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
The research indicated effective mathematics teaching to be more complex than assuming the best predictor of student achievement in mathematics is the mathematical content knowledge of a teacher. This dissertation took a novel approach to addressing the idea of what it means to examine how a teacher's knowledge of mathematics impacts student achievement in elementary schools. Using a multiple case study design, the researcher investigated teacher knowledge as a function of the Mathematics Teaching Cycle (NCTM, 2007). Three cases (of two teachers each) were selected using a compilation of Learning Mathematics for Teaching (LMT) measures (LMT, 2006) and Developing Mathematical Ideas (DMI) measures (Higgins, Bell, Wilson, McCoach, & Oh, 2007; Bell, Wilson, Higgins, & McCoach, 2010) and student scores on the Arizona Assessment Collaborative (AzAC). The cases included teachers with: a) high knowledge & low student achievement v low knowledge & high student achievement, b) high knowledge & average achievement v low knowledge & average achievement, c) average knowledge & high achievement v average knowledge & low achievement, d) two teachers with average achievement & very high student achievement. In the end, my data suggested that MKT was only partially utilized across the contrasting teacher cases during the planning process, the delivery of mathematics instruction, and subsequent reflection. Mathematical Knowledge for Teaching was utilized differently by teachers with high student gains than those with low student gains. Because of this insight, I also found that MKT was not uniformly predictive of student gains across my cases, nor was it predictive of the quality of instruction provided to students in these classrooms.
ContributorsBurke, Margaret Kathleen (Author) / Middleton, James A. (Thesis advisor) / Sloane, Finbarr (Thesis advisor) / Battey, Daniel S (Committee member) / Arizona State University (Publisher)
Created2013
Description
In this thesis, we present the study of several physical properties of relativistic mat- ters under extreme conditions. We start by deriving the rate of the nonleptonic weak processes and the bulk viscosity in several spin-one color superconducting phases of quark matter. We also calculate the bulk viscosity in the nonlinear and anharmonic regime in the normal phase of strange quark matter. We point out several qualitative effects due to the anharmonicity, although quantitatively they appear to be relatively small. In the corresponding study, we take into account the interplay between the non- leptonic and semileptonic weak processes. The results can be important in order to relate accessible observables of compact stars to their internal composition. We also use quantum field theoretical methods to study the transport properties in monolayer graphene in a strong magnetic field. The corresponding quasi-relativistic system re- veals an anomalous quantum Hall effect, whose features are directly connected with the spontaneous flavor symmetry breaking. We study the microscopic origin of Fara- day rotation and magneto-optical transmission in graphene and show that their main features are in agreement with the experimental data.
ContributorsWang, Xinyang, Ph.D (Author) / Shovkovy, Igor (Thesis advisor) / Belitsky, Andrei (Committee member) / Easson, Damien (Committee member) / Peng, Xihong (Committee member) / Vachaspati, Tanmay (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
In this thesis I model the thermal and structural evolution of Kuiper Belt Objects (KBOs) and explore their ability to retain undifferentiated crusts of rock and ice over geologic timescales. Previous calculations by Desch et al. (2009) predicted that initially homogenous KBOs comparable in size to Charon (R ~ 600 km) have surfaces too cold to permit the separation of rock and ice, and should always retain thick (~ 85 km) crusts, despite the partial differentiation of rock and ice inside the body. The retention of a thermally insulating, undifferentiated crust is favorable to the maintenance of subsurface liquid and potentially cryovolcanism on the KBO surface. A potential objection to these models is that the dense crust of rock and ice overlying an ice mantle represents a gravitationally unstable configuration that should overturn by Rayleigh-Taylor (RT) instabilities. I have calculated the growth rate of RT instabilities at the ice-crust interface, including the effect of rock on the viscosity. I have identified a critical ice viscosity for the instability to grow significantly over the age of the solar system. I have calculated the viscosity as a function of temperature for conditions relevant to marginal instability. I find that RT instabilities on a Charon-sized KBO require temperatures T > 143 K. Including this effect in thermal evolution models of KBOs, I find that the undifferentiated crust on KBOs is thinner than previously calculated, only ~ 50 km. While thinner, this crustal thickness is still significant, representing ~ 25% of the KBO mass, and helps to maintain subsurface liquid throughout most of the KBO's history.
ContributorsRubin, Mark (Author) / Desch, Steven J (Thesis advisor) / Sharp, Thomas (Committee member) / Christensen, Philip R. (Philip Russel) (Committee member) / Arizona State University (Publisher)
Created2013
Description
The purpose of this study was to examine the attitudes and opinions of Navajo students toward the Navajo language and culture programs within the schools they were attending. Although in the final year of the No Child Left Behind, a majority of the 265 schools on and near the Navajo reservation have not been making Adequate Yearly Progress, a concern for the parents, teachers, administrators, school board members, and the Navajo Nation. The study entailed conducting a survey at five schools; three of which were not meeting the requirements of the No Child Left Behind. The purpose of the survey instrument (27 questions) administered to the students at the five schools was to examine their attitudes and opinions as to participating in Navajo language and culture programs, to determine if the programs assisted them in their academic achievements, and to examine whether these programs actually made a difference for schools in their Adequate Yearly Progress requirement Approximately 87% of 99 Navajo students, 55 boys and 58 girls, ages 9 through 14, Grades 3 through 8, who lived off the reservation in Flagstaff, Arizona and Gallup, New Mexico, and took the survey knew and spoke Navajo, but less fluently and not to a great extent. However, the students endorsed learning Navajo and strongly agreed that the Navajo language and culture should be part of the curriculum. Historically there have been schools such as the Rock Point Community School, Rough Rock Demonstration School, Borrego Pass Community School, and Ramah Community School that have been successful in their implementation of bilingual programs. The question presently facing Navajo educators is what type of programs would be successful within the context of the No Child Left Behind federal legislation. Can there be replications of successful Navajo language and culture programs into schools that are not making Adequate Yearly Progress?
ContributorsTsosie, David J (Author) / Spencer, Dee A. (Thesis advisor) / Appleton, Nicholas A. (Committee member) / Koerperich, Robbie (Committee member) / Arizona State University (Publisher)
Created2013
Description
A significant portion of stars occur as binary systems, in which two stellar components orbit a common center of mass. As the number of known exoplanet systems continues to grow, some binary systems are now known to harbor planets around one or both stellar components. As a first look into composition of these planetary systems, I investigate the chemical compositions of 4 binary star systems, each of which is known to contain at least one planet. Stars are known to vary significantly in their composition, and their overall metallicity (represented by iron abundance, [Fe/H]) has been shown to correlate with the likelihood of hosting a planetary system. Furthermore, the detailed chemical composition of a system can give insight into the possible properties of the system's known exoplanets. Using high-resolution spectra, I quantify the abundances of up to 28 elements in each stellar component of the binary systems 16 Cyg, 83 Leo, HD 109749, and HD 195019. A direct comparison is made between each star and its binary companion to give a differential composition for each system. For each star, a comparison of elemental abundance vs. condensation temperature is made, which may be a good diagnostic of refractory-rich terrestrial planets in a system. The elemental ratios C/O and Mg/Si, crucial in determining the atmospheric composition and mineralogy of planets, are calculated and discussed for each star. Finally, the compositions and diagnostics of each binary system are discussed in terms of the known planetary and stellar parameters for each system.
ContributorsCarande, Bryce (Author) / Young, Patrick (Thesis advisor) / Patience, Jennifer L (Thesis advisor) / Anbar, Ariel D (Committee member) / Arizona State University (Publisher)
Created2013
Description
This study examined the relations between cognitive ability, socioemotional competency (SEC), and achievement in gifted children. Data were collected on children between the ages of 8 and 15 years (n = 124). Children were assessed via teacher reports of SEC, standardized cognitive assessment, and standardized achievement assessment. Composite achievement significantly correlated with all areas of SEC on the Devereux Student Strengths Assessment (DESSA). Cognitive ability significantly correlated with all areas of SEC as well. Composite cognitive ability significantly correlated with all composite achievement, as well as with achievement in all subject areas assessed. Achievement scores tended to be higher in older age groups in comparison to younger age groups. When gender differences were found (in some areas of SEC and in language achievement), they tended to be higher in females. Gender moderated the relation between SEC and composite achievement. The areas of SEC that best predicted achievement, over-and-above other SEC scales, were Optimistic Thinking, Self-Awareness, and Relationship Skills. While cognitive scores did not significantly predict achievement when controlling for SEC, SEC did significantly predict achievement over-and-above cognitive ability scores. Overall findings suggest that SEC may be important in children's school achievement; thus it is important for schools and families to promote the development of SEC in gifted children, especially in the areas of optimism and self-awareness.
ContributorsKong, Tiffany (Author) / Caterino, Linda (Thesis advisor) / Naglieri, Jack (Committee member) / Brulles, Dina (Committee member) / Arizona State University (Publisher)
Created2013
Description
Solar system orbital dynamics can offer unique challenges. Impacts of interplanetary dust particles can significantly alter the surfaces of icy satellites and minor planets. Impact heating from these particles can anneal away radiation damage to the crystalline structure of surface water ice. This effect is enhanced by gravitational focusing for giant planet satellites. In addition, impacts of interplanetary dust particles on the small satellites of the Pluto system can eject into the system significant amounts of secondary intra-satellite dust. This dust is primarily swept up by Pluto and Charon, and could explain the observed albedo features on Pluto's surface. In addition to Pluto, a large fraction of trans-neptunian objects (TNOs) are binary or multiple systems. The mutual orbits of these TNO binaries can range from very wide (periods of several years) to near-contact systems (less than a day period). No single formation mechanism can explain this distribution. However, if the systems generally formed wide, a combination of solar and body tides (commonly called Kozai Cycles-Tidal Friction, KCTF) can cause most systems to tighten sufficiently to explain the observed distributions. This KCTF process can also be used to describe the orbital evolution of a terrestrial-class exoplanet after being captured as a satellite of a habitable-zone giant exoplanet. The resulting exomoon would be both potentially habitable and potenially detectable in the full Kepler data set.
ContributorsPorter, Simon Bernard (Author) / Desch, Steven (Thesis advisor) / Zolotov, Mikhail (Committee member) / Timmes, Francis (Committee member) / Scannapieco, Evan (Committee member) / Robinson, Mark (Committee member) / Arizona State University (Publisher)
Created2013
Description
Galaxies represent a fundamental catalyst in the ``lifecycle'' of matter in the Universe, and the study of galaxy assembly and evolution provides unique insight into the physical processes governing the transformation of matter from atoms to gas to stars. With the Hubble Space Telescope, the astrophysical community is able to study the formation and evolution of galaxies, at an unrivaled spatial resolution, over more than 90% of cosmic time. Here, I present results from two complementary studies of galaxy evolution in the local and intermediate redshift Universe which used new and archival HST images. First, I use archival broad-band HST WFPC2 optical images of local (d<63 Mpc) Seyfert-type galaxies to test the observed correlation between visually-classified host galaxy dust morphology and AGN class. Using quantitative parameters for classifying galaxy morphology, I do not measure a strong correlation between the galaxy morphology and AGN class. This result could imply that the Unified Model of AGN provides a sufficient model for the observed diversity of AGN, but this result could also indicate the quantitative techniques are insufficient for characterizing the dust morphology of local galaxies. To address the latter, I develop a new automated method using an inverse unsharp masking technique coupled to Source Extractor to detect and measure dust morphology. I measure no strong trends with dust-morphology and AGN class using this method, and conclude that the Unified Model remains sufficient to explain the diversity of AGN. Second, I use new UV-optical-near IR broad-band images obtained with the HST WFC3 in the Early Release Science (ERS) program to study the evolution of massive, early-type galaxies. These galaxies were once considered to be ``red and dead'', as a class uniformly devoid of recent star formation, but observations of these galaxies in the local Universe at UV wavelengths have revealed a significant fraction (30%) of ETGs to have recently formed a small fraction (5-10%) of their stellar mass in young stars. I extend the study of recent star formation in ETGs to intermediate-redshift 0.35<1.5 with the ERS data. Comparing the mass fraction and age of young stellar populations identified in these ETGs from two-component SED analysis with the morphology of the ETG and the frequency of companions, I find that at this redshift many ETGs are likely to have experienced a minor burst of recent star formation. The mechanisms driving this recent star formation are varied, and evidence for both minor merger driven recent star formation as well as the evolution of transitioning ETGs is identified.
ContributorsRutkowski, Michael (Author) / Windhorst, Rogier A. (Thesis advisor) / Bowman, Judd (Committee member) / Butler, Nathaniel (Committee member) / Desch, Steven (Committee member) / Young, Patrick (Committee member) / Arizona State University (Publisher)
Created2013
Description
Researchers have postulated that math academic achievement increases student success in college (Lee, 2012; Silverman & Seidman, 2011; Vigdor, 2013), yet 80% of universities and 98% of community colleges require many of their first-year students to be placed in remedial courses (Bettinger & Long, 2009). Many high school graduates are entering college ill prepared for the rigors of higher education, lacking understanding of basic and important principles (ACT, 2012). The desire to increase academic achievement is a wide held aspiration in education and the idea of adapting instruction to individuals is one approach to accomplish this goal (Lalley & Gentile, 2009a). Frequently, adaptive learning environments rely on a mastery learning approach, it is thought that when students are afforded the opportunity to master the material, deeper and more meaningful learning is likely to occur. Researchers generally agree that the learning environment, the teaching approach, and the students' attributes are all important to understanding the conditions that promote academic achievement (Bandura, 1977; Bloom, 1968; Guskey, 2010; Cassen, Feinstein & Graham, 2008; Changeiywo, Wambugu & Wachanga, 2011; Lee, 2012; Schunk, 1991; Van Dinther, Dochy & Segers, 2011). The present study investigated the role of college students' affective attributes and skills, such as academic competence and academic resilience, in an adaptive mastery-based learning environment on their academic performance, while enrolled in a remedial mathematics course. The results showed that the combined influence of students' affective attributes and academic resilience had a statistically significant effect on students' academic performance. Further, the mastery-based learning environment also had a significant effect on their academic competence and academic performance.
ContributorsFoshee, Cecile Mary (Author) / Atkinson, Robert K (Thesis advisor) / Elliott, Stephen N. (Committee member) / Horan, John (Committee member) / Arizona State University (Publisher)
Created2013