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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Planning backwards to go forward: examining pre-service teachers' use of backward design to plan and deliver instruction

Description
Undergraduate teacher preparation programs face scrutiny regarding pre-service teachers' preparation upon graduation. Specifically, scholars contend that teacher preparation programs do not adequately prepare pre-service teachers to plan for effective instruction. Situated in the Mary Lou Fulton Teachers College at Arizona State University, this action research study used the Theory of…

Undergraduate teacher preparation programs face scrutiny regarding pre-service teachers' preparation upon graduation. Specifically, scholars contend that teacher preparation programs do not adequately prepare pre-service teachers to plan for effective instruction. Situated in the Mary Lou Fulton Teachers College at Arizona State University, this action research study used the Theory of Pedagogical Content Knowledge to examine (a) how pre-service teachers developed unit planning practices using the Backward Design framework and (b) the pedagogical teaching practices used as they implemented the unit plan in the classroom. During the student teaching course, pre-service teachers received instruction on how to use the Backward Design framework to plan a unit of instruction to implement in their placement classroom. Results from the mixed-methods study provided evidence that Backward Design was an effective way for pre-service teachers to plan instruction. Results from the study indicated that implementing and reflecting on lessons taught from the unit plan contributed to the pedagogical teaching practices used in the classroom. Furthermore, results demonstrated that designing, implementing, and reflecting on the unit plan contributed to a shift in how participants viewed themselves. Through the study, they began to view themselves more as a teacher, than a pre-service student teacher. Keywords: teacher preparation programs, unit planning, instructional practices
ContributorsBoozer, April (Author) / Carlson, David (Thesis advisor) / Barnard, Wendy (Committee member) / Holmes, Shaun (Committee member) / Arizona State University (Publisher)
Created2014
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Family Engagement in a Teacher Preparation Program

Description
There are many benefits for children, teachers, families, and schools when partnerships are formed between families and teachers. However, many new teachers are entering the teaching profession not feeling confident about communicating and engaging with parents. This lack of confidence stems from some teacher preparation programs not including curriculum that…

There are many benefits for children, teachers, families, and schools when partnerships are formed between families and teachers. However, many new teachers are entering the teaching profession not feeling confident about communicating and engaging with parents. This lack of confidence stems from some teacher preparation programs not including curriculum that explicitly addresses how to communicate and engage with parents. The focus of this study was to investigate the extent to which four Family Engagement Trainings affected preservice teachers during their student teaching practicum. A quasi-experimental approach using an explanatory sequential mixed method action research design was used to measure changes in preservice teachers’ knowledge, value, and self-efficacy regarding communicating and engaging with parents throughout the 19 weeks of the study. A survey instrument, personal meaning maps, and reflections were used to gather data. Results indicated the Family Engagement Trainings were effective in positively changing the preservice teachers’ knowledge, value, and self-efficacy to communicate and engage with families.
ContributorsRiethmann, Tamera (Author) / Judson, Eugene (Thesis advisor) / Boozer, April (Committee member) / Ellingford, Lori (Committee member) / Arizona State University (Publisher)
Created2020