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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- Creators: Fischman, Gustavo
Description
Within the past 10 years, there has been an increased interest in providing teachers with mindfulness training. This is due largely in part to the amount of stress that K-12 teachers report as a result of the profession and the research proposing that practicing mindfulness helps one cope with stress and offers the potential to promote one's well-being.
This qualitative study explores the intersection of mindfulness and K-12 teaching. Four K-12 teachers who self-identified as mindfulness practitioners were interviewed, and their lived experiences as mindfulness practitioners and teachers are explored throughout this study. Through in-depth, phenomenologically-based interviews, the participants' life histories in relation to becoming mindfulness practitioners and teachers are uncovered, as well as their experiences as mindfulness practitioners in the classroom, and their reflections upon what is means to be a mindfulness practitioner and a teacher.
For the participants in this study, they believed their mindfulness practices helped them cope with the demands of teaching. The participants also viewed mindfulness practices as a pedagogical tool for promoting their students' social and emotional well-being. As one of the first studies to explore teachers who have personal mindfulness practices and how those practices transfer or do not transfer into their professional experiences, it adds teachers' voices to the mindfulness in education phenomena.
This qualitative study explores the intersection of mindfulness and K-12 teaching. Four K-12 teachers who self-identified as mindfulness practitioners were interviewed, and their lived experiences as mindfulness practitioners and teachers are explored throughout this study. Through in-depth, phenomenologically-based interviews, the participants' life histories in relation to becoming mindfulness practitioners and teachers are uncovered, as well as their experiences as mindfulness practitioners in the classroom, and their reflections upon what is means to be a mindfulness practitioner and a teacher.
For the participants in this study, they believed their mindfulness practices helped them cope with the demands of teaching. The participants also viewed mindfulness practices as a pedagogical tool for promoting their students' social and emotional well-being. As one of the first studies to explore teachers who have personal mindfulness practices and how those practices transfer or do not transfer into their professional experiences, it adds teachers' voices to the mindfulness in education phenomena.
ContributorsFrias, Elizabeth Leigh (Author) / Fischman, Gustavo (Thesis advisor) / Schugurensky, Daniel, 1958- (Committee member) / Hyde, Andrea (Committee member) / Arizona State University (Publisher)
Created2015
Description
This dissertation identified ideas and prototypes framing the notion of “preschool” in two types of influential public discourses in Arizona during the 1987-2014: a) editorials, op-editorials, and opinion letters appearing in the Arizona Republic and Arizona Daily Star and b) political documents, including Senate and House Committee Meeting Notes and Comments, Gubernatorial Speeches, Executive Orders, Comments, Proclamations, Memos, and Press Releases. Seventy seven newspaper articles and 43 political documents that substantively addressed debates about preschool in Arizona were identified from an initial pool of 631 documents, of which, 568 were newspaper articles and 63 were political documents.
This dissertation argues little progress can be made in education policy by ignoring the unconscious and automatic levels of thinking, which are not easily dissuaded with rational and factual arguments. Haas and Fischman’s (2010) model for identifying prototypes provided an analytical method to capture the richness and diversity of the educational policy debate about preschool in Arizona. Prototypes captured the values, ideologies and attitudes behind the discourse of “preschool.” Prototypes provide a window into the unconscious thoughts of the authors of the editorials, op-editorials, opinion letters and political documents. This research identified five newspaper prototypes: “Last Resort,” “Community and Family,” “Evidence-Based for At-Risk Children,” “New Knowledge Community,” and “Learner of 21st Century.” It also identified four political political prototypes: ,three of them (“Community and Family,” “Evidence-Based for At-Risk Children,” “Learner of 21st Century”) were aligned with the newspaper prototypes. The fourth prototype was “Arizona Citizen.”
This research concluded that: (1) Multiple “truths” of the concept of “preschool in the newspaper and political documents existed between 1987 and 2014, (2) An inter-relational cross-over existed between the newspaper and political documents effecting the policy debate of preschool, and (3) In less than 30 years, the newspaper and political prototypes narrowed to one. Movement away from the rational policy model, and a broader use of prototypes and discourse analysis in education policymaking, is advocated.
This dissertation argues little progress can be made in education policy by ignoring the unconscious and automatic levels of thinking, which are not easily dissuaded with rational and factual arguments. Haas and Fischman’s (2010) model for identifying prototypes provided an analytical method to capture the richness and diversity of the educational policy debate about preschool in Arizona. Prototypes captured the values, ideologies and attitudes behind the discourse of “preschool.” Prototypes provide a window into the unconscious thoughts of the authors of the editorials, op-editorials, opinion letters and political documents. This research identified five newspaper prototypes: “Last Resort,” “Community and Family,” “Evidence-Based for At-Risk Children,” “New Knowledge Community,” and “Learner of 21st Century.” It also identified four political political prototypes: ,three of them (“Community and Family,” “Evidence-Based for At-Risk Children,” “Learner of 21st Century”) were aligned with the newspaper prototypes. The fourth prototype was “Arizona Citizen.”
This research concluded that: (1) Multiple “truths” of the concept of “preschool in the newspaper and political documents existed between 1987 and 2014, (2) An inter-relational cross-over existed between the newspaper and political documents effecting the policy debate of preschool, and (3) In less than 30 years, the newspaper and political prototypes narrowed to one. Movement away from the rational policy model, and a broader use of prototypes and discourse analysis in education policymaking, is advocated.
ContributorsShonteff, Alexia Christian (Author) / Fischman, Gustavo (Thesis advisor) / Schugurensky, Daniel, 1958- (Committee member) / Powers, Jeanne (Committee member) / Berliner, David (Committee member) / Arizona State University (Publisher)
Created2015