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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- All Subjects: Educational Administration
Description
As students gain access to personally-owned Mobile Communication Devices (MCDs), schools have begun to embrace MCDs as mobile-learning (m-learning) teaching and learning tools. A research gap currently exists for the innovation of m-learning with student-owned devices, which this study attempts to fill by answering the following Research Question: What are the Bring Your Own Device (BYOD) Levels of Use of teachers at a high-performing, high SES suburban high school? To answer this question, I answered 5 sub questions: (1) What instructional decisions did BYOD user-level teachers make with regards to m-learning? (2) How did teachers collaborate on BYOD with colleagues during implementation? (3) How did teachers participate in voluntary professional development for BYOD and m-learning? (4) Was there a difference in Levels of Use between early career and veteran teachers? (5) What barriers to successful implementation did teachers at this school report? To answer these questions, I conducted a Levels of Use interview with 2-3 teachers from each academic department (n=28), at a school that was in its third year of BYOD implementation, as well as observed 18 of the teachers during instruction. I triangulated data from a first and second interview with observation data, and analyzed these data sets to profile the different Levels of Use among the teachers, and present recommendations for research and practice. I rated all participants between Level 0: non-use and Level IVB: refinement; no teachers in this study were above Level IVB. The findings indicate that teachers made instructional decisions based on their Level of Use, and although they did not participate in ongoing professional development specific to BYOD, they did work with others based on their Level of Use. Few teachers participated in voluntary professional development, and cited time as a factor. This study also finds that personal experience with technology and lesson planning for student-centered learning is a greater indicator of successful BYOD implementation than age or teaching experience. Finally, the most commonly reported barriers to successful implementation of BYOD were time, equity/access, and student behavior.
ContributorsRoss, Kyle (Author) / Danzig, Arnold (Thesis advisor) / Wetzel, Keith (Committee member) / Fourlis, Andi (Committee member) / Arizona State University (Publisher)
Created2013
Description
Academic tracking has long been a subject of debate due to its potential impact on educational equity, with students who are tracked highly receiving a higher quality
education in comparison to students tracked lowly. These disparities in education quality
may be affecting students’ outcomes, as it has been demonstrated that the short-term
academic outcomes of students, such as their grades, tend to be affected by their
academic track positioning. This dissertation builds upon these previous findings by
utilizing a subsample of 20,584 students from the High School Longitudinal Study (2009)
to examine the relation between academic track positioning and post-secondary education
attendance, program length, college major, and expected future job. Additionally, the
relation between academic tracking and each of these outcomes was also assessed using
mediation, with potential mediators including education aspiration, expectations, and
academic self-efficacy. Findings suggest that academic track positioning in math and
science are influential in students’ post-secondary and career outcomes, with students
who are positioned highly in either subject having greater post-secondary attendance,
program length, higher representation in STEM college majors, and expectations for
future jobs in STEM fields in comparison to students tracked lowly. Additionally,
education aspirations and expectations mediated the relations between math academic
track positioning and each of the outcomes, although the effects were small in size.
Educators should consider exploring avenues for improving education quality in low
academic tracks.
ContributorsWoods, Kenton Bentley (Author) / Hanish, Laura (Thesis advisor) / DeLay, Dawn (Committee member) / Martin, Carol (Committee member) / Jager, Justin (Committee member) / Arizona State University (Publisher)
Created2023
Description
This dissertation examines the dynamics of research-practice partnerships (RPPs) through a qualitative multiple-case study that explores the boundary work between university researchers and K-12 practitioners. It is framed within Wenger’s communities of practice theory and focuses on the concept of ‘boundary work,’ which is pivotal in understanding the collaboration and knowledge exchange in these partnerships. The study is titled “A Tale of Two Brokers” reflecting the critical role of individuals who bridge the divide between academic and practical spheres. It argues that the concept of boundary work is critical in understanding and improving the functioning of RPPs, suggesting that more attention should be paid to the role of brokers in facilitating these partnerships. Key findings reveal that effective boundary work in RPPs is contingent on mutual respect, shared goals, and a deep understanding of each community’s values and practices. The study highlights that while researchers and practitioners often have different priorities and approaches, successful brokers can harmonize these differences to create a productive partnership. These brokers often possess qualities such as flexibility, strong communication skills, and a deep understanding of academic and practical contexts.
In conclusion, this study contributes to the broader understanding of how university researchers and K-12 practitioners can effectively collaborate. It underscores the importance of recognizing and nurturing the role of brokers in RPPs, providing valuable lessons for future collaborations between academic researchers and practitioners in various fields.
ContributorsKanavel, Kathie Ann (Author) / Boutot, Amanda (Thesis advisor) / Bowers, Nicole (Committee member) / Going, Mary Kay (Committee member) / Arizona State University (Publisher)
Created2024
Description
This dissertation explores the development and implementation of a contextually relevant leadership development program aimed at fostering the growth of academic advisors at Arizona State University's Mary Lou Fulton Teachers College (MLFTC), particularly those with aspirations for leadership roles within the advising domain. Recognizing the important role of academic advising in student success and the often-overlooked need for professional development among advisors, this study introduces an innovative approach to cultivating leader identities and enhancing the leadership skills of academic advisors with an authentic leadership lens.Utilizing an action research case study methodology, this dissertation details the creation, execution, and evaluation of a two-phase innovation. The first phase involves the collaborative development of a mentoring workbook by senior advisors (SAs), designed to guide less experienced academic advisors in a structured mentoring relationship focused on the core values of the office. The second phase operationalizes this workbook in mentoring relationships, offering SAs the opportunity to practice and refine their leadership skills.
Theoretical underpinnings from authentic leadership and leader identity theories serve as the foundation for the innovation, emphasizing the significance of authentic leadership behaviors and the process of leader identity development within the specific organizational context of MLFTC. This study contributes to the understanding of how deliberate, contextually informed interventions can support the professional growth of academic advisors and the cultivation of leader identities and highlights the potential for such innovations to enhance not only individual careers but also the broader academic advising profession.
Through qualitative and quantitative data analysis, findings demonstrate that the innovation positively influenced the SAs' development of leader identity and authentic leadership traits. This research underscores the importance of providing academic advisors with opportunities for leadership development, advocating for a more holistic approach to supporting the professional growth of student service professionals. Future implications for the field of academic advising, leadership development, and higher education administration are discussed, offering insights into the application of such innovations in similar contexts.
ContributorsTill Anderson, Stacey L (Author) / Rillero, Peter (Thesis advisor) / Markos, Amy (Committee member) / Smith, Stephanie (Committee member) / Arizona State University (Publisher)
Created2024