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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- Creators: Division of Teacher Preparation
Description
Currently experiencing a demographic shift in the student population, the public school system has seen an influx of ELLs (English Language Learners) within the student population with the vast majority being speakers of Spanish, and the issue has arisen of how best to educate these students to acquire English as an additional language. Amongst the states with higher concentrations of ELLs, the state of Arizona once gave relatively free reign on the education of ELLs which subsequently resulted in wide disparities in qualities due to both lack of teacher preparation and funding, and this resulted in the 2000 case of Flores vs. Arizona which validated the claims that the state failed to provide adequate funding and resources to the education of ELLs. In accordance with the ruling, Arizona passed Proposition 203 which mandated that ELLs be taught solely in English, and this is reflective of restrictive language policy. Though implemented for a short time, this review discussed how restrictive language programs can be detrimental to student achievement, and proposed bilingual education as an alternative to spur student literacy and achievement. Evidenced by the case studies of France, Spain, and other states with the latter two shifting towards bilingual education, the review discussed the implications of France's apprehension to bilingual education and the others implementing it. Finding that bilingual education proved to be more the better choice of the two language programs with consideration of two-way immersion rather than one-way, the review also proposes a sample model that could be used in Arizona, and this is based upon models utilized in Spain and other states with evident benefits which are juxtaposed to France's prolonged use of language restriction.
ContributorsQuang, Jerry (Author) / Gehrke, Rebecca (Thesis director) / Barnett-Hart, Juliet (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05
Description
Early adolescence is a pivotal stage of social and emotional development. Socialization traditionally occurs in person, but social interactions via technology (e.g., social media, video games) have grown in popularity. However, little research has been conducted on how early adolescents interact with technology and how these interactions relate to their socialization as well as other factors such as reading habits or academic achievement. Seventh and eighth grade students (n = 719) completed a survey that captured information about their technology use, their academic habits and performance, and extracurricular involvement. It was hypothesized that those involved in more extracurricular activities would use the internet more socially and that internet use would be negatively correlated to both academic performance and recreational reading. Responses indicated that a majority of students have access to technology (e.g. internet, computers, television, gaming consoles, and tablets) in their homes. Social media use differed drastically between platforms. Analyses indicated a relation between amount of extracurricular activities on social television watching and social internet use, but not on social gaming. A significant negative correlation was found between recreational reading and time spent socializing online, but there was no significant effect of these factors on academic performance. Thus, hypotheses were partially supported by the relation between amount of extracurriculars and social internet use and the negative correlation between time spent socializing online and recreational reading.
ContributorsHorner, Kate Elizabeth (Author) / McNamara, Danielle (Thesis director) / McCarthy, Kathryn (Committee member) / Davis, Mary (Committee member) / Division of Teacher Preparation (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2017-12
Description
In previous research, Luthar and Barkin (2012) found that across three different samples collected from three high-achieving schools, adolescents reported elevated rates of maladjustment behaviors, which include substance use, and internalizing and externalizing symptoms. Additionally, past research has also indicated that these maladjustment behaviors are related to parent relationships. A group of high-achieving adolescents that research has not yet focused on are those attending boarding schools, who may have higher-quality relationships with parents due to less daily strife. This study aimed to examine high-achieving adolescents across five samples from five high schools, two of which were boarding schools. This study hypothesized that the high-achieving adolescents attending both boarding schools would report lower rates of substance use, internalizing and externalizing symptoms, and lower rates of perceived parent criticism and expectations in comparison to those attending the day schools. Substance use, internalizing and externalizing symptoms, and parent relationships were measured using self-report measures that were completed by students attending these schools. Results showed that both boarding schools reported elevated rates of substance use in comparison to the three day schools and these rates measured above national norms. At the same time, both boarding schools reported lower rates of internalizing and externalizing symptoms when compared to rates reported by the day school students. This study also found that there were differences among parent relationship measures, such as criticism and expectations, among all school samples. Results of this study also showed that aspects of parent relationship, such as parent knowledge, were associated with rates of substance use among all school samples. In summary, boarding school students showed elevated substance use, similar parental relationship quality, and lower mental health symptoms compared to day school students. For all students, some aspects of the parental relationship were related to levels of substance use.
ContributorsTaracena, Emily Gabriella (Author) / Luthar, Suniya (Thesis director) / Infurna, Frank (Committee member) / Davis, Mary (Committee member) / Division of Teacher Preparation (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2017-12