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
Abstract This study examined the participation of 36 second and third grade students from six Title I schools in a summer school reading incentive program. Students attended the summer program who had not meet the reading requirements for their grade levels by the end of the previous school year. As part of the summer reading program students accessed free books on a variety of topics and earned incentives for bringing the books back and completing reading logs. This summer reading program was four sessions, thirty minutes, once a week during the one-month long summer program. Results indicate students' opinions about reading improved over the duration of the program. Likewise, the average number of books students read per week and the average number of minutes students spent reading per day increased from pre to post intervention. Limitations and implications are reported. Key words: summer reading, reading program, incentives, reducing reading gaps
ContributorsMineweaser, Lindsey Michelle (Author) / Oakes, Wendy (Thesis director) / Harris, Pamela (Committee member) / Barrett, The Honors College (Contributor) / Division of Teacher Preparation (Contributor)
Created2015-05
Description
With an increase in the discussion around mental health in general, there needs to be research geared toward how educational professionals may assist a student who struggles with anxiety symptoms or disorders. This study aimed to determine how students with anxiety and anxiety disorders are impacted by teachers' responses to their anxiety manifestations, both positive and negative, in terms of their school experience. This study also investigated students' suggestions for how teachers may effectively assist a student who struggles with anxiety. This study used self-reported data from students from an honors college via a survey and focus groups in order to investigate these topics. The results found that students value student-teacher relationships and communication, flexibility (accommodations), and empathy from the teacher. Results suggest it is important for teachers to get to know a student and understand his or her challenges before making judgments.
ContributorsWalsh, Sydney Justine (Author) / Oakes, Wendy (Thesis director) / Harris, Pamela (Committee member) / Division of Teacher Preparation (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2018-12
Description
This paper is written to describe the results of an undergraduate thesis project which grew from an interest in the various supports teenagers in the foster care system can obtain the city of Phoenix, Arizona. Since graduation rates are quite low for this demographic on a national level, there is a need to research what incentives and supports various high school districts in different cities and towns within Phoenix offer students within the foster care system in order to promote graduation and potentially the pursuit of higher education. Literary texts were analyzed and district and high school officials from around the Phoenix-area were interviewed. Information gathered from these correspondences was followed by contacting local colleges in order to see what those institutions provide in terms of scholarships and housing, since after age 18 these teenagers are no longer considered wards of the state and therefore "age out" of the system. The results of this endeavor are written on the following pages.
ContributorsBornhoft, Megan Ashley (Author) / Gehrke, Rebecca (Thesis director) / Harris, Pamela (Committee member) / Cocchiarella, Martha (Committee member) / Barrett, The Honors College (Contributor) / Division of Teacher Preparation (Contributor)
Created2013-12
Description
The creative project, The Tiniest Tumbleweed, produces a piece of children's literature in the form of a fully illustrated e-book that can serve as a model for parents, caretakers, and teachers to bring awareness to the importance of imparting positive self-efficacy concepts to young children. The project uses the work of acclaimed psychologist Albert Bandura in the field of self-efficacy as the theoretical foundation of the story. The theme is clearly stated as striving to be all YOU can be and that achieving one's personal best, "is just fine, just fine indeed." By creating a children's picture book, two things are accomplished; first, children hear an endearing story of a tumbleweed and a sparrow that use principles of positive self-efficacy to overcome adversities in their lives. Second, those who teach children have a tool to use to deliver the message over and over again. The Tiniest Tumbleweed also presents a link to science with photographs of the growth patterns of tumbleweeds and house sparrows in their natural environment.
ContributorsPeach, Kathy (Co-author) / Yost, Ashley (Co-author) / Oakes, Wendy (Thesis director) / Ralston, Laurie (Committee member) / Harris, Pamela (Committee member) / Barrett, The Honors College (Contributor) / Mary Lou Fulton Teachers College (Contributor) / Division of Teacher Preparation (Contributor)
Created2013-05
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
DescriptionDisability Resource and Counseling centers were interviewed across universities and high schools regarding how they accommodate twice exceptional students in giftedness and emotional behavioral disorders. This study highlights the services available to 2e students and provides effective accommodations and support solutions.
ContributorsGraham, Abigail Rose (Author) / Cocchiarella, Martha (Thesis director) / Harris, Pamela (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
Description
Current research on problem based tasks in the mathematics classroom and the effects are examined. As well educators are provided with an analysis regarding the importance of teaching students to problem solve through the use of novel problems, as well as equip them with the know-how to implement a problem-based unit in their classrooms. A sample unit plan and fifteen novel problems and their solutions appropriate for Algebra I students are also provided. Keywords: problem-solving, attitude, algebra
ContributorsStuart, Dorothy (Co-author) / Stuart, Risa (Co-author) / Kurz, Terri (Thesis director) / Harris, Pamela (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
The purpose of this project was to create a resource for parents to introduce them to the PBIS framework that is used in many schools across the country, and to three low-intensity positive behavior management strategies that can be utilized to prevent problem behaviors at school and home. The three strategies included in the resource are: behavior specific praise, precorrection, and high probability request sequences. All three of these strategies have been shown, through research, to help promote positive relationships between adults and children, and decreased problem behaviors when they are used in the classroom and school settings. Through a literature review that was conducted at the beginning of the project, it was found that there is very little research on the use of the three strategies by parents. This resource could potentially lead to more education and research being done on both the social validity of these strategies and their use in the home setting.
ContributorsPestridge, Grace Annabelle (Author) / Oakes, Wendy (Thesis director) / Schonour, Sarah Jane (Thesis director) / Harris, Pamela (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
The purpose of this project was to create a resource for parents to introduce them to the PBIS framework that is used in many schools across the country, and to three low-intensity positive behavior management strategies that can be utilized to prevent problem behaviors at school and home. The three strategies included in the resource are: behavior specific praise, precorrection, and high probability request sequences. All three of these strategies have been shown, through research, to help promote positive relationships between adults and children, and decreased problem behaviors when they are used in the classroom and school settings. Through a literature review that was conducted at the beginning of the project, it was found that there is very little research on the use of the three strategies by parents. This resource could potentially lead to more education and research being done on both the social validity of these strategies and their use in the home setting.
ContributorsPestridge, Grace Annabelle (Author) / Oakes, Wendy (Thesis director) / Schonour, Sarah Jane (Thesis director) / Harris, Pamela (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05