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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Description
This dissertation investigates the long-term consequences of human land-use practices in general, and in early agricultural villages in specific. This pioneering case study investigates the "collapse" of the Early (Pre-Pottery) Neolithic lifeway, which was a major transformational event marked by significant changes in settlement patterns, material culture, and social markers. To move beyond traditional narratives of cultural collapse, I employ a Complex Adaptive Systems approach to this research, and combine agent-based computer simulations of Neolithic land-use with dynamic and spatially-explicit GIS-based environmental models to conduct experiments into long-term trajectories of different potential Neolithic socio-environmental systems. My analysis outlines how the Early Neolithic "collapse" was likely instigated by a non-linear sequence of events, and that it would have been impossible for Neolithic peoples to recognize the long-term outcome of their actions. The experiment-based simulation approach shows that, starting from the same initial conditions, complex combinations of feedback amplification, stochasticity, responses to internal and external stimuli, and the accumulation of incremental changes to the socio-natural landscape, can lead to widely divergent outcomes over time. Thus, rather than being an inevitable consequence of specific Neolithic land-use choices, the "catastrophic" transformation at the end of the Early Neolithic was an emergent property of the Early Neolithic socio-natural system itself, and thus likely not an easily predictable event. In this way, my work uses the technique of simulation modeling to connect CAS theory with the archaeological and geoarchaeological record to help better understand the causes and consequences of socio-ecological transformation at a regional scale. The research is broadly applicable to other archaeological cases of resilience and collapse, and is truly interdisciplinary in that it draws on fields such as geomorphology, computer science, and agronomy in addition to archaeology.
ContributorsUllah, Isaac (Author) / Barton, C. Michael (Thesis advisor) / Banning, Edward B. (Committee member) / Clark, Geoffrey (Committee member) / Arrowsmith, J. Ramon (Committee member) / Arizona State University (Publisher)
Created2013
Description
This study empirically evaluated the effectiveness of the instructional design, learning tools, and role of the teacher in three versions of a semester-long, high-school remedial Algebra I course to determine what impact self-regulated learning skills and learning pattern training have on students' self-regulation, math achievement, and motivation. The 1st version was a business-as-usual traditional classroom teaching mathematics with direct instruction. The 2rd version of the course provided students with self-paced, individualized Algebra instruction with a web-based, intelligent tutor. The 3rd version of the course coupled self-paced, individualized instruction on the web-based, intelligent Algebra tutor coupled with a series of e-learning modules on self-regulated learning knowledge and skills that were distributed throughout the semester. A quasi-experimental, mixed methods evaluation design was used by assigning pre-registered, high-school remedial Algebra I class periods made up of an approximately equal number of students to one of the three study conditions or course versions: (a) the control course design, (b) web-based, intelligent tutor only course design, and (c) web-based, intelligent tutor + SRL e-learning modules course design. While no statistically significant differences on SRL skills, math achievement or motivation were found between the three conditions, effect-size estimates provide suggestive evidence that using the SRL e-learning modules based on ARCS motivation model (Keller, 2010) and Let Me Learn learning pattern instruction (Dawkins, Kottkamp, & Johnston, 2010) may help students regulate their learning and improve their study skills while using a web-based, intelligent Algebra tutor as evidenced by positive impacts on math achievement, motivation, and self-regulated learning skills. The study also explored predictive analyses using multiple regression and found that predictive models based on independent variables aligned to student demographics, learning mastery skills, and ARCS motivational factors are helpful in defining how to further refine course design and design learning evaluations that measure achievement, motivation, and self-regulated learning in web-based learning environments, including intelligent tutoring systems.
ContributorsBarrus, Angela (Author) / Atkinson, Robert K (Thesis advisor) / Van de Sande, Carla (Committee member) / Savenye, Wilhelmina (Committee member) / Arizona State University (Publisher)
Created2013
Description
The causes and consequences of stylistic change have been a concern of archaeologists over the past several decades. The actual process of stylistic innovation, however, has received less attention. This project explores the relationship between the process of stylistic innovation on decorated pottery and the social context in which it occurred in the Hohokam area of south-central Arizona between A.D. 800 and 1300. This interval was punctuated by three episodes of reorganization, each of which was characterized to varying degrees by significant shifts in ideology, economics, and politics. Each reorganization episode was also accompanied by a rapid profusion of stylistic innovation on buff ware pottery. The goal of this study was to build a framework to understand the variation in the process of innovation as a response to different incentives and opportunities perceived in the changing social environment. By bringing stylistic analyses and provenance data together for the first time in Hohokam red-on-buff studies, I investigated how the process of innovation was variously influenced by social reorganizations at three different periods of time: the 9th, 11th, and 12th centuries A.D. Four variables were used to evaluate the process of innovation at each temporal period: 1) The origin of a stylistic invention, 2) the rate of its adoption, 3) the pattern of its adoption, and 4) the uniformity of its adoption among all buff ware potting communities. To accomplish the task, stylistic innovations and provenance were recorded on over 3,700 red-on-buff sherds were analyzed from 20 sites in the Phoenix Basin. The innovation process was found to vary with each reorganization episode, but often in different ways than expected. The results revealed the complexity and unpredictability of the process of stylistic innovation among the Hohokam. They also challenged some assumptions archaeologists have made regarding the scale and extent of the changes associated with some of the reorganization episodes. The variables utilized to measure the innovation process were found to be effective at providing a composite picture of that process, and thus warrant broader application to other archaeological contexts.
ContributorsLack, Andrew D (Author) / Abbott, David R. (Thesis advisor) / Hegmon, Michelle (Committee member) / Spielmann, Katherine A. (Committee member) / Nelson, Ben A. (Committee member) / Arizona State University (Publisher)
Created2013
Description
ABSTRACT This study describes student interactions in the academic social network site Edmodo versus student interactions in Facebook. This qualitative case study relies upon four high school juniors enrolled in Advanced Placement Language and Composition who use Edmodo to complete assignments for their English class. Their experiences were gathered in an attempt to describe specific experiences in a complex system. Students were selected using an Internet Connectedness Index survey. Using a Virtual Community of Practice framework, students were asked about their experiences in Edmodo. This study concludes that Edmodo and Facebook can be compared in three categories: accessibility, functionality, and environment. Unlike Facebook, which students access regularly, students access Edmodo only to fulfill the teacher's participation expectations for the specific grade they wish to receive. Additionally, students appreciated the convenience of using Edmodo to complete assignments. The functionality of Edmodo is quite similar in layout and appearance to Facebook, yet students were unaware of the media sharing capability, wished for private messaging options, and desired the ability to tag peers for direct comment using the @ sign, all options that are available in Facebook. Students felt the environment in Edmodo could best be characterized as intellectual and academic, which some mentioned might best be used with honors or AP students. A surprising benefit of Edmodo is the lack of social cues enable students to feel free of judgment when composing writing. Some felt this allowed students to know their classmates better and share their true personae free from judgment of classmates. As a result of the case studies of four students, this study seeks to illustrate how students interact in Edmodo versus Facebook to provide a robust image of the academic social network site for teachers seeking to implement educational technology in their classes.
ContributorsCurran-Sejkora, Elizabeth (Author) / Blasingame, James (Thesis advisor) / Nilsen, Alleen (Committee member) / Rodrigo, Rochelle (Committee member) / Turchi, Laura (Committee member) / Arizona State University (Publisher)
Created2013
Description
Irrigation agriculture has been heralded as the solution to feeding the world's growing population. To this end, irrigation agriculture is both extensifying and intensifying in arid regions across the world in an effort to create highly productive agricultural systems. Over one third of modern irrigated fields, however, show signs of serious soil degradation, including salinization and waterlogging, which threaten the productivity of these fields and the world's food supply. Surprisingly, little ecological data on agricultural soils have been collected to understand and address these problems. How, then, can expanding and intensifying modern irrigation systems remain agriculturally productive for the long-term? Archaeological case studies can provide critical insight into how irrigated agricultural systems may be sustainable for hundreds, if not thousands, of years. Irrigation systems in Mesopotamia, for example, have been cited consistently as a cautionary tale of the relationship between mismanaged irrigation systems and the collapse of civilizations, but little data expressly link how and why irrigation failed in the past. This dissertation presents much needed ecological data from two different regions of the world - the Phoenix Basin in southern Arizona and the Pampa de Chaparrí on the north coast of Peru - to explore how agricultural soils were affected by long-term irrigation in a variety of social and economic contexts, including the longevity and intensification of irrigation agriculture. Data from soils in prehispanic and historic agricultural fields indicate that despite long-lived and intensive irrigation farming, farmers in both regions created strategies to sustain large populations with irrigation agriculture for hundreds of years. In the Phoenix Basin, Hohokam and O'odham farmers relied on sedimentation from irrigation water to add necessary fine sediments and nutrients to otherwise poor desert soils. Similarly, on the Pampa, farmers relied on sedimentation in localized contexts, but also constructed fields with ridges and furrows to draw detrimental salts away from planting surfaces in the furrows on onto the ridges. These case studies are then compared to failing modern and ancient irrigated systems across the world to understand how the centralization of management may affect the long-term sustainability of irrigation agriculture.
ContributorsStrawhacker, Colleen (Author) / Spielmann, Katherine A. (Thesis advisor) / Hall, Sharon J (Committee member) / Nelson, Margaret C. (Committee member) / Sandor, Jonathan A (Committee member) / Arizona State University (Publisher)
Created2013
Description
Statistics is taught at every level of education, yet teachers often have to assume their students have no knowledge of statistics and start from scratch each time they set out to teach statistics. The motivation for this experimental study comes from interest in exploring educational applications of augmented reality (AR) delivered via mobile technology that could potentially provide rich, contextualized learning for understanding concepts related to statistics education. This study examined the effects of AR experiences for learning basic statistical concepts. Using a 3 x 2 research design, this study compared learning gains of 252 undergraduate and graduate students from a pre- and posttest given before and after interacting with one of three types of augmented reality experiences, a high AR experience (interacting with three dimensional images coupled with movement through a physical space), a low AR experience (interacting with three dimensional images without movement), or no AR experience (two dimensional images without movement). Two levels of collaboration (pairs and no pairs) were also included. Additionally, student perceptions toward collaboration opportunities and engagement were compared across the six treatment conditions. Other demographic information collected included the students' previous statistics experience, as well as their comfort level in using mobile devices. The moderating variables included prior knowledge (high, average, and low) as measured by the student's pretest score. Taking into account prior knowledge, students with low prior knowledge assigned to either high or low AR experience had statistically significant higher learning gains than those assigned to a no AR experience. On the other hand, the results showed no statistical significance between students assigned to work individually versus in pairs. Students assigned to both high and low AR experience perceived a statistically significant higher level of engagement than their no AR counterparts. Students with low prior knowledge benefited the most from the high AR condition in learning gains. Overall, the AR application did well for providing a hands-on experience working with statistical data. Further research on AR and its relationship to spatial cognition, situated learning, high order skill development, performance support, and other classroom applications for learning is still needed.
ContributorsConley, Quincy (Author) / Atkinson, Robert K (Thesis advisor) / Nguyen, Frank (Committee member) / Nelson, Brian C (Committee member) / Arizona State University (Publisher)
Created2013
Description
This dissertation research investigates both spatial and temporal aspects of Bronze Age land use and land cover in the Eastern Mediterranean using botanical macrofossils of charcoal and charred seeds as sources of proxy data. Comparisons through time and over space using seed and charcoal densities, seed to charcoal ratios, and seed and charcoal identifications provide a comprehensive view of island vs. mainland vegetative trajectories through the critical 1000 year time period from 2500 BC to 1500 BC of both climatic fluctuation and significant anthropogenic forces. This research focuses particularly on the Mediterranean island of Cyprus during this crucial interface of climatic and human impacts on the landscape. Macrobotanical data often are interpreted locally in reference to a specific site, whereas this research draws spatial comparisons between contemporaneous archaeological sites as well as temporal comparisons between non-contemporaneous sites. This larger perspective is particularly crucial on Cyprus, where field scientists commonly assume that botanical macrofossils are poorly preserved, thus unnecessarily limiting their use as an interpretive proxy. These data reveal very minor anthropogenic landscape changes on the island of Cyprus compared to those associated with contemporaneous mainland sites. These data also reveal that climatic forces influenced land use decisions on the mainland sites, and provides crucial evidence pertaining to the rise of early anthropogenic landscapes and urbanized civilization.
ContributorsKlinge, JoAnna M (Author) / Fall, Patricia L. (Thesis advisor) / Falconer, Steven E. (Committee member) / Brazel, Anthony J. (Committee member) / Pigg, Kathleen B (Committee member) / Arizona State University (Publisher)
Created2013
Description
This dissertation describes the development of a state-of-the-art immersive media environment and its potential to motivate high school youth with autism to vocally express themselves. Due to the limited availability of media environments in public education settings, studies on the use of such systems in special education contexts are rare. A study called Sea of Signs utilized the Situated Multimodal Art Learning Lab (SMALLab), to present a custom-designed conversational scenario for pairs of youth with autism. Heuristics for building the scenario were developed following a 4-year design-based research approach that fosters social interaction, communication, and self-expression through embodied design. Sea of Signs implemented these heuristics through an immersive experience, supported by spatial and audio-visual feedback that helped clarify and reinforce students' vocal expressions within a partner-based conversational framework. A multiple-baseline design across participants was used to determine the extent to which individuals exhibited observable change as a result of the activity in SMALLab. Teacher interviews were conducted prior to the experimental phase to identify each student's pattern of social interaction, communication, and problem-solving strategies in the classroom. Ethnographic methods and video coding were used throughout the experimental phase to assess whether there were changes in (a) speech duration per session and per turn, (b) turn-taking patterns, and (c) teacher prompting per session. In addition, teacher interviews were conducted daily after every SMALLab session to further triangulate the nature of behaviors observed in each session. Final teacher interviews were conducted after the experimental phase to collect data on possible transfer of behavioral improvements into students' classroom lives beyond SMALLab. Results from this study suggest that the activity successfully increased independently generated speech in some students, while increasing a focus on seeking out social partners in others. Furthermore, the activity indicated a number of future directions in research on the nature of voice and discourse, rooted in the use of aesthetics and phenomenology, to augment, extend, and encourage developments in directed communication skills for youth with autism.
ContributorsTolentino, Lisa (Author) / Paine, Garth (Thesis advisor) / Kozleski, Elizabeth B. (Thesis advisor) / Kelliher, Aisling (Committee member) / Megowan-Romanowicz, Colleen (Committee member) / Arizona State University (Publisher)
Created2013
Description
This project examines the social and economic factors that contributed to the development of a specialist-based economy among the Phoenix Basin Hohokam. In the Hohokam case, widespread dependence on the products of a few concentrated pottery producers developed in the absence of political centralization or hierarchical social arrangements. The factors that promoted intensified pottery production, therefore, are the keys to addressing how economic systems can expand in small-scale and middle-range societies. This dissertation constructs a multi-factor model that explores changes to the organization of decorated pottery production during a substantial portion of the pre-Classic period (AD 700 - AD 1020). The analysis is designed to examine simultaneously several variables that may have encouraged demand for ceramic vessels made by specialists. This study evaluates the role of four factors in the development of supply and demand for specialist produced red-on-buff pottery in Hohokam settlements. The factors include 1) agricultural intensification in the form of irrigation agriculture, 2) increases in population density, 3) ritual or social obligations that require the production of particular craft items, and 4) reduced transport costs. Supply and demand for specialist-produced pottery is estimated through a sourcing analysis of non-local pottery at 13 Phoenix Basin settlements. Through a series of statistical analyses, the study measures changes in the influence of each factor on demand for specialist-produced pottery through four temporal phases of the Hohokam pre-Classic period. The analysis results indicate that specialized red-on-buff production was initially spurred by demand for light-colored, shiny, decorated pottery, but then by comparative advantages to specialized production in particular areas of the Phoenix Basin. Specialists concentrated on the Snaketown canal system were able to generate light-colored, mica-dense wares that Phoenix Basin consumers desired while lowering transport costs in the distribution of red-on-buff pottery. The circulation of decorated wares was accompanied by the production of plainware pottery in other areas of the Phoenix Basin. Economic growth in the region was based on complementary and coordinated economic activities between the Salt and the Gila River valleys.
ContributorsKelly, Sophia E (Author) / Abbott, David R. (Thesis advisor) / Darling, J. Andrew (Committee member) / Moore, Gordon (Committee member) / Spielmann, Katherine A. (Committee member) / Arizona State University (Publisher)
Created2013
Description
An integral part of teacher development are teacher observations. Many teachers are observed once or twice a year to evaluate their performance and hold them accountable for meeting standards. Instructional coaches, however, observe and work with teachers to help them reflect on their performance, with the goal of improving their practice. Video-based evidence has long been used in connection with teacher reflection and as the technology necessary to record video has become more readily available, video recordings have found an increasing presence in teacher observations. In addition, more and more schools are turning to mobile technology to help record evidence during teacher observations. Several mobile applications have been developed, which are designed to help instructional coaches, administrators, and teachers make the most of teacher observations. This study looked at the use of the DataCapture mobile application to record video-based evidence in teacher observations as part of an instructional coaching program in a large public school district in the Southwestern United States. Six instructional coaches and two teachers participated in interviews at the end of the study period. Additional data was collected from the DataCapture mobile application and from a survey of instructional coaches conducted by the school district in connection with its Title I programs. Results show that instructional coaches feel that using video-based evidence for teacher reflection is effective in a number of ways. Teachers who have experienced seeing themselves on video also felt that video-based evidence is effective at improving teacher reflection, while teachers who have not yet experienced seeing themselves on video displayed extreme apprehensiveness about being video recorded in the classroom. Instructional coaches felt the DataCapture mobile application was beneficial in teacher evaluation, but there were several issues that impacted the use of the mobile application and video-based evidence, including logistics, time requirements, and administrative support. The discussion focuses on recommendations for successfully using video-based evidence in an instructional coaching context, as well as some suggestions for other researchers attempting to study how video-based evidence impacts teachers' ability to reflect on their own teaching.
ContributorsShewell, Justin Reed (Author) / Bitter, Gary (Thesis advisor) / Dawson, Edwin (Committee member) / Blair, Heidi (Committee member) / Arizona State University (Publisher)
Created2013