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 study reports on research that explores local manifestations of Arizona's English-only language education policy by investigating the experiences of selected English language learners (ELLs) with reclassification into mainstream classrooms and four of their classroom teachers. In this study, I employed ethnographic methods (participant observation, document collection, interviewing, and focus groups) to investigate what practices emerge after ELLs are reclassified as "Fluent English Proficient" (FEP) students and moved from "the four-hour English Language Development (ELD) block" into mainstream classrooms. With a focus on the perspectives and experiences of twelve 5th and 6th grade elementary school students and four of their teachers, I examined how students and teachers viewed and responded to restrictive language policies and the practices that accompany them. One finding from this study is that students and teachers believed that the four-hour ELD block helped prepare students to learn English, but "proficiency" in English as determined by the Arizona English Language Learner Assessment (AZELLA) did not always indicate a solid understanding of the language used in the mainstream classrooms. A second finding from this study is that ideologies of language that position English over multilingualism are robust and further strengthened by language policies that prohibit the use of languages other than English in ELD and mainstream classrooms. A third finding from this study is that, in part because of the language restrictive policies in place, particular groups of students continued to engage in practices that enact ideologies of language that devalue multilingualism (e.g., "language policing"). At the same time, however, a close examination of student-to-student interaction indicates that these same students use their multiple linguistic and communicative resources in a variety of creative and purposeful ways (e.g., through language crossing and language sharing). The close examination of policy as practice in a restrictive educational language policy context conducted here has implications for debates about English-only as a method and medium of instruction, about how the ideologies of language operate in situated interactional contexts, and about how youth might use existing resources to challenge restrictive ideologies and policies.
ContributorsFredricks, Daisy Ellen (Author) / Warriner, Doris S. (Thesis advisor) / Arias, M. Bea (Committee member) / Warhol, Larisa (Committee member) / Arizona State University (Publisher)
Created2013
Description
A methodology is developed that integrates institutional analysis with Life Cycle Assessment (LCA) to identify and overcome barriers to sustainability transitions and to bridge the gap between environmental practitioners and decisionmakers. LCA results are rarely joined with analyses of the social systems that control or influence decisionmaking and policies. As a result, LCA conclusions generally lack information about who or what controls different parts of the system, where and when the processes' environmental decisionmaking happens, and what aspects of the system (i.e. a policy or regulatory requirement) would have to change to enable lower environmental impact futures. The value of the combined institutional analysis and LCA (the IA-LCA) is demonstrated using a case study of passenger transportation in the Phoenix, Arizona metropolitan area. A retrospective LCA is developed to estimate how roadway investment has enabled personal vehicle travel and its associated energy, environmental, and economic effects. Using regional travel forecasts, a prospective life cycle inventory is developed. Alternative trajectories are modeled to reveal future "savings" from reduced roadway construction and vehicle travel. An institutional analysis matches the LCA results with the specific institutions, players, and policies that should be targeted to enable transitions to these alternative futures. The results show that energy, economic, and environmental benefits from changes in passenger transportation systems are possible, but vary significantly depending on the timing of the interventions. Transition strategies aimed at the most optimistic benefits should include 1) significant land-use planning initiatives at the local and regional level to incentivize transit-oriented development infill and urban densification, 2) changes to state or federal gasoline taxes, 3) enacting a price on carbon, and 4) nearly doubling vehicle fuel efficiency together with greater market penetration of alternative fuel vehicles. This aggressive trajectory could decrease the 2050 energy consumption to 1995 levels, greenhouse gas emissions to 1995, particulate emissions to 2006, and smog-forming emissions to 1972. The potential benefits and costs are both private and public, and the results vary when transition strategies are applied in different spatial and temporal patterns.
ContributorsKimball, Mindy (Author) / Chester, Mikhail (Thesis advisor) / Allenby, Braden (Committee member) / Golub, Aaron (Committee member) / Arizona State University (Publisher)
Created2014
Description
This study investigates the uses of English in advertising in Brazil and the attitudes of Brazilians towards the use of different difficulty levels of English in advertising. Using a two part, mixed-methods approach, drawing from quantitative and qualitative methods, I utilized a corpus study to examine English uses in Brazilian magazines and a survey to investigate the difficulty of English slogans as a determinant for people's attitudes towards English in advertising. For the first part, three major Brazilian news magazines, Veja, Época, and ISTOÉ were used. From three issues of each magazine, results showed that 57% of the advertisements in all nine magazines contained English in different parts of the advertisements, with most occurrences in the product name, followed by the body copy, headline, subheadline, and slogan. English was used to advertise a number of different product types, but was especially used for advertising cars, electronics, events, and banks. It was also found that the majority of English was used for its symbolic representations of modernity, prestige, globalization, and reliability. Using a survey for the second part of the study, I investigated how Brazilian participants judged four advertisements that featured English slogans that were comparable to slogans judged to be easy or difficult to understand in a similar study conducted by Hornikx, van Meurs, and de Boer (2010). Participants were offered attitudinal choices to mark off on a 4-point Likert scale, where they indicated their attitudes towards the English slogans provided. They were also asked to determine if they understood the slogans and to translate them to indicate their actual understanding of the slogans. Participants showed more positive attitudes towards the uses of English than negative attitudes. The survey provided evidence that with the very low numbers of correctly translated slogans, many participants believed they understood the slogans, which could prove to be more of an indicator of positive attitudes than their actual understanding of the slogans. This project provides an example from one Expanding Circle context touched by the far-reaching influences of World Englishes.
ContributorsMontes, Amanda Lira Gordenstein (Author) / Friedrich, Patricia M (Thesis advisor) / Matsuda, Aya (Committee member) / Lafford, Barbara (Committee member) / Anokye, Akua Duku (Committee member) / Arizona State University (Publisher)
Created2014
Description
Driving under the influence (DUI) is a problem in American society that has received considerable attention over recent decades from local police agencies, lobby groups, and the news media. While punitive policies, administrative sanctions and aggressive media campaigns to deter drinking and driving have been used in the past, less conventional methods to restructure or modify the urban environment to discourage drunk driving have been underused. Explanations with regard to DUIs are policy driven more often than they are guided by criminological theory. The current study uses the routine activities perspective as a backdrop for assessing whether a relatively new mode of transportation - an urban light rail system - in a large metropolitan city in the Southwestern U.S. can alter behaviors of individuals who are likely to drive under the influence of alcohol. The study is based on a survey of undergraduate students from a large university that has several stops on the light rail system connecting multiple campuses. This thesis examines whether the light rail system has a greater effect on students whose routines activities (relatively unsupervised college youth with greater access to cars and bars) are more conducive to driving under the influence of alcohol. An additional purpose of the current study is to determine whether proximity to the light rail system is associated with students driving under the influence of alcohol, while controlling for other criminological factors
ContributorsBroyles, Joshua (Author) / Ready, Justin (Thesis advisor) / Reisig, Michael (Committee member) / Telep, Cody (Committee member) / Arizona State University (Publisher)
Created2014
Description
Research regarding social competence is growing rapidly, but there remain a few aspects of social development that merit more attention. The presented pair of studies were planned to address two such areas in the social development literature, specifically the longitudinal trajectories of social competence and the role of social competence in second language development in language minority (LM) students. The goal of the first investigation was to examine the developmental trends of interpersonal skills (IS) across the early childhood and elementary school years in a nationally representative, U.S. sample. The goal of the second study was to examine whether differing trajectories of IS development in language minority children in the U.S. were related to their language and literacy (LL) skills at grade 5. Both studies utilized data from the Early Childhood Longitudinal Study - Kindergarten Class of 1998-1999 and modeled ratings of children's IS at five time points between fall of kindergarten and spring of fifth grade using latent class growth analyses in Mplus. In study 1, the best model was a quadratic two-class latent class growth analysis. Trajectory class 1 was a higher-level path with a marginally significant non-linear shape and class 2 was a primarily stable, moderate level path with a slight, non-significant increase over time. The same pattern of results emerged for both boys and girls separately as with the combined-sex model, and in all three final models the proportion of the sample in the higher-level class was greater than the moderate-level class. In study 2 a sample of U.S. children whose primary language at home was something other than English was utilized. LL at the start of kindergarten and sex were included as covariates and LL in fifth grade as a distal outcome. The best model for the data was a cubic two-class latent class growth analysis. Class 1 followed a higher-level path with small, incremental change over time and class 2 was a moderate-level path with greater undulation. Both covariates significantly predicted latent class and language and literacy scores at grade 5 differed significantly across classes.
ContributorsDiDonato, Alicia (Author) / Wilcox, M. Jeanne (Thesis advisor) / Bradley, Robert (Committee member) / Wilkens, Natalie (Committee member) / Valiente, Carlos (Committee member) / Arizona State University (Publisher)
Created2014
Description
It has been identified in the literature that there exists a "spatial mismatch" between geographical concentrations of lower-income or minority people who have relatively lower rates of car ownership, lower skills or educational attainment and who mainly rely on public transit for their travel, and low-skilled jobs for which they more easily qualify. Given this situation, various types of transportation projects have been constructed to improve public transit services and, alongside other goals, improve the connection between low-skilled workers and jobs. As indicators of performance, measures of job accessibility are commonly used in to gauge how such improvements have facilitated job access. Following this approach, this study investigates the impact of the Phoenix Metro Light Rail on job accessibility for the transit users, by calculating job accessibility before and after the opening of the system. Moreover, it also investigates the demographic profile of those who have benefited from improvements in job accessibility----both by income and by ethnicity. Job accessibility is measured using the cumulative opportunity approach which quantifies the job accessibility within different travel time limits, such as 30 and 45 minutes. ArcGIS is used for data processing and results visualization. Results show that the Phoenix light rail has improved job accessibility of the traffic analysis zones that are along the light rail line and Hispanic and lower-income groups have benefited more than their counterparts.
ContributorsLiu, Liyuan (Author) / Golub, Aaron (Thesis advisor) / Wentz, Elizabeth (Committee member) / Kuby, Michael (Committee member) / Arizona State University (Publisher)
Created2014
Description
Contrary to many previous travel demand forecasts there is increasing evidence that vehicle travel in developed countries may be peaking. The underlying causes of this peaking are still under much debate and there has been a mobilization of research, largely focused at the national scale, to study the explanatory drivers but research focused at the metropolitan scale, where transportation policy and planning are frequently decided, is relatively thin. Additionally, a majority of this research has focused on changes within the activity system without considering the impact transportation infrastructure has on overall travel demand. Using Los Angeles County California, we investigate Peak Car and whether the saturation of automobile infrastructure, in addition to societal and economic factors, may be a suppressing factor. After peaking in 2002, vehicle travel in Los Angeles County in 2010 was estimated at 78 billion and was 20.3 billion shy of projections made in 2002. The extent to which infrastructure saturation may contribute to Peak Car is evaluated by analyzing social and economic factors that may have impacted personal automobile usage over the last decade. This includes changing fuel prices, fuel economy, population growth, increased utilization of alternate transportation modes, changes in driver demographics , travel time and income levels. Summation of all assessed factors reveals there is at least some portion of the 20 billion VMT that is unexplained in all but the worst case scenario. We hypothesize that the unexplained remaining VMT may be explained by infrastructure supply constraints that result in suppression of travel. This finding has impacts on how we see the role of hard infrastructure systems in urban growth and we explore these impacts in the research.
ContributorsFraser, Andrew (Author) / Chester, Mikhail V (Thesis advisor) / Pendyala, Ram M. (Committee member) / Seager, Thomas P (Committee member) / Arizona State University (Publisher)
Created2014
Description
The study develops a better understanding of what is valued in L2 academic writing in IEP and FYC programs through a comparative case study approach, identifying the assumptions and underlying values of program directors and instructors in both types of instructional settings. The goal of the study is to understand more about second language writing pedagogy for international students in these programs, as well as to provide university administrators with a better understanding of how to improve writing instruction for multilingual students, who have become a key part of the U.S. higher education mission. Data include program-level mission statements, course descriptions and objectives, curricular materials, as well as interviews with teachers and program directors. Major findings show that there is a tension between language-focused vs. rhetoric-focused approaches to second language writing instruction in the two contexts. IEP instruction sought to build on students' language proficiency, and writing instruction was rooted in a conception of writing as language organized by structural principles, while the FYC program emphasized writing as a tool for communication and personal growth. Based on these findings, I provide recommendations for improving graduate education for all writing teachers, developing more comprehensive needs analysis procedures, and establishing administrative structures to support international multilingual students.
ContributorsHammill, Matthew Joseph (Author) / Matsuda, Paul Kei (Thesis advisor) / James, Mark A (Committee member) / Rose, Shirley (Committee member) / Arizona State University (Publisher)
Created2014
Description
This study aims to uncover whether English Central, an online English as a Second Language tool, improves speaking proficiency for undergraduate students with developing English skills. Eighty-three advanced English language learners from the American English and Culture Program at Arizona State University were randomly assigned to one of three conditions: the use of English Central with a learner-control, shared-control, and a no-treatment condition. The two treatment groups were assigned approximately 14.7 hours of online instruction. The relative impact of each of the three conditions was assessed using two measures. First, the Pearson Versant Test (www.versanttest.com), a well-established English-as-a-second-language speaking test, was administered to all of the participants as a pre- and post-test measure. Second, students were given a post-treatment questionnaire that measured their motivation in using online instruction in general, and English Central specifically. Since a significant teacher effect was found, teachers involved in this study were also interviewed in order to ascertain their attitude toward English Central as a homework tool. Learner outcomes were significantly different between the shared and learner conditions. Student motivation was predictive of learning outcomes. Subjects in the shared condition outperformed those in the learner condition. Furthermore, those in the shared condition scored higher than the control condition; however, this result did not reach statistical significance. Results of the follow-up teacher survey revealed that while a teacher's view of the tool (positive or negative), was not a predictor of student success, teacher presentation of the tool may lead to a significant impact on student learning outcomes.
ContributorsDixon, Shane Y. (Shane Yahlu) (Author) / Atkinson, Robert (Thesis advisor) / Savenye, Wilhelmina (Committee member) / Nelson, Brian (Committee member) / Arizona State University (Publisher)
Created2015
Description
Winter storms decrease the safety of roadways as it brings ice and snow to the roads and increases accidents, delays, and travel time. Not only are personal vehicles affected, but public transportation, commercial transportation, and emergency vehicles are affected as well. Portland, Oregon, and Seattle, Washington, both suffer from mild, but sometimes extreme, storms that affect the entire city. Taking a closer look at the number of crashes reported by the City of Portland and the City of Seattle, it is seen that there is an increase in percent of crashes with reported road conditions of snow and ice. Both cities appear to have nearly the same reported crash percentages. Recommendations in combating the issue of increased accidents and the disruption of the city itself include looking into communication between the climate research institution and city planners that could help with planning for better mitigation during storms, a street or gas tax, although an impact study is important to keep in mind to make sure no part of the population is at risk; and engineering revolutions such as Solar Roadways that could benefit all cities.
ContributorsHoots, Danielle (Author) / Crewe, Katherine (Thesis advisor) / Golub, Aaron (Committee member) / Brazel, Anthony (Committee member) / Arizona State University (Publisher)
Created2015