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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- All Subjects: urban planning
Description
Using experience, observations, data, current research, and writings in the field of volunteer management, it was determined there was a need to study the effects of leadership/management practices on the productivity outcomes of a volunteer construction workforce. A simple wood bench that would be tiled and painted was designed to test the areas of Time, Waste, Quality, Safety, and Satisfaction of different volunteer groups. The challenge was bolstered by giving the teams no power tools and limited available resources. A simple design of experiment model was used to test highs and lows in the three management techniques of Instruction, Help, and Encouragement. Each scenario was tested multiple times. Data was collected, normalized and analyzed using statistical analysis software. A few significant findings were discovered. The first; the research showed that there was no significant correlation between the management practices of the leader and the satisfaction of the volunteers. The second; the research also showed when further analyzed into specific realistic scenarios that the organizations would be better to focus on high amounts of Help and Encouragement in order to maximize the productivity of their volunteer construction workforce. This is significant as it allows NPO's and governments to focus their attention where best suited to produce results. The results were shared and the study was further validated as "significant" by conducting interviews with experts in the construction nonprofit sector.
ContributorsPrigge, Diedrich (Author) / Sullivan, Kenneth (Thesis advisor) / Wiezel, Avi (Committee member) / Badger, William (Committee member) / Arizona State University (Publisher)
Created2013
Description
Sustainable development in an American context implies an ongoing shift from quantitative growth in energy, resource, and land use to the qualitative development of social-ecological systems, human capital, and dense, vibrant built environments. Sustainable urban development theory emphasizes locally and bioregionally emplaced economic development where the relationships between people, localities, products, and capital are tangible to and controllable by local stakeholders. Critical theory provides a mature understanding of the political economy of land development in capitalist economies, representing a crucial bridge between urban sustainability's infill development goals and the contemporary realities of the development industry. Since its inception, Phoenix, Arizona has exemplified the quantitative growth paradigm, and recurring instances of land speculation, non-local capital investment, and growth-based public policy have stymied local, tangible control over development from Phoenix's territorial history to modern attempts at downtown revitalization. Utilizing property ownership and sales data as well as interviews with development industry stakeholders, the political economy of infill land development in downtown Phoenix during the mid-2000s boom-and-bust cycle is analyzed. Data indicate that non-local property ownership has risen significantly over the past 20 years and rent-seeking land speculation has been a significant barrier to infill development. Many speculative strategies monopolize the publicly created value inherent in zoning entitlements, tax incentives and property assessment, indicating that political and policy reforms targeted at a variety of governance levels are crucial for achieving the sustainable development of urban land. Policy solutions include reforming the interconnected system of property sales, value assessment, and taxation to emphasize property use values; replacing existing tax incentives with tax increment financing and community development benefit agreements; regulating vacant land ownership and deed transfers; and encouraging innovative private development and tenure models like generative construction and community land trusts.
ContributorsStanley, Benjamin W (Author) / Boone, Christopher G. (Thesis advisor) / Redman, Charles (Committee member) / Bolin, Robert (Committee member) / Arizona State University (Publisher)
Created2013
Description
During the months from June to November 2012, the city of Bangalore was faced with a serious solid waste management (SWM) crisis. In the wake of the upheaval, the state court declared source segregation to be mandatory. Yet, while the legislation was clear, the pathway towards a course of action for the transition was not clear and hence, Bangalore was stuck in a state of limbo. The objectives for this thesis spiraled organically from this crisis. The first objective was to examine the gaps in Bangalore's transition to a more sustainable SWM system. Six particular gaps were identified, which in essence, were opportunities to re-shape the system. The gaps identified included: conflicting political agendas, the exclusion of some key actors, and lack of adequate attention to cultural aspects, provision of appropriate incentives, protection of livelihoods and promotion of innovation. Opportunities were found in better incentivization of sustainable SWM goals, protecting livelihoods that depend on waste, enhancing innovation and endorsing local, context based SWM solutions. Building on this understanding of gaps, the second objective was to explore an innovative, local, bottom-up waste-management model called the Vellore Zero Waste Model, and assess its applicability to Bangalore. The adaptability of the model depended on several factors such as, willingness of actors to redefine their roles and change functions, ability of the municipality to assure quality and oversight, willingness of citizen to source segregate, and most importantly, the political will and collective action needed to ensure and sustain the transition. The role of communication as a vital component to facilitate productive stakeholder engagement and to promote role change was evident. Therefore, the third objective of the study was to explore how interpersonal competencies and communication strategies could be used as a tool to facilitate stakeholder engagement and encourage collective action. In addressing these objectives, India was compared with Austria because Austria is often cited as having some of the best SWM practices in the world and has high recycling rates to show for its reputation.
ContributorsRengarajan, Nivedita (Author) / Aggarwal, Rimjhim (Thesis advisor) / Chhetri, Nalini (Committee member) / Manuel-Navarrete, David (Committee member) / Arizona State University (Publisher)
Created2013
Description
In this mixed-methods study, I examined the relationship between professional development based on the Common Core State Standards for Mathematics and teacher knowledge, classroom practice, and student learning. Participants were randomly assigned to experimental and control groups. The 50-hour professional development treatment was administered to the treatment group during one semester, and then a follow-up replication treatment was administered to the control group during the subsequent semester. Results revealed significant differences in teacher knowledge as a result of the treatment using two instruments. The Learning Mathematics for Teaching scales were used to detect changes in mathematical knowledge for teaching, and an online sorting task was used to detect changes in teachers' knowledge of their standards. Results also indicated differences in classroom practice between pairs of matched teachers selected to participate in classroom observations and interviews. No statistical difference was detected between the groups' student assessment scores using the district's benchmark assessment system. This efficacy study contributes to the literature in two ways. First, it provides an evidence base for a professional development model designed to promote effective implementation of the Common Core State Standards for Mathematics. Second, it addresses ways to impact and measure teachers' knowledge of curriculum in addition to their mathematical content knowledge. The treatment was designed to focus on knowledge of curriculum, but it also successfully impacted teachers' specialized content knowledge, knowledge of content and students, and knowledge of content and teaching.
ContributorsRimbey, Kimberly A (Author) / Middleton, James A. (Thesis advisor) / Sloane, Finbarr (Committee member) / Atkinson, Robert K (Committee member) / Arizona State University (Publisher)
Created2013
Description
Mixed-income housing policy has been an approach to address the problem of concentrated poverty since the 1990s. The idea of income mix in housing is founded on the proposition that economic opportunities of the poor can be expanded through the increasing of their social capital. The current in-depth case study of Vineyard Estates, a mixed-income housing development in Phoenix, AZ tests a hypothesis that low-income people improve their chances of upward social mobility by building ties with more affluent residents within the development. This study combines qualitative and quantitative methods to collect and analyze information including analysis of demographic data, resident survey and in-depth semi-structured interviews with residents, as well as direct observations. It focuses on examining the role of social networks established within the housing development in generating positive economic outcomes of the poor. It also analyzes the role of factors influencing interactions across income groups and barriers to upward social mobility. Study findings do not support that living in mixed-income housing facilitates residents' upward social mobility. The study concludes that chances of upward social mobility are restrained by structural factors and indicates a need to rethink the effectiveness of mixed-income housing as an approach for alleviating poverty.
ContributorsDurova, Aleksandra (Author) / Kamel, Nabil (Committee member) / Pfeiffer, Deirdre (Committee member) / Lucio, Joanna (Committee member) / Arizona State University (Publisher)
Created2013
Description
An integral part of teacher development are teacher observations. Many teachers are observed once or twice a year to evaluate their performance and hold them accountable for meeting standards. Instructional coaches, however, observe and work with teachers to help them reflect on their performance, with the goal of improving their practice. Video-based evidence has long been used in connection with teacher reflection and as the technology necessary to record video has become more readily available, video recordings have found an increasing presence in teacher observations. In addition, more and more schools are turning to mobile technology to help record evidence during teacher observations. Several mobile applications have been developed, which are designed to help instructional coaches, administrators, and teachers make the most of teacher observations. This study looked at the use of the DataCapture mobile application to record video-based evidence in teacher observations as part of an instructional coaching program in a large public school district in the Southwestern United States. Six instructional coaches and two teachers participated in interviews at the end of the study period. Additional data was collected from the DataCapture mobile application and from a survey of instructional coaches conducted by the school district in connection with its Title I programs. Results show that instructional coaches feel that using video-based evidence for teacher reflection is effective in a number of ways. Teachers who have experienced seeing themselves on video also felt that video-based evidence is effective at improving teacher reflection, while teachers who have not yet experienced seeing themselves on video displayed extreme apprehensiveness about being video recorded in the classroom. Instructional coaches felt the DataCapture mobile application was beneficial in teacher evaluation, but there were several issues that impacted the use of the mobile application and video-based evidence, including logistics, time requirements, and administrative support. The discussion focuses on recommendations for successfully using video-based evidence in an instructional coaching context, as well as some suggestions for other researchers attempting to study how video-based evidence impacts teachers' ability to reflect on their own teaching.
ContributorsShewell, Justin Reed (Author) / Bitter, Gary (Thesis advisor) / Dawson, Edwin (Committee member) / Blair, Heidi (Committee member) / Arizona State University (Publisher)
Created2013
Description
Sustainable urbanism offers a set of best practice planning and design prescriptions intended to reverse the negative environmental consequences of urban sprawl, which dominates new urban development in the United States. Master planned developments implementing sustainable urbanism are proliferating globally, garnering accolades within the planning community and skepticism among social scientists. Despite attention from supporters and critics alike, little is known about the actual environmental performance of sustainable urbanism. This dissertation addresses the reasons for this paucity of evidence and the capacity of sustainable urbanism to deliver the espoused environmental outcomes through alternative urban design and the conventional master planning framework for development through three manuscripts. The first manuscript considers the reasons why geography, which would appear to be a natural empirical home for research on sustainable urbanism, has yet to accumulate evidence that links design alternatives to environmental outcomes or to explain the social processes that mediate those outcomes. It argues that geography has failed to develop a coherent subfield based on nature-city interactions and suggests interdisciplinary bridging concepts to invigorate greater interaction between the urban and nature-society geographic subfields. The subsequent chapters deploy these bridging concepts to empirically examine case-studies in sustainable urbanism. The second manuscript utilizes fine scale spatial data to quantify differences in ecosystem services delivery across three urban designs in two phases of Civano, a sustainable urbanism planned development in Tucson, Arizona, and an adjacent, typical suburban development comparison community. The third manuscript considers the extent to which conventional master planning processes are fundamentally at odds with urban environmental sustainability through interviews with stakeholders involved in three planned developments: Civano (Tucson, Arizona), Mueller (Austin, Texas), and Prairie Crossing (Grayslake, Illinois). Findings from the three manuscripts reveal deep challenges in conceptualizing an empirical area of inquiry on sustainable urbanism, measuring the outcomes of urban design alternatives, and innovating planning practice within the constraints of existing institutions that facilitate conventional development. Despite these challenges, synthesizing the insights of geography and cognate fields holds promise in building an empirical body of knowledge that complements pioneering efforts of planners to innovate urban planning practice through the sustainable urbanism alternative.
ContributorsTurner, Victoria (Author) / Gober, Patricia (Thesis advisor) / Eakin, Hallie (Committee member) / Kinzig, Ann (Committee member) / Talen, Emily (Committee member) / Arizona State University (Publisher)
Created2013
Description
Growing popularity of alternatively certifying teachers has created challenges for teacher preparation programs. Many non-traditional routes into classroom include no full-time mentor teacher. Absence of a mentor teacher in the classroom leaves teachers with a deficit. This study follows ten teachers on the intern certificate enrolled in both an alternative certification teacher preparation program and the Teach for America organization as they pursue a master's degree in education and state teaching certification from a large southwestern university. The five randomly chosen for the treatment group and the control group contained 1 male and 4 female teachers, some of whom teach at public schools and others at charter schools. All were secondary education language arts teachers ranging in age from 22- 29. The treatment used in this study is a job-embedded, professional development, software tool designed to help teachers track their classroom practices called MyiLOGS. The purpose of this action research project was to study the effect using MyiLOGS had on six of the nine areas evaluated by a modified version of the Teacher Advancement Program evaluation rubric, alignment with Opportunity To Learn constructs, and the tool's influence on the efficacy of these first year teachers. The data generated from this study indicate that the MyiLOGS tool did have a positive effect on the teachers' TAP evaluation performances. Also, the MyiLOGS tool had a large impact on the teachers' instruction as measured by the constructs of Opportunity to Learn and their teaching self-efficacy. Implications suggested the tool was an asset to these teachers because they tracked their data, became more reflective, and self-sufficient.
ContributorsRoggeman, Pamela (Author) / Puckett, Kathleen (Thesis advisor) / Kurz, Alexander (Committee member) / Mathur, Sarup (Committee member) / Arizona State University (Publisher)
Created2013
Description
Canal oriented development (COD) is a placemaking concept that aims to create mixed use developments along canal banks using the image and utility of the waterfront as a natural attraction for social and economic activity. COD has the potential to for landlocked cities, which are lacking a traditional harbor, to pursue waterfront development which has become an important economic development source in the post-industrial city. This dissertation examines how COD as a placemaking technique can and has been used in creating urban development. This topic is analyzed via three separate yet interconnecting papers. The first paper explores the historical notion of canals as an urban economic development tool with particular attention paid to the Erie Canal. The second paper explores the feasibility of what it would take for canal development to occur in the Phoenix region. The third and final paper explores the importance of place in urban design and the success or nonsuccess of COD as a place maker through the examination of three different CODs.
ContributorsBuckman, Stephen Thomas (Author) / Talen, Emily (Thesis advisor) / Ellin, Nan (Committee member) / Crewe, Katherine (Committee member) / Arizona State University (Publisher)
Created2013
Description
Land transformation under conditions of rapid urbanization has significantly altered the structure and functioning of Earth's systems. Land fragmentation, a characteristic of land transformation, is recognized as a primary driving force in the loss of biological diversity worldwide. However, little is known about its implications in complex urban settings where interaction with social dynamics is intense. This research asks: How do patterns of land cover and land fragmentation vary over time and space, and what are the socio-ecological drivers and consequences of land transformation in a rapidly growing city? Using Metropolitan Phoenix as a case study, the research links pattern and process relationships between land cover, land fragmentation, and socio-ecological systems in the region. It examines population growth, water provision and institutions as major drivers of land transformation, and the changes in bird biodiversity that result from land transformation. How to manage socio-ecological systems is one of the biggest challenges of moving towards sustainability. This research project provides a deeper understanding of how land transformation affects socio-ecological dynamics in an urban setting. It uses a series of indices to evaluate land cover and fragmentation patterns over the past twenty years, including land patch numbers, contagion, shapes, and diversities. It then generates empirical evidence on the linkages between land cover patterns and ecosystem properties by exploring the drivers and impacts of land cover change. An interdisciplinary approach that integrates social, ecological, and spatial analysis is applied in this research. Findings of the research provide a documented dataset that can help researchers study the relationship between human activities and biotic processes in an urban setting, and contribute to sustainable urban development.
ContributorsZhang, Sainan (Author) / Boone, Christopher G. (Thesis advisor) / York, Abigail M. (Committee member) / Myint, Soe (Committee member) / Arizona State University (Publisher)
Created2013