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
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
Modified and artificial water sources can be used as a management tool for game and non-game wildlife species. State, federal, and private agencies allocate significant resources to install and maintain artificial water sources (AWS) annually. Capture mark recapture methods were used to sample small mammal communities in the vicinity of five AWS and five paired control sites (treatments) in the surrounding Sonoran desert from October 2011 to May 2012. I measured plant species richness, density, and percent cover in the spring of 2012. A Multi-response Permutation Procedure was used to identify differences in small mammal community abundance, biomass, and species richness by season and treatment. I used Principle Component Analysis to reduce 11 habitat characteristics to five habitat factors. I related rodent occurrence to habitat characteristics using multiple and logistic regression. A total of 370 individual mammals representing three genera and eight species of rodents were captured across 4800 trap nights. Desert pocket mouse (Chaetodipus penicillatus) was the most common species in both seasons and treatments. Whereas rodent community abundance, biomass, and richness were similar between seasons, community variables of AWS were greater than CS. Rodent diversity was similar between treatments. Desert pocket mouse abundance and biomass were twice as high at AWS when compared to controls. Biomass of white-throated woodrat (Neotoma albigula) was five times greater at AWS. Habitat characteristics were similar between treatments. Neither presence of water nor distance to water explained substantial habitat variation. Occurrence of rodent species was associated with habitat characteristics. Desert rodent communities are adapted for arid environments (i.e. Heteromyids) and are not dependent on "free water". Higher abundances of desert pocket mouse at AWS were most likely related to increased disturbance and debris and not the presence of water. The results of this study and previous studies suggest that more investigation is needed and that short term studies may not be able to detect interactions (if any) between AWS and desert small mammal communities.
ContributorsSwitalski, Aaron (Author) / Bateman, Heather L (Thesis advisor) / Miller, William (Committee member) / Alford, Eddie (Committee member) / Arizona State University (Publisher)
Created2013
Description
Niche variation among sexes and life stages within a population has been documented in many species, yet few studies have investigated niche variation within demographic groups or across ecological contexts. We examined the extent to which pregnant California sea lions (Zalophus californianus) at each of three breeding colonies target alternative prey resources and habitats. The three colonies are distributed across distinct regions of the Gulf of California, Mexico and have divergent population dynamics. We compared the nature of niche variation among colonies and investigated the fitness consequences of different foraging strategies within each colony. We analyzed the δ13C and δ15N values from fur collected from 206 suckling pups to characterize relative maternal foraging locations (δ13C) and trophic levels (δ15N) during the metabolically demanding late stages of gestation and lactation that occur simultaneously in California sea lions. The δ13C and δ15N values were regressed against pup body condition index values to compare the relative individual-level fitness benefits of different maternal foraging strategies. We found that the nature and extent of niche variation differed among colonies. Niche variation was most pronounced at the two largest colonies that appear to experience the highest levels of intraspecific competition and the variation was consistent with habitat features. One colony (Granito) displayed two distinct foraging groups with indistinguishable median pup body condition values, whereas the second (San Jorge) exhibited continuous niche variation and pup body condition varied in relation to maternal foraging location and trophic level, suggesting disparities among alternative foraging strategies. For the smallest colony (Los Islotes), females occupy similar niches with a few outliers. Body condition values of pups at this colony were most variable, but did not vary with maternal foraging strategy. Our results provide evidence for intrapopulation niche variation among demographically similar individuals during a period of high metabolic stress and reproductive importance. This work suggests possible fitness benefits conferred by alternative foraging strategies, and calls into question the common assumption that members of a population are ecologically equivalent. Future research aimed at understanding animal foraging strategies should consider the nature and extent of niche variation in the context of local ecological conditions.
ContributorsCrawford, Tara Gancos (Author) / Gerber, Leah R. (Thesis advisor) / Ogle, Kiona (Committee member) / Kurle, Carolyn M (Committee member) / Arizona State University (Publisher)
Created2013
Description
Human activity has increased loading of reactive nitrogen (N) in the environment, with important and often deleterious impacts on biodiversity, climate, and human health. Since the fate of N in the ecosystem is mainly controlled by microorganisms, understanding the factors that shape microbial communities becomes relevant and urgent. In arid land soils, these microbial communities and factors are not well understood. I aimed to study the role of N cycling microbes, such as the ammonia-oxidizing bacteria (AOB), the recently discovered ammonia-oxidizing archaea (AOA), and various fungal groups, in soils of arid lands. I also tested if niche differentiation among microbial populations is a driver of differential biogeochemical outcomes. I found that N cycling microbial communities in arid lands are structured by environmental factors to a stronger degree than what is generally observed in mesic systems. For example, in biological soil crusts, temperature selected for AOA in warmer deserts and for AOB in colder deserts. Land-use change also affects niche differentiation, with fungi being the major agents of N2O production in natural arid lands, whereas emissions could be attributed to bacteria in mesic urban lawns. By contrast, NO3- production in the native desert and managed soils was mainly controlled by autotrophic microbes (i.e., AOB and AOA) rather than by heterotrophic fungi. I could also determine that AOA surprisingly responded positively to inorganic N availability in both short (one month) and long-term (seven years) experimental manipulations in an arid land soil, while environmental N enrichment in other ecosystem types is known to favor AOB over AOA. This work improves our predictions of ecosystem response to anthropogenic N increase and shows that paradigms derived from mesic systems are not always applicable to arid lands. My dissertation also highlights the unique ecology of ammonia oxidizers and draws attention to the importance of N cycling in desert soils.
ContributorsMarusenko, Yevgeniy (Author) / Hall, Sharon J (Thesis advisor) / Garcia-Pichel, Ferran (Thesis advisor) / Mclain, Jean E (Committee member) / Schwartz, Egbert (Committee member) / Arizona State University (Publisher)
Created2013
Description
This dissertation investigates spatial and temporal changes in land cover and plant species distributions on Cyprus in the past, present and future (1973-2070). Landsat image analysis supports inference of land cover changes following the political division of the island of Cyprus in 1974. Urban growth in Nicosia, Larnaka and Limasol, as well as increased development along the southern coastline, is clearly evident between 1973 and 2011. Forests of the Troodos and Kyrenia Ranges remain relatively stable, with transitions occurring most frequently between agricultural land covers and shrub/herbaceous land covers. Vegetation models were constructed for twenty-two plant species of Cyprus using Maxent to predict potentially suitable areas of occurrence. Modern vegetation models were constructed from presence-only data collected by field surveys conducted between 2008 and 2011. These models provide a baseline for the assessment of potential species distributions under two climate change scenarios (A1b and A2) for the years 2030, 2050, and 2070. Climate change in Cyprus is likely to influence habitat availability, particularly for high elevation species as the relatively low elevation mountain ranges and small latitudinal range prevent species from shifting to areas of suitable environmental conditions. The loss of suitable habitat for some species may allow the introduction of non-native plant species or the expansion of generalists currently excluded from these areas. Results from future projections indicate the loss of suitable areas for most species by the year 2030 under both climate regimes and all four endemic species (Cedrus brevifolia, Helianthemum obtusifolium, Pterocephalus multiflorus, and Quercus alnifolia) are predicted to lose all suitable environments as soon as 2030. As striking exceptions Prunus dulcis (almond), Ficus carica (fig), Punica granatum (pomegranate) and Olea europaea (olive), which occur as both wild varieties and orchard cultigens, will expand under both scenarios. Land cover and species distribution maps are evaluated in concert to create a more detailed interpretation of the Cypriot landscape and to discuss the potential implications of climate change for land cover and plant species distributions.
ContributorsRidder, Elizabeth (Author) / Fall, Patricia L. (Thesis advisor) / Myint, Soe W (Committee member) / Hirt, Paul W (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
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
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
This action research project engages questions about the relationship of teacher evaluation and teacher learning, joining the national conversation of accountability and teacher quality. It provides a solid philosophical foundation for changes in teacher evaluation and staff development, and analyzes past and current methods and trends in teacher evaluation. Set in the context of a suburban elementary charter school, the problems of traditional evaluation methods are confronted. The innovation proposed and implemented is Teacher Evaluation for Learning, Accountability, and Recognition (TELAR), a teacher evaluation system designed to support learning and accountability. TELAR includes multiple data points and perspectives, ongoing feedback and support, an evaluation instrument centered on collective values and a shared vision for professional work, and an emphasis on teacher reflection and self-assessment. This mixed-methods study employs both qualitative and quantitative measures to provide an enriched understanding of the current problem and the impact of the change effort. Results suggest that TELAR 1) helps teachers re-define their role as professionals in their own evaluation, positively increasing perceptions of value, 2) promotes a culture of learning through a focus on shared values for professional work, a spirit of support and teamwork, and continuous improvement; and 3) empowers teachers to assess their own practice, self-diagnose areas for growth, and generate goals through a continuous process of feedback, reflection, conversation, and support. Implications for practice and future studies are presented.
ContributorsMusser, Stephanie (Author) / Zambo, Ronald (Thesis advisor) / Jiménez, Rosa (Committee member) / Harrington, Timothy (Committee member) / Arizona State University (Publisher)
Created2013
Description
As schools across Arizona worked to meet NCLB's AYP requirement in 2010-2011, they were also labeled and sanctioned by AZ Learns. This phenomenological study focused on six effective high school principals in two Arizona school districts to ascertain how accountability policies impacted the principals' job responsibilities, autonomy, and ability to pursue social justice on their campuses. Interviews were conducted in three phases: superintendents, three principals from the superintendents' recommendations of effective school leaders, and three teachers from each school. In addition to analysis of individual principal leadership patterns, comparisons were made across districts, and from school to school within the same district. The goal of the study was to determine if and how principals were able to accomplish their goals for their school. The principals' leadership styles were examined through a Vortex Leadership Framework that posited principals at the center of a vortex of varying leadership roles, interests, and external forces, including accountability, autonomy, and limited resources. Key findings included (a) high school principals' responsibilities now include selling change to their staff, (b) principals' accountability is limited more by district constraints than by state or federal accountability, (c) principals must contend with rigid one-size fits all accountability standards that do not always meet the needs of their students, and (d) principals' autonomy is tied to their resources, including funding for staffing and programs.
ContributorsBatsell, Holly (Author) / Powers, Jeanne M. (Thesis advisor) / Mccarty, Teresa (Committee member) / Davey, Lynn (Committee member) / Arizona State University (Publisher)
Created2013