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.
Displaying 1 - 3 of 3
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- All Subjects: Teacher Education
- Creators: Cocchiarella, Martha
Description
The non-profit National Board for Professional Teaching Standards (NBPTS) grew out of the belief that teachers were a key factor in improving student achievement and that the profession needed a way to recognize and reward exemplary classroom teachers. Over 100,000 teachers nationwide have achieved National Board Certification across all certificate areas, with approximately 1,800 of those in the area of Physical Education. Although National Board Certified Teachers (NBCTs) have been the subjects of several studies since the inception of NBPTS, very few have investigated the impact of National Board Certification (NBC) and Physical Education Teachers. This study examined the teaching effectiveness of NBCPETs and non-NBCPETs as they taught intact Physical Education classes with their own students. Participating teachers were provided with an experimental teaching unit (ETU) with a specific learning objective, but were free to plan and design the intended instruction. This study also examined the cognitive processes of NBCPETs and non-NBCPETs during interactive teaching. Academic Learning Time-Physical Education (ALT-PE), the System for Observing Fitness Instructional Time (SOFIT), stimulated-recall interviews, and document analysis were utilized for data collection. Pre- and post-tests on the ETU specific learning objective were conducted to determine student learning and three lessons were videotaped and used in subsequent analysis. Stimulated recall interviews were conducted following each lesson, lasting between 5 to 15 minutes. Themes that emerged from the stimulated-recall interviews across all teachers included: 1) building on past skills, 2) modifications to increase physical activity, and 3) goal-directed instruction. In addition, there is no difference between the amount of time students of NBCPETs engage in moderate to vigorous physical activity (MVPA) as compared to students of non-NBCPETs. Similarly, students of non-NBCPETs are provided the same amount of motor activity at an appropriate success rate (ALT-PE) as students of NBCPETs. Lastly, the results showed no difference in gain scores of the learning objectives between the two groups of teachers.
ContributorsHouston, Jennifer Ellen (Author) / Van Der Mars, Hans (Thesis advisor) / Kulinna, Pamela (Committee member) / Cocchiarella, Martha (Committee member) / Block, Martin (Committee member) / Arizona State University (Publisher)
Created2014
Description
This study's purpose was to explore effectiveness of alternate format in-service delivery for what teachers needed to know to effectively teach their students with Autism Spectrum Disorder/High Functioning Autism/Asperger Syndrome (ASD/HFA/AS) in the general education setting. The study's research questions included: Did participants learn information they needed as well using asynchronous online in-service format models as when in a traditional face-to-face consultative approach? Did the use of a broad asynchronous online discussion approach to collaboration result in effective student problem-solving for the participants? Did participant attitudes change toward online instruction as a means of collaboration as a result of engaging in alternate in-service delivery models? A fifteen-hour staff development course was developed and taught to 24 teacher/educators in a suburban southwest K-12 public school district. The course content was organized around topics derived from an earlier data collection and included what teachers said they needed to know, from whom, and how. A free, simple asynchronous online environment was created for the course and online participation for learning and collaboration activities was requested of two participant groups, hybrid or online. Quantitative data was collected from Pre-/Post-Tests and survey. Qualitative data was collected from weekly collaborative problem-solving reflections. Results indicated that educators improved knowledge base in ASD/HFA/AS characteristics and adaptations and found collaborative online problem-solving about students effective and personally satisfactory. Results for online participants during the alternate format delivery sessions of the course were stronger than hybrid format although both appeared to profit from the use of technology. All participants changed their view to positively value asynchronous online formats for learning and collaborating with other teachers to find out what they needed to know to implement in the classroom in efficient and economical ways.
ContributorsBruening, Marie Diane (Author) / McCoy, Kathleen M. (Thesis advisor) / Gehrke, Rebecca (Committee member) / Cocchiarella, Martha (Committee member) / Arizona State University (Publisher)
Created2010
Description
Teacher education has lagged in preparing general educators with the knowledge and skills necessary to support the learning of students with disabilities within inclusive classrooms. This study illustrates how small-scale action research can be used in higher education to analyze teacher preparation practices in a concerted effort toward improvement. Participants included (n =35) preservice teachers in a graduate-level university teacher preparation program in the Pacific Northwest. Mixed methods were utilized to examine the impact of lesson study on preservice teacher self-efficacy and capacity to teach students with disabilities within their respective practicum placements. First developed in Japan, lesson study facilitates a collaborative effort between teachers to improve instructional knowledge and skills. In this study, a new variation of lesson study was developed to align teacher preparation course content with High Leverage Practices in special education. Outcomes from this study indicate the need to align coursework with practicum experiences to optimize the acquisition of knowledge and skills through deliberate practice. In addition, this study highlights how High Leverage Practices can serve as a pedagogical bridge between the perpetual division of special and general education teacher preparation programs.
ContributorsArnold, Kristen (Author) / Markos, Amy (Thesis advisor) / Cocchiarella, Martha (Committee member) / Benedict, Amber (Committee member) / Arizona State University (Publisher)
Created2021