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 - 10 of 12
Description
This research is a reversal of the traditional concept of the student-teaching research experiment. Instead of studying the clear and stated goal of an apprenticeship, that of a pupil learning from the tutelage of a master, the focus here is on what a mentor-teacher learns from a student-teacher. During the act of teaching a novice, what can a mentor-teacher learn about her own practice, while demonstrating it to a pre-service teacher? Using the conceptual framework of the National Board for Professional Teaching Standards' Architecture of Accomplished Teaching, and using it within a framework centered around cognitive coaching and reciprocal mentoring, this action research study implemented an intervention that called for series of five cognitive coaching cycles between a mentor- and student-teacher designed to foster dialogue and reflection between them. The ultimate aim of this case study was to help determine what a mentor-teacher learned about her own practice as a result of mentoring a student-teacher. Qualitative data were collected over sixteen weeks in a charter high school. Five findings were identified created after the data were analyzed using a grounded theory approach, and four conclusions were drawn about the intervention's role in the mentor-teacher's reciprocal learning.
ContributorsMcCloy, Daniel (Author) / Beardsley, Audrey (Thesis advisor) / Serafini, Frank (Committee member) / Roen, Duane (Committee member) / Arizona State University (Publisher)
Created2011
Description
The topos of home is fraught with ideological baggage. This piece works alongside others that labor to rework home as a space for rhetorical topos. I spend the majority of my text analyzing three books from which I explicate the topos of "home." These books are Mike Rose's 1989 work Lives on the Boundary: A Moving Account of the Struggles and Achievements of American's Educational Underclass, Victor Villanueva's 1993 Bootstraps: From and American Academic of Color, and Ellen Cushman's 1998 The Struggle and the Tools: Oral and Literate Strategies in an Inner City Community. I've chosen these books for two interrelated reasons. First, these texts aided in establishing working-class rhetoric as a field of study within the paradigm of rhetoric and composition. And second, in their individual ways, each of these books is anchored in a profound sense of "home." Each of the texts also experiments and resists scholarly conventions to include some autobiographical passages. Central to these passages is the topos of home, a theme that both enriches the author's autobiographical account and informs his or her theory forwarded in that work. These features add fruitful theory building to both the authors' individual texts and the paradigm as a whole. I ground my work in working-class theory, analyzing the work of Steve Parks, Nick Pollard and Nancy Welch, alongside scholarship that analyzes those labeled as "other" in higher-level academia. The stories that Parks, Pollard and Welch quote, the works of Rose, Villanueva, Cushman and even myself, all work toward discussing and creating not only a "home" for working-class academics but also room for more working-class research and theory-building. As I argue in this project, through these very acts of rhetorical/scholarly experimentation, Rose, Villanueva, and Cushman defied conventional standards for what counts as "good scholarship" in order to initiate a scholarly trajectory for working-class rhetoric in the academy. These authors' discussions of the "home" -specifically personal and political references to working-class homes--were instrumental tools in creating a public homeplace and space for further working-class theory building for rhetoricians in our field.
ContributorsMunson, Margaret (Author) / Long, Elenore (Thesis advisor) / Roen, Duane (Committee member) / Rose, Shirley (Committee member) / Arizona State University (Publisher)
Created2012
Description
This dissertation is an exploration of various identity labels available for first-year composition (FYC) students that tend to classify them into categories which may or may not relate to the students' perception of themselves. If there remains a gap between self-identification and institutional labeling then students may find themselves negotiating unfamiliar spaces detrimental to their personal goals, expectations, and understanding of their writing abilities. This may trigger a rippling effect that may jeopardize the outcomes expected from a successful FYC program stipulated in the WPA Outcomes Statement. For this study I approached 5 sections of mainstream FYC and 7 sections of ESL/ international FYC with in-class questionnaire based surveys. The 19 questions on the survey were cued to address students' concern for identity and how course labels may or may not attend to them. With feedback from 200 participants this study endeavors to realize their preference for identity markers and definitions for mainstream and ESL sections of FYC. The survey also checks if their choices correlate and in some ways challenge ongoing research in the field. The survey reports a marked preference for NES and English as a second language speaker as prominent choices among mainstream and ESL/ international students, respectively, but this is at best the big picture. The "truth" lies in the finer details - when mainstream students select NNESs and / or resident NNESs the students demonstrate a heightened awareness of individual identity. When this same category of resident NNESs identify themselves in ESL/ international sections of FYC, the range of student identities can be realized as not only varied but also overlapping between sections. Furthermore, the opinions of these students concur as well as challenge research in the field, making clear that language learning is a constant process of meaning making, innovation, and even stepping beyond the dominant mores and cultures.
ContributorsChaudhuri, Anita (Author) / Friedrich, Patricia (Thesis advisor) / Roen, Duane (Committee member) / James, Mark A (Committee member) / Arizona State University (Publisher)
Created2012
Description
This study explored the phenomenon of student affairs professionals working at Arizona State University who shifted from a student affairs unit to perform similar work in an academic unit. The conceptual framework for this exploration was social identity theory (Tajfel, 1974), which asserts that individuals develop a self-concept or image that derives, in part, from her/his membership in a group or groups. This qualitative study utilized in-person interviews to capture raw data from four purposeful participants, and a software package (NVivo 9) aided in the grounded theory approach to data analysis (Charmaz, 2006). The study found that participants placed a high value on the college-centric approach to their student affairs work, but they still identified as student affairs professionals working inside the academic unit. Findings are useful to: supervisors who have an interest in the professional development and personal well-being of staff; faculty and administrators of master's and doctoral degree programs designed to prepare student affairs professionals; associations that serve student affairs professionals; higher education leaders engaged in organizational change; and higher education administrators interested in the roles of individual biases and values in organizations. This study will interest student affairs professionals making the shift from a student affairs unit to an academic unit, and it will inform the researcher's own practice and career development through his investigation of his own organization.
ContributorsMader, Michael (Author) / Mcintyre, Lisa R (Thesis advisor) / Hesse, Marian (Committee member) / Roen, Duane (Committee member) / Arizona State University (Publisher)
Created2012
Description
This study is a feminist historiography of Al-Raida, a Lebanese feminist journal introduced in 1976 by the Institute for Women's Studies in the Arab World at the Lebanese American University. This study recovers foundations of modern Lebanese feminist discourses as they are articulated in the journal by employing Foucauldian CDA as a means to trace discourse strands, or conversations, which include Family Planning, development, politics and narratives of the Lebanese civil war. This study explores, by situating each discourse strand within dominant and local historical contexts, the shifting rhetorical function of the journal through various historical moments. Tracing the dominant discourse strands within the first decade of the journal, this study rhetorically analyzes the ways in which arguments are positioned, research studies are presented, and methodologies are employed to forge viable solutions to Middle Eastern women's issues. First, the study traces the conversation on Family Planning in Lebanon and its relevance to the economic and social situation during the late 70s. Second, the study presents the shift in the early 80s towards a discourse on development and explores how Al-Raida presents the issue of development, attempts to define it, and in doing so outlines some of the concerns at this time, including illiteracy, access to health care, access to paid employment, and women's access to developmental opportunities. Third, the study presents the discourse in the mid-80s on the civil war in Lebanon and highlights Al-Raida's rhetorical function by documenting trauma and war narratives through personal interviews, testimonies, and ethnographies. The shift in the methodologies of the research articles published in the first decade, from quantitative studies towards qualitative studies, indicates the journal is rhetorically situated within both the dominant international discourse and within the local context, exhibiting an ability to respond to the nuances in the local Lebanese women's movement while simultaneously maintaining international visibility.
ContributorsKhoury, Nicole (Author) / Goggin, Maureen D (Thesis advisor) / Ali, Souad T. (Thesis advisor) / Roen, Duane (Committee member) / Arizona State University (Publisher)
Created2012
Description
Attending college is like embarking on a journey of self-discovery and transformation. Education as a heroic journey transforms students in such a way that it will invite them to re-examine their conceptual structures, as well as internalized cultural norms. While heroes make their way through their journey, they are often viewed as drawing upon different archetypes. By recognizing the strengths and weaknesses of each archetype, the Hero can consciously rely on the most beneficial attribute of this transformative journey. Despite the essential role of universal archetypes in students’ educational journey, they have been overlooked and replaced by a more functional approach in which personal development is neglected. Therefore, calling for a transformative educational approach in higher education has been advocated to push against the boundaries imposed by the functional approach and to help students transcend their personal boundaries. The purpose of this study is to discover the dominant Shadow archetypes of first-year college students and to explore the influence of archetypal unconscious traits on students’ self-efficacy. To investigate students’ archetypal personalities, two questionnaires: Pearson-Marr Archetypal Indicator (PMAI) and Sherer’s General Self-Efficacy Scale (SGSES), were applied. To investigate students’ perceptions on the influence of their Shadow archetypes, semi-structured online based interviews through Zoom were conducted. For the quantitative data analysis, statistical analysis was carried out using SPSS; and for the qualitative data analysis, deductive thematic analysis was used to analyze the interview protocols. It was revealed from the findings that the most active archetypes among first year college students are the Seeker, Jester, and Caregiver archetypes. The most common Shadow archetypes that are active among first year college students are the Idealist, Ruler, and the Warrior archetypes. The statistical analysis indicated that there is a linear relationship between the Shadow archetypes and students’ self-efficacy. The thematic analysis of semi-structured interviews revealed that first year college students’ academic self-efficacy is influenced by the traits of their Shadow archetypes in various ways. Some of these influences are lack of motivation, procrastination, inability to set goals, irresponsibility, and negative self-evaluation. Keywords: Shadow, Self-Knowledge, Archetypes, Self-efficacy, Transformative Education.
ContributorsAlqadi, Mona (Author) / Van Gelderen, Elly (Thesis advisor) / James, Mark (Committee member) / Roen, Duane (Committee member) / Arizona State University (Publisher)
Created2022
Description
During the 2017-2018 academic year, I worked as Program Manager for a government-funded post-secondary organization in Ontario, Canada. A core part of my professional role was creating awareness and increasing the use of open educational resources (OER) in partnership with Ontario educators. I conducted this work with the support of colleagues and OER advocates at public colleges and universities. Collectively, we focused on the use of OER as an opportunity to: (a) reduce the cost of post-secondary resources, (b) diversify the types of resources used in teaching and learning, and (c) explore opportunities to create assessments and activities that empowered learners as co-creators of knowledge. Alongside my professional role during this year, I engaged in a mixed-methods action research study using change management strategies and Ajzen’s (1991) Theory of Planned Behavior. The purpose of the study was to determine the usefulness of an awareness and support strategy designed to increase the use of OER among post-secondary educators in Ontario.
For many of the participants in the study (n = 38), OER were new elements in their teaching practice. I engaged in focused and meaningful dialogue with them as part of professional development sessions in order to fully explore their perspectives about use of OER. I chose two facilitation designs as the action of my action research. The first was a pair of face-to-face workshops, and the second was an open online course commonly called a MOOC (massive open online course). These were the interventions (and innovations) for the study. From the perspective of the participants, the awareness and support strategies were determined to be useful for increasing their use of OER.
For many of the participants in the study (n = 38), OER were new elements in their teaching practice. I engaged in focused and meaningful dialogue with them as part of professional development sessions in order to fully explore their perspectives about use of OER. I chose two facilitation designs as the action of my action research. The first was a pair of face-to-face workshops, and the second was an open online course commonly called a MOOC (massive open online course). These were the interventions (and innovations) for the study. From the perspective of the participants, the awareness and support strategies were determined to be useful for increasing their use of OER.
ContributorsHayman, Jenni (Author) / Mertler, Craig A. (Thesis advisor) / Anderson, Terry (Committee member) / Roen, Duane (Committee member) / Arizona State University (Publisher)
Created2018
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 dissertation shares findings from a yearlong qualitative case study of Young Voices Rise (YVR), a diverse spoken word poetry group in the urban Southwest. The study examined the group's characteristics and practices, adolescent members' views of their writing and themselves as writers, and changes members attributed to their experiences in YVR. Data sources included interviews with six adolescent poets and two adult teaching artists, observations of writing workshops and poetry slams, collection of group announcements through social media, and collection of poems. Sociocultural theory guided the study's design, and grounded theory was used to analyze data. This study found that YVR is a community of practice that offers multiple possibilities for engagement and fosters a safe space for storytelling. The adolescent participants have distinct writing practices and a strong sense of writing self; furthermore, they believe YVR has changed them and their writing. This study has several implications for secondary English language arts. Specifically, it recommends that teachers build safe spaces for storytelling, offer spoken word poetry as an option for exploring various topics and purposes, attend to writers' practices and preferences, encourage authentic participation and identity exploration, and support spoken word poetry school-wide.
ContributorsWilliams, Wendy (Author) / Blasingame, James (Thesis advisor) / Roen, Duane (Committee member) / Marsh, Josephine (Committee member) / Arizona State University (Publisher)
Created2015
Description
At the heart of this dissertation is a push for critical genealogy that intervenes into two major theoretical bodies of work in rhetoric and composition -- affect studies and queer latina rhetorics. Chapter one intervenes into emerging discourses on publics and affect studies from seamlessly recovering "the body" as an always-already Western body of rhetoric in the advent of this renewed interest in emotion, embodiment, and structures of affect as rhetorical concepts showing the long history of theorizing by queer mestizas. Chapter two focuses on one register of affect: anger, which articulated from the works of writers such as Maria Lugones and Gloria Anzaldúa offers a complex theory of agency for the subaltern subject. Chapter three links emotions like anger and melancholia to the corporeal rhetorics of skin and face, metaphors that are abundant in the queer mestiza and chicana writers under discussion, revealing the dramatic inner-workings of a the queer mestiza subject and the inter-subjective dynamics between the racialized and gendered performance of that body. By re-rooting affect in the queer colonized, yet resistant body, the link between the writing subject and colonial violence is made clear. Chapter four looks at the autoethnographic process of creating an affective archive in the form of queer racial melancholia, while Chapter five concludes by taking writing programs to task for their view of the writing archive, offering a radical new historiography by means of a queer chicana methodology.
ContributorsMartínez, Natalie A (Author) / Miller, Keith (Thesis advisor) / Roen, Duane (Committee member) / Baca, Damián (Committee member) / Arizona State University (Publisher)
Created2014