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 - 4 of 4
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- All Subjects: Teacher Education
- Creators: Preach, Deborah
- Creators: Smith, Karen
Description
This qualitative study explores the learning experiences of two first-grade teachers in a progressive public elementary school in the southwestern U.S. Participants inquired into their literacy instruction practices within their reading-workshops. Weekly inquiry group conversations between teachers and researcher informed a perspective of learning as participation. During the semester-long study, two key questions guided design and implementation: 1) What is the nature of teachers' learning experiences related to their literacy instruction practices, contextualized within an inquiry group? 2) How do those learning experiences reflect and/or refract the community, interpersonal, and individual planes of analysis? An ethnographic perspective informed data collection and analysis; data were collected through weekly inquiry-group conversations, bi-weekly classroom observations, and in-depth interviews. A learning framework of community, interpersonal, and individual planes of analysis served as an analytic tool used in conjunction with a modified analytic induction. Teachers' case studies offer unique accounts of their learning, contextualized within their specific classrooms. Findings are discussed through narrative-based vignettes, which illustrate teachers' learning trajectories. On the community plane, apprenticeship relationships were evident in teachers' interactions with students' parents and with one another. Interpersonal interactions between teachers demonstrated patterns of participation wherein each tried to teach the other as they negotiated their professional identities. Analysis of the individual plane revealed that teachers' past experiences and personal identities contributed to ways of participation for both teachers that were highly personal and unique to each. Affective considerations in learning were a significant finding within this study, adding dimensionality to this particular sociocultural theory of learning. The ways teachers felt about themselves, their students, their community, and their work constituted a significant influence on what they said and did, as demonstrated on all three planes of analysis. Implications for practice include the significance of professional development efforts that begin at the site of teachers' questions, and attention to teachers' individual learning trajectories as a means to supporting educators to teach in more confident and connected ways.
ContributorsSteeg, Susanna Mae (Author) / Mccarty, Teresa L. (Thesis advisor) / Fischman, Gustavo E. (Committee member) / Marsh, Josephine P. (Committee member) / Smith, Karen (Committee member) / Arizona State University (Publisher)
Created2011
Description
This qualitative, action research study examines how teacher-writers' identities are constructed through the practice of revision in an extra-curriculum writing group. The writing group was designed to support the teacher-writers as they revised classroom research projects for submission for a scholarly journal. Using discourse analysis, the researcher explores how the teacher-writers' identities are constructed in the contested spaces of revision. This exploration focuses on contested issues that invariably emerge in a dynamic binary of reader/writer, issues of authority, ownership, and unstable reader and writer identities. By negotiating these contested spaces--these contact zones--the teacher-writers construct opportunities to flex their rhetorical agency. Through rhetorical agency, the teacher-writers shift their discoursal identities by discarding and acquiring a variety of discourses. As a result, the practice of revision constructs the teacher-writers identities as hybrid, as consisting of self and other.
ContributorsClark-Oates, Angela (Author) / Smith, Karen (Thesis advisor) / Roen, Duane (Thesis advisor) / Fischman, Gustavo (Committee member) / Early, Jessica (Committee member) / Arizona State University (Publisher)
Created2013
Description
First-year alternatively certified teachers face significant challenges as they attempt to address the complexities of classroom teaching, particularly when they are assigned to teach in urban school settings. As the number of alternatively certified teachers continues to increase, it is important to provide them with professional development opportunities that address the challenges that they encounter in their first year of teaching. This action research study was conducted to examine a professional development model designed to support the development of a small group of first-year alternatively certified teachers in the Mary Lou Fulton Teachers College (MLFTC) at Arizona State University. As first-year teachers within the Induction, Masters, and Certification (InMAC) program, their professional learning needs were unique. They had an immediate need to effectively acquire knowledge and apply it in their teaching practice as they concurrently completed coursework to obtain their master's degree and certification while serving as the teacher of record. This study provided the opportunity for five first-year alternatively certified teachers to participate in a project that provided professional development to meet their specific needs. This two-pronged professional development model included two components: (a) a mentoring component provided by a recently retired master teacher, and (b) a learning community that included opportunities for observation, collaboration, and reflection with National Board Certified teachers. This study was designed to improve teaching practices and increase teaching self-efficacy among the first-year alternatively certified teacher participants. Results from the mixed-method study provided evidence that the model benefited the participants by improving their teaching practices and increasing their teaching self-efficacy. In the discussion, the importance of non-evaluative feedback provided by the mentors was emphasized. Further, highly developed interpersonal relationships, effective communication processes, and helpful collaborative procedures were useful in understanding how alternatively certified teachers benefited from mentor feedback and guidance. Finally, implications for future practice and further research were offered.
ContributorsPreach, Deborah (Author) / Buss, Ray R (Thesis advisor) / Barnett, Joshua (Committee member) / Gasket, Karen (Committee member) / Arizona State University (Publisher)
Created2013
Description
Data and the use of data to make educational decisions have attained new-found prominence in K-12 education following the inception of high-stakes testing and subsequent linking of teacher evaluations and teacher-performance pay to students' outcomes on standardized assessments. Although the research literature suggested students' academic performance benefits were derived from employing data-informed decision making (DIDM), many educators have not felt efficacious about implementing and using DIDM practices. Additionally, the literature suggested a five-factor model of teachers' efficacy and anxiety with respect to using DIDM practices: (a) identification of relevant information, (b) interpretation of relevant information, (c) application of interpretations of data to their classroom practices, (d) requisite technological skills, and (e) comfort with data and statistics.
This action research study was designed to augment a program of support focused on DIDM, which was being offered at a K-8 charter school in Arizona. It sought to better understand the relation between participation in professional development (PD) modules and teachers' self-efficacy for using DIDM practices. It provided an online PD component, in which 19 kindergarten through 8th-grade teachers worked through three self-guided online learning modules, focused sequentially on (a) identification of relevant student data, (b) interpretation of relevant student data, and (c) application of interpretations of data to classroom practices. Each module concluded with an in-person reflection session, in which teachers shared artifacts they developed based on the modules, discussed challenges, shared solutions, and considered applications to their classrooms.
Results of quantitative data from pre- and post-intervention assessments, suggested the intervention positively influenced participants' self-efficacy for (a) identifying and (b) interpreting relevant student data. Qualitative results from eight semi-structured interviews conducted at the conclusion of the intervention indicated that teachers, regardless of previous experience using data, viewed DIDM favorably and were more able to find and draw conclusions from their data than they were prior to the intervention. The quantitative and qualitative data exhibited complementarity pointing to the same conclusions. The discussion focused on explaining how the intervention influenced participants' self-efficacy for using DIDM practices, anxiety around using DIDM practices, and use of DIDM practices.
This action research study was designed to augment a program of support focused on DIDM, which was being offered at a K-8 charter school in Arizona. It sought to better understand the relation between participation in professional development (PD) modules and teachers' self-efficacy for using DIDM practices. It provided an online PD component, in which 19 kindergarten through 8th-grade teachers worked through three self-guided online learning modules, focused sequentially on (a) identification of relevant student data, (b) interpretation of relevant student data, and (c) application of interpretations of data to classroom practices. Each module concluded with an in-person reflection session, in which teachers shared artifacts they developed based on the modules, discussed challenges, shared solutions, and considered applications to their classrooms.
Results of quantitative data from pre- and post-intervention assessments, suggested the intervention positively influenced participants' self-efficacy for (a) identifying and (b) interpreting relevant student data. Qualitative results from eight semi-structured interviews conducted at the conclusion of the intervention indicated that teachers, regardless of previous experience using data, viewed DIDM favorably and were more able to find and draw conclusions from their data than they were prior to the intervention. The quantitative and qualitative data exhibited complementarity pointing to the same conclusions. The discussion focused on explaining how the intervention influenced participants' self-efficacy for using DIDM practices, anxiety around using DIDM practices, and use of DIDM practices.
ContributorsNelson, Andrew (Author) / Buss, Ray R (Thesis advisor) / Preach, Deborah (Committee member) / Buchanan, James (Committee member) / Mertler, Craig A. (Committee member) / Arizona State University (Publisher)
Created2017