They participated in two formal interviews that were voice recorded, as well as one week of classroom observations. During the interviews the teachers shared their experiences related to National Board Certification, their beliefs about teaching and more specifically about teaching vocabulary, and the best methods for teaching students vocabulary. They also discussed ways they use the academic standards from Common Core in their classroom, and shared if they think the standards are aligned with the National Board Professional Teaching Standards. Upon examination of the interviews and observation field notes, several themes emerged. 1) The process of National Board Certification impacted their teaching practice and increased self-reflection. 2) Vocabulary is taught throughout the school day, across all content areas, using both direct and indirect instruction. 3) All of the teachers use shared reading activities as one method of teaching vocabulary words to their students. 4) Teachers find value in academic standards and National Board Professional Teaching Standards; however, they do not all agree that the two types of standards support one another.
ContributorsNichols, Laura Cary (Author) / Nakagawa, Kathryn (Thesis advisor) / Enz, Billie (Committee member) / Surbeck, Elaine (Committee member) / Arizona State University (Publisher)
Created2016