Theses and Dissertations
This collection includes both ASU Theses and Dissertations, submitted by graduate students, and the Barrett, Honors College theses submitted by undergraduate students.
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Description
Belief affects behavior and rhetoric has the potential to bring about action. This paper is a critical content analysis of the ideology and rhetoric of key Islamist intellectuals and the Islamist organization Hizb ut-Tahrir, as stated on the website http://english.hizbuttahrir.org. The responses of specific Muslim Reformers are also analyzed. The central argument underlying this analysis centers on the notion that such Islamist ideology and its rhetorical delivery could be a significant trigger for the use of violence; interacting with, yet existing independently of, other factors that contribute to violent actions. In this case, a significant aspect of any solution to Islamist rhetoric would require that Muslim Reformers present a compelling counter-narrative to political Islam (Islamism), one that has an imperative to reduce the amount of violence in the region. Rhetoric alone cannot solve the many complicated issues in the region but we must begin somewhere and countering the explicit and implicit calls to violence of political Islamist organizations like Hizb ut-Tahrir seems a constructive step.
ContributorsBoyer, Paul Daniel (Author) / Mean, Lindsey (Thesis advisor) / Waldron, Vincent (Committee member) / Carter, Heather (Committee member) / Arizona State University (Publisher)
Created2010
Description
The United States is facing an emerging principal shortage. This study examines an intervention to deliver professional development for assistant principals on their way to becoming principals. The intervention intended to boost their sense of efficacy as if they were principals while creating a supportive community of professionals for ongoing professional learning. The community was designed much like a professional learning community (PLC) with the intent of developing into a community of practice (CoP). The participants were all elementary school assistant principals in a Title I district in a large metropolitan area. The researcher interviewed an expert set of school administrators consisting of superintendents and consultants (and others who have knowledge of what a good principal ought to be) about what characteristics and skills were left wanting in principal applicants. The data from these interviews provided the discussion topics for the intervention. The assistant principals met regularly over the course of a semester and discussed the topics provided by the expert set of school administrators. Participant interaction within the sessions followed conversation protocols. The researcher was also a participant in the group and served as the coordinator. Each session was recorded and transcribed. The researcher used a mixed methods approach to analyze the intervention. Participants were surveyed to measure their efficacy before and after the intervention. The session transcripts were analyzed using open and axial coding. Data showed no statistically significant change in the participants' sense of efficacy. Data also showed the participants became a coalescing community of practice.
ContributorsRichman, Bryan (Author) / Puckett, Kathleen (Thesis advisor) / Smith, Jeffery (Committee member) / Foulger, Teresa (Committee member) / Arizona State University (Publisher)
Created2011
Description
This dissertation explores the rhetorical significance of persecution claims produced by demonstrably powerful publics in contemporary American culture. This ideological criticism is driven by several related research questions. First, how do members of apparently powerful groups (men, whites, and Christians) come to see themselves as somehow unjustly marginalized, persecuted, or powerless? Second, how are these discourses related to the public sphere and counterpublicity? I argue that, despite startling similarities, these texts studied here are best understood not as counterpublicity but as a strategy of containment available to hegemonic publics. Because these rhetorics of persecution often seek to forestall movements toward pluralism and restorative justice, the analysis forwarded in this dissertation offers important contributions to ongoing theoretical discussions in the fields of public sphere theory and critical cultural theory and practical advice for progressive political activism and critical pedagogy.
ContributorsDuerringer, Christopher (Author) / Brouwer, Daniel (Thesis advisor) / Carlson, Cheree (Committee member) / McDonald, Kelly (Committee member) / Arizona State University (Publisher)
Created2011
Deviant bodies resisting online: examining the intersecting realities of women of color in Xbox Live
Description
Employing qualitative methods and drawing from an intersectional framework which focuses on the multiple identities we all embody, this dissertation focuses on oppressions and resistance strategies employed by women of color in Xbox live, an online gaming community. Ethnographic observations and narrative interviewing reveal that women of color, as deviants within the space, face intersecting oppressions in gaming as in life outside the gaming world. They are linguistically profiled within the space based off of how they sound. They have responded with various strategies to combat the discrimination they experience. Some segregate themselves from the larger gaming population and many refuse to purchase games that depict women in a hyper-sexualized manner or that present people of color stereotypically. For others, the solution is to "sit-in" on games and disrupt game flow by 'player-killing' or engage in other 'griefing' activities. I analyze this behavior in the context of Black feminist consciousness and resistance and uncover that these methods are similar to women who employ resistance strategies for survival within the real world.
ContributorsGray, Kishonna (Author) / Anderson, Lisa M. (Thesis advisor) / Cheong, Pauline (Committee member) / Lim, Merlyna (Committee member) / Arizona State University (Publisher)
Created2011
Description
Federal education policies call for school district leaders to promote classroom technology integration to prepare students with 21st century skills. However, schools are struggling to integrate technology effectively, with students often reporting that they feel like they need to power down and step back in time technologically when they enter classrooms. The lack of meaningful technology use in classrooms indicates a need for increased teacher preparation. The purpose of this study was to investigate the impact a coaching model of professional development had on school administrators` abilities to increase middle school teachers` technology integration in their classrooms. This study attempted to coach administrators to develop and articulate a vision, cultivate a culture, and model instruction relative to the meaningful use of instructional technology. The study occurred in a middle school. Data for this case study were collected via administrator interviews, the Principal`s Computer Technology Survey, structured observations using the Higher Order Thinking, Engaged Learning, Authentic Learning, Technology Use protocol, field notes, the Technology Integration Matrix, teacher interviews, and a research log. Findings concluded that cultivating change in an organization is a complex process that requires commitment over an extended period of time. The meaningful use of instructional technology remained minimal at the school during fall 2010. My actions as a change agent informed the school`s administrators about the role meaningful use of technology can play in instruction. Limited professional development, administrative vision, and expectations minimized the teachers` meaningful use of instructional technology; competing priorities and limited time minimized the administrators` efforts to improve the meaningful use of instructional technology. Realizing that technology proficient teachers contribute to student success with technology, it may be wise for administrators to incorporate technology-enriched professional development and exercise their leadership abilities to promote meaningful technology use in classrooms.
ContributorsRobertson, Kristen (Author) / Moore, David (Thesis advisor) / Cheatham, Greg (Committee member) / Catalano, Ruth (Committee member) / Arizona State University (Publisher)
Created2011
Description
This study utilized symbolic interaction as a framework to examine the impact of mobility on four veteran elementary general music teachers' identities, roles, and perceptions of role support. Previous research has focused on teacher identity formation among preservice and novice teachers; veteran teachers are less frequently represented in the literature. Teacher mobility research has focused on student achievement, teachers' reasons for moving, and teacher attrition. The impact of mobility on veteran teachers' identities, roles, and perceptions of role support has yet to be considered. A multiple case design was employed for this study. The criteria for purposeful selection of the participants were elementary general music teachers who had taught for at least ten years, who had changed teaching contracts and taught in at least two different schools, and who were viewed as effective music educators by fine arts coordinators. Data were collected over a period of eight months through semi-structured interviews, email correspondence, observations, review of videotapes of the participants' teaching in previous schools, and collection of artifacts. Data were analyzed within and across cases. The cross-case analysis revealed themes within the categories of identity, role, and role support for the participants. The findings suggest that the participants perceived their music teacher roles as multi-dimensional. They claimed their core identities remained stable over time; however, shifts in teacher identity occurred throughout their years as teachers. The participants asserted that mobility at the start of their careers had a positive impact because they each were challenged to solidify their own teacher identities and music teacher roles in varied school contexts. Mobility negatively impacted role and teacher practices during times when the participants adjusted to new school climates and role expectations. Role support varied depending upon school context, and the participants discovered active involvement in the school community was an effective means of seeking and acquiring role support. Reflection experiences in music teacher preparation programs, as well as mentoring and professional development geared toward teacher identity formation and role maturation, may assist teachers in matching their desired school context with their teacher identities and perceptions of the music teacher role.
ContributorsGray, Lori F (Author) / Stauffer, Sandra (Committee member) / Schmidt, Margaret (Committee member) / Sullivan, Jill (Committee member) / Bush, Jeffrey (Committee member) / Tobias, Evan (Committee member) / Arizona State University (Publisher)
Created2011
Description
The current study is the first qualitative investigation aimed solely at understanding what it means to communicate conditional forgiveness in serious romantic relationships. Conditional forgiveness is forgiveness that has been offered with the stipulation that the errant behavior cease. It is a provocative topic because some argue genuine forgiveness is not conditional, but recent discoveries that have associated its use with severe transgressions and relational deterioration suggest it is a critical site for investigation. This inductive analysis of open-ended data from 201 anonymous surveys identified both distinctions between and intersections of conditional forgiveness, forgiveness, and reconciliation. A relational dialectics analysis also revealed that reconcilable-irreconcilable was the overarching tension for conditional forgivers and six additional tensions also were also discovered: individual identity-couple identity, safety-risk, certainty-uncertainty, mercy-justice, heart-mind, and expression-suppression. Of particular intrigue, the current analysis supports the previous discovery of implicit conditional forgiveness--suppressing conditions, sometimes in response to physical and substance abuse. Ultimately, the current analysis contributes to the enduring conversation aimed at understanding the communication and pursuit of forgiveness and reconciliation. It addresses one of the basic instincts and paradoxes of existing with others--the balance between vulnerability and protection.
ContributorsKloeber, Dayna Noel (Author) / Waldron, Vincent R. (Thesis advisor) / Kelley, Douglas L. (Committee member) / Kassing, Jeffrey W. (Committee member) / Fisher, Carla L. (Committee member) / Arizona State University (Publisher)
Created2011
Description
The purposes of this study were (a) to develop a reliable and valid measure of secondary student attitudes toward band teacher turnover using the Thurstone (1928) equal-appearing interval scale as a model, and (b) to administer this measurement tool to determine attitudes of high school band students toward teacher turnover. This procedure included collecting statements about an imagined teacher turnover from students in the population (N = 216) and having student judges (N = 95) sort the statements into eleven categories based on how positive, neutral, or negative, each statement was perceived. The judging results were then analyzed, and 29 statements were selected for inclusion in the final survey, which was completed by students (N = 521) from 10 randomly selected high schools in Arizona. Student responses were analyzed and compared by the independent variables of gender, grade level, and band teacher turnover experience, to determine if significant differences existed. Results indicated that the overall students' attitudes toward teacher turnover are neutral. One significant difference was found in the slightly positive attitudes of students in the year immediately following a band teacher turnover. This only lasts a year, as students in the second year of a teacher turnover were found to have comparable attitudes to students who have not experienced a new teacher transition. Findings also suggest seniors may have a different perspective than other students toward teacher turnover.
ContributorsKloss, Thomas E (Author) / Sullivan, Jill (Thesis advisor) / Stauffer, Sandra (Committee member) / Schmidt, Margaret (Committee member) / Bush, Jeffrey (Committee member) / Tobias, Evan (Committee member) / Arizona State University (Publisher)
Created2011
Description
Dr. Jerold D. Ottley's twenty-five years leading the Mormon Tabernacle Choir resulted in many distinguished awards and recognitions for the ensemble. Included among these are two Platinum and three Gold records from the Recording Industry Association of America, an Emmy from the Academy of Television Arts and Sciences, and two Freedom Foundation Awards for service to the country. He conducted the Choir at two presidential inaugurations, Ronald Reagan's in 1981 and George H. W. Bush's in 1989, as well as performances at the 1984 Los Angeles Olympics Gala. He presided over eleven international tours to twenty-six countries and crisscrossed the United States for engagements in nearly every region of the country. Despite the awards, commendations, and increased recognition of the Choir, Ottley's greatest contributions were largely internal to the organization. Jerold Ottley is a skilled music educator, administrator, and emissary. Application of these proficiencies while at the helm of the Choir, led to what are, arguably, his three largest contributions: 1) as educator, he instituted in-service training for choir members, raising the level of their individual musicianship, thereby improving the technical level of the entire Choir; 2) as administrator, Ottley created policies and procedures that resulted in a more disciplined, refined ensemble; and 3) as emissary, he raised the ensemble's reputation among the general public and with music professionals. For the general public, he significantly broadened the Choir's repertoire and traveled frequently thereby reaching a wider audience. He secured greater respect among music professionals by inviting many of them to work directly with the Choir. The results were unparalleled. Ottley's twenty-five year tenure with the Choir is reflected in broader audiences, increased professional acceptance, added organizational discipline, and unprecedented musical proficiency. It is a notable legacy for a man who reportedly never felt comfortable as director of the Mormon Tabernacle Choir.
ContributorsArchibald, Lyle Jay (Author) / Gentry, Gregory (Thesis advisor) / Britton, David (Committee member) / DeMars, James (Committee member) / Doan, Jerry (Committee member) / Solis, Theodore (Committee member) / Arizona State University (Publisher)
Created2011
Description
This thesis seeks to answer the question: "What do artistic representations add to the dialogue about the U.S.-Mexico border and immigration beyond political rhetoric and popular media portrayals?" Drawing on political communications (as put forth by Edelman and Altheide), socio-political construction (particularly the White Racial Frame put forth by Feagin), and collective memory theory (especially those of Halbwachs and Pollak), this thesis uses a dual-coding, content analysis to examine the linguistic and visual messages disseminated through news media. Then, interviews with and the work of six immigrant artists are examined for their contribution to the information put forth in the news media. This study finds that news reporting bias falls along a continuum from pro-immigration to extreme anti-immigration (labeled "fearful" reporting). The news media skew strongly toward anti-immigration to fearful in bias, and there is no opposite pro-immigration bias. Through observations of artists' work, the study concludes that artistic representations of the border can fill this strongly pro-immigration void on this bias continuum.
ContributorsMcCarty, Kelly Erin (Author) / Téllez, Michelle (Thesis advisor) / Stancliff, Michael (Committee member) / Segura, Joseph (Committee member) / Arizona State University (Publisher)
Created2011