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.
Filtering by
- Genre: Case studies
- Genre: Diaries--Authorship.
Learning world history has the potential to develop adolescents into thoughtful, active citizens. This is especially true when students are taught in ways that engage them with complex issues and help them make connections between what they learn and their personal goals and experiences. However, instructional time in social studies is limited because of the current emphasis on standardized achievement testing in other content areas. Furthermore, in the specific field of world history, the scope of material covered, coupled with debate over what should be taught, has made it difficult to present a curriculum that is meaningful and relevant to students. As a result, the study of world history may be seen as tangential or incoherent.
The purpose of this action research study was to introduce an innovation aimed at helping students think deeply and find personal relevance in the study of world history. Specifically, visual imagery and reflective journaling were used to help students to become proficient in historical thinking and to fully engage in the study of world history. The study was developed according to a mixed-methods design: the quantitative data collection tools were pre- and posttests and a student survey, and the qualitative data collection tools included discussion transcripts, reflective journals, student-created presentations, and observations.
Results showed that the use of images and reflective journaling enabled students to develop some critical thinking skills, such as making claims, supporting claims with evidence, and considering divergent perspectives. Furthermore, students' awareness of their connections to the world around them increased, as did student performance on tests about historical events and concepts. Unfortunately, students did not reach proficiency in factual knowledge on post-tests in the class, despite these increases. However, this study highlights the benefits of explicitly connecting students to historical thinking through the use of images and journaling that allow students to explore their own thoughts and deductions.
The effects of an internet-based self-compassion writing intervention for adults with mental illness
This research reveals how governments cut budgets during fiscal crises and what pattern may emerge based on the cuts. It addresses a significant gap in literature by looking into the details of an agency for a full recession period to explain how cutback requirements were met. Through investigating a large Arizona state agency during the 2008 recession in the United States, the research reveals that cutback management is a stage-by-stage process lagging the immediate deterioration of the state’s economy and that patterns found among cuts are more often rational than not.
Cutbacks in this agency proceeded through three stages: the beginning, middle and the end period of cuts. In each stage, the author used descriptive analysis, process map analysis and cause and effect analysis to explore the features of cuts made. These methods of analysis were used to break down an annual budget reduction into original appropriation budget cuts, mid year reductions and the final budget cuts required to end the fiscal year in balance. In addition, the analytical methods permitted more detailed analysis of specific appropriation line items. The information used was secondary data collected from seven fiscal years around the recession and from various sources, including budgetary materials, legislation, accounting materials and many program reports related to budget cuts.
The findings suggested that across-the-board cuts are implemented at the beginning of cutback stage mainly to non-mandatory programs without jeopardizing the core functions of the agency. Later, in the middle period of the recession, selective cuts are made on large programs. Fund transfers and excess balance transfers are also preferred to reduce the budgets of other restricted funds. At the end stage of budget cuts, new revenue sources are established to support programs which had relied on general fund revenues in the past.
Overall, the cutback process observed in this research reflects decremental and rational patterns of decision making, contrasting with the randomness observed in previous research on cutback management. Across the board cuts are decremental; the remainders are rational, even strategic decisions. This investigation reminds researchers to be aware of the context and the level of observation when analyzing cutbacks.