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 334
Filtering by
- All Subjects: Linguistics
- All Subjects: Education (Higher)
Description
Many researchers have pointed out that sentence complexity plays an important role in language maturity. Using cohesive devices is a critical method to composing complicated sentences. Several grammatical researchers give cohesive devices different definitions and categories in the perspective of pure linguistics, yet little is known about the Chinese learners' acquisition situations of cohesive devices in the field of Teaching Chinese as a Foreign Language (TCFL). Combined with these definitions and pedagogical theories, the acquisition situations of four grammatical features of cohesive devices and eleven logical relations are discussed in this thesis. This thesis expects that through discovering different features of cohesive devices among different student levels, educators of Chinese will gain a more comprehensive understanding of the acquisition orders and features of conjunctive devices. In this study, I examine the teaching orders of cohesive devices in selected textbooks from first-year Chinese through fourth-year Chinese. Three groups of students were required to complete two essays based on the same topics and prompts. Twenty-eight valid writing samples are examined in total, including ten writing samples from fourth-year students, another ten from third-year students, and eight from second-year students. The results show that there are no obvious differences among the three levels of students in their use of certain grammatical features and logical relations of cohesive devices. Students in these three levels have difficulty understanding how to connect paragraphs together fluently and accurately in their compositions. Pedagogical implications include some suggestions about designing instructional writing assignments in order to give more clearly pedagogical instructions for teaching cohesive devices. In addition, comprehensible directions that explain which logical relations should be taught every academic year are proposed.
ContributorsHan, Jining (Author) / Spring, Madeline K (Thesis advisor) / Ling, Xiaoqiao (Committee member) / Oh, Young (Committee member) / Arizona State University (Publisher)
Created2013
Description
In a conscious effort to combat the low enrollment of women in construction management, a program was created to retain women through a mentorship program - Advancing Women in Construction. A qualitative analysis, facilitated through a grounded theory approach, sought to understand if the program was indeed successful, and what value did the students derive from the programs and participating in the mentoring process.
ContributorsEicher, Matthew (Author) / Wilkinson, Christine Kajikawa (Thesis advisor) / Calleroz-White, Mistalene (Committee member) / Gibson, Jr., G. Edward (Committee member) / Arizona State University (Publisher)
Created2013
Description
A simple passion for reading compels many to enter the university literature classroom. What happens once they arrive may fuel that passion, or possibly destroy it. A romanticized relationship with literature proves to be an obstacle that hinders a deeper and richer engagement with texts. Primary research consisting of personal interviews, observations, and surveys, form the source of data for this dissertation project which was designed to examine how literature teachers engage their students with texts, discussion, and assignments in the university setting. Traditionally text centered and resolute, literature courses will need refashioning if they are to advance beyond erstwhile conventions. The goal of this study is to create space for a dialogue about the need for a pedagogy of literature.
ContributorsSanchez, Shillana (Author) / Goggin, Maureen (Thesis advisor) / Tobin, Beth (Thesis advisor) / Rose, Shirley (Committee member) / Arizona State University (Publisher)
Created2013
Description
This study used exploratory data analysis (EDA) to examine the use of a biofeedback intervention in the treatment of anxiety for college students diagnosed with an Autism Spectrum Disorder (ASD) (n=10) and in a typical college population (n=37). The use of EDA allowed for trends to emerge from the data and provided a foundation for future research in the areas of biofeedback and accommodations for college students with ASD. Comparing the first five weeks of the study with the second five weeks of the 10 week study, both groups showed improvement in their control of heart rate variability, a physiological marker for anxiety used in biofeedback. The ASD group showed greater gains, more consistent gains, and less variability in raw scores than the typical group. EDA also revealed a pattern between participant attrition and a participant's biofeedback progress. Implications are discussed.
ContributorsWestlake, Garret (Author) / McCoy, Kathleen M. (Thesis advisor) / Brown, Jane T (Committee member) / DiGangi, Samuel A. (Committee member) / Caterino, Linda K (Committee member) / Arizona State University (Publisher)
Created2013
Description
Chemistry as a subject is difficult to learn and understand, due in part to the specific language used by practitioners in their professional and scientific communications. The language and ways of representing chemical interactions have been grouped into three modes of representation used by chemistry instructors, and ultimately by students in understanding the discipline. The first of these three modes of representation is the symbolic mode, which uses a standard set of rules for chemical nomenclature set out by the IUPAC. The second mode of representation is that of microscopic, which depicts chemical compounds as discrete units made up of atoms and molecules, with a particular ratio of atoms to a molecule or formula unit. The third mode of representation is macroscopic, what can be seen, experienced, or measured directly, like ice melting or a color change during a chemical reaction. Recent evidence suggests that chemistry instructors can assist their students in making the connections between the modes of representation by incorporating all three modes into their teaching and discussions, and overtly connecting the modes during instruction. In this research, chemistry teachers at the community college level were observed over the course of an entire semester, to evaluate their instructional use of mode of representation. The students of these teachers were tested prior to and after a semester's worth of instruction, and changes in the basic chemistry conceptual knowledge of these students were compared. Additionally, a subset of the overall population that was pre- and post-tested was interviewed at length using demonstrations of chemical phenomenon that students were asked to translate using all three modes of representation. Analysis of the instruction of three community college teachers shows there were significant differences among these teachers in their instructional use of mode of representation. Additionally, the students of these three teachers had differential and statistically significant achievement over the course of the semester. This research supports results of other similar studies, as well as providing some unexpected results from the students involved.
ContributorsWood, Lorelei (Author) / Baker, Dale (Thesis advisor) / Ganesh, Tirupalavanam G. (Committee member) / Colleen, Megowan (Committee member) / Sujatha, Krishnaswamy (Committee member) / Arizona State University (Publisher)
Created2013
Description
To address the need of scientists and engineers in the United States workforce and ensure that students in higher education become scientifically literate, research and policy has called for improvements in undergraduate education in the sciences. One particular pathway for improving undergraduate education in the science fields is to reform undergraduate teaching. Only a limited number of studies have explored the pedagogical content knowledge of postsecondary level teachers. This study was conducted to characterize the PCK of biology faculty and explore the factors influencing their PCK. Data included semi-structured interviews, classroom observations, documents, and instructional artifacts. A qualitative inquiry was designed to conduct an in-depth investigation focusing on the PCK of six biology instructors, particularly the types of knowledge they used for teaching biology, their perceptions of teaching, and the social interactions and experiences that influenced their PCK. The findings of this study reveal that the PCK of the biology faculty included eight domains of knowledge: (1) content, (2) context, (3) learners and learning, (4) curriculum, (5) instructional strategies, (6) representations of biology, (7) assessment, and (8) building rapport with students. Three categories of faculty PCK emerged: (1) PCK as an expert explainer, (2) PCK as an instructional architect, and (3) a transitional PCK, which fell between the two prior categories. Based on the interpretations of the data, four social interactions and experiences were found to influence biology faculty PCK: (1) teaching experience, (2) models and mentors, (3) collaborations about teaching, and (4) science education research. The varying teaching perspectives of the faculty also influenced their PCK. This study shows that the PCK of biology faculty for teaching large introductory courses at large research institutions is heavily influenced by factors beyond simply years of teaching experience and expert content knowledge. Social interactions and experiences created by the institution play a significant role in developing the PCK of biology faculty.
ContributorsHill, Kathleen M. (Author) / Luft, Julie A. (Thesis advisor) / Baker, Dale (Committee member) / Orchinik, Miles (Committee member) / Arizona State University (Publisher)
Created2013
Description
This study is about Thai English (ThaiE), a variety of World Englishes that is presently spoken in Thailand, as the result of the spread of English and the recent Thai government policies towards English communication in Thailand. In the study, I examined the linguistic data of spoken ThaiE, collected from multiple sources both in the U.S.A. and Thailand. The study made use of a qualitative approach in examining the data, which were from (i) English interviews and questionnaires with 12 highly educated Thai speakers of English during my fieldwork in the Southwestern U.S.A., Central Thailand, and Northeastern Thailand, (ii) English speech samples from the media in Thailand, i.e. television programs, a news report, and a talk radio program, and (iii) the research articles on English used by Thai speakers of English. This study describes the typology of ThaiE in terms of its morpho-syntax, phonology, and sociolinguistics, with the main focus being placed on the structural characteristics of ThaiE. Based on the data, the results show that some of the ThaiE features are similar to the World Englishes features, but some are unique to ThaiE. Therefore, I argue that ThaiE is structurally considered a new variety of World Englishes at the present time. The findings also showed an interesting result, regarding the notion of ThaiE by the fieldwork interview participants. The majority of these participants (n=6) denied the existence of ThaiE, while the minority of the participants (n=5) believed ThaiE existed, and one participant was reluctant to give the answer. The study suggested that the participants' academic backgrounds, the unfamiliar notion of ThaiE, and the level of the participants' social interaction with everyday persons may have influenced their answers to the main research question.
ContributorsRogers, Uthairat (Author) / Gelderen, Elly van (Thesis advisor) / Mailhammer, Robert (Committee member) / Adams, Karen (Committee member) / Arizona State University (Publisher)
Created2013
Description
This research conducts two methods of rhetorical analysis of State of the Union Addresses: 1. Computational linguistic analysis of all State of the Union Addresses from 1790-2007, and 2. Close-readings and rhetorical analyses of two addresses: one by President Truman and one by President Reagan. This research shows the following key findings: 1. I am able to see general shifts in the authors' approaches to the State of the Union Address through historical computational analyses of the content of all speeches, and 2. Through close readings, I can understand the impact of the author's ethos and the historical context on the addresses, something that would not be readily revealed in a computational analysis. This study starts with a historical computational linguistic analysis of all State of the Union Addresses between 1790 and 2007. The study follows with close-readings of two State of the Union Addresses from the early and late Cold War period in-context: 1. Harry Truman's 1951 Address and 2. Ronald Reagan's 1986 Address. The main conclusions drawn from this research are that close-readings of State of the Union Addresses cannot be replaced by computational analyses, but can work in tandem with computerized text analysis to reveal shifts in rhetorical and topical features. This paper argues that there must be more close analyses in coordination with large-scale text analysis in order to understand the complexities of rhetorical situations.
ContributorsWegner, Peter (Author) / Goggin, Maureen (Thesis advisor) / Boyd, Patricia (Committee member) / Goggin, Peter (Committee member) / Arizona State University (Publisher)
Created2013
Description
Concerted efforts have been made within teacher preparation programs to integrate teaching with technology into the curriculum. Unfortunately, these efforts continue to fall short as teachers' application of educational technology is unsophisticated and not well integrated. The most prevalent approaches to integrating technology tend to ignore pedagogy and content and assume that the technology integration knowledge for all contexts is the same. One theoretical framework that does acknowledge content, pedagogy, and context in conjunction with technology is Technological Pedagogical Content Knowledge (TPACK) and was the lens through which teacher development was measured and interpreted in this study. The purpose of this study was to investigate graduate teacher education students' knowledge and practice of teaching with technology as well as how that knowledge and practice changes after participation in an educational technology course. This study used a mixed-methods sequential explanatory research design in which both quantitative and qualitative data were gathered from 82 participants. TPACK pre- and postcourse surveys were administered to a treatment group enrolled in an educational technology course and to a nonequivalent control group enrolled in a learning theories course. Additionally, pre- and postcourse lesson plans were collected from the treatment group. Select treatment group participants also participated in phone interviews. Analyses compared pre- and post-course survey response differences within and between the treatment and control groups. Pre- and postlesson plan rubric score differences were compared within the treatment group. Quantitative text analyses were performed on the collected lesson plans. Open and axial coding procedures were followed to analyze interview transcripts. The results of the study revealed five significant findings: 1) graduate students entering an educational technology course reported lower ability in constructs related to teaching with technology than in constructs related to teaching in a traditional setting; 2) TPACK was malleable and TPACK instruments were sensitive to that malleability; 3) significant gains in reported and demonstrated TPACK constructs were found after participating in an educational technology course; 4) TPACK construct ability levels vary significantly by participant characteristics; and 5) influences on teaching knowledge and practice range from internet resources, to mentor teachers, and to standardized curriculum packages.
ContributorsSabo, Kent (Author) / Atkinson, Robert (Thesis advisor) / Archambault, Leanna (Committee member) / Savenye, Wilhelmina (Committee member) / Arizona State University (Publisher)
Created2013
Description
Despite the vast research on language carried out by the generative linguistics of Noam Chomsky and his followers since the 1950s, for theoretical reasons (mainly their attention to the mental abstraction of language structure rather than language as a performed product), historical linguistics from the start lay outside their research interest. This study is an attempt to bridge the gap between the formalism and theoretical constructs introduced by generative grammar, whose ultimate goal is to provide not only a description but also an explanation to linguistic phenomena, and historical linguistics, which studies the evolution of language over time. This main objective is met by providing a formal account of the changes hwæðer undergoes throughout the Old English (OE) period. This seemingly inconspicuous word presents itself as a case of particular investigative interest in that it reflects the different stages proclaimed by the theoretical assumptions implemented in the study, namely the economy principles responsible for what has become known as the CP cycle: the Head Preference Principle and the Late Merge Principle, whereby pronominal hwæðer would raise to the specifier position for topicalization purposes, then after frequent use in that position, it would be base-generated there under Late Merge, until later reanalysis as the head of the Complementizer Phrase (CP) under Head Preference. Thus, I set out to classify the diverse functions of OE hwæðer by identifying and analyzing all instances as recorded in the diachronic part of the Helsinki Corpus. Both quantitative and qualitative analyses of the data have rendered the following results: 1) a fully satisfactory functional and chronological classification has been obtained by analyzing the data under investigation following a formal theoretical approach; and 2) a step-by-step historical analysis proves to be indispensable for understanding how language works at the abstract level from a historical point of view. This project is part of a growing body of research on language change which attempts to describe and explain the evolution of certain words as these change in form and function.
ContributorsParra-Guinaldo, Víctor (Author) / Gelderen, Elly van (Thesis advisor) / Bjork, Robert (Committee member) / Nilsen, Don L. F. (Committee member) / Arizona State University (Publisher)
Created2013