Matching Items (1,075)
Filtering by
- All Subjects: Education
Description
Unauthorized immigrants account for approximately one fourth of all immigrants in the United States, yet they dominate public perceptions and are at the heart of a policy impasse. Caught in the middle are the children of these immigrants--youth who are coming of age and living in the shadows; they are an invisible cohort. An estimated 5.5 million children and adolescents are growing up with unauthorized immigrant parents, and are experiencing multiple, and yet unrecognized developmental consequences of their families' existence in the shadow of the law. Although these youth are American in spirit and voice, they are, nonetheless, members of families that are "illegal" in the eyes of the law. Many children have been exiled to México; these are the children living in the shadows of Mexican diaspora, Los Retornos. This phenomenological study developed a conceptual framework to examine the effects in which being an exiled United States citizen living in Morelia, Michoacán, affected these many children and adolescents. Bourdieu's (1977) theoretical framework is used in this study and is based on his social, cultural capital concept; the assumption is that Los Retornos carry valuable sociocultural, bilingual and monoliterate capital that is endangered, unrecognized, replaceable, and not used to the best interest of students in schools. This study made use of this framework to answer the following questions: 1. How do Retorno families (nuclear and extended) develop the self-efficacy needed to preserve the social and cultural capital they bring with them to Michoacán? 2. How are communities and identity forms imagined and created in the context of this new migration shift? 3. How are Los Retornos responding to the involuntary shift (N=7) from the U.S to Michoacán? 4. How are teachers adjusting their classroom practices and curriculum to meet the academic needs of Los Retornos? The purpose of this qualitative phenomenological study is to improve understanding of Los Retornos. This phenomenological case study is focused on identifying experiences Los Retornos encounter in their schools and family lives through their personal migration experience to illuminate how best to help them preserve the social and cultural, capital they bring with them. The findings from this study may assist educators and policy makers in developing interventions and policies that meet the needs of this cohort.
ContributorsQuezada Sanders, Irene Genevieve (Author) / Ovando, Carlos J. (Thesis advisor) / Mccarty, Teresa L. (Committee member) / De Los Santos Jr., Alfredo G. (Committee member) / Arizona State University (Publisher)
Created2013
Description
Examining the elements of the hidden curriculum in theatre education allows theatre educators the opportunity to reflect on their own pedagogy and its effects on the learner. The hidden curriculum refers to the unspoken or implicit values, norms, and beliefs that are transmitted through tacit messages. When the hidden curriculum remains veiled, the impact on the learner's education and socialization process can perpetuate gender, race, and class inequalities. In order to understand how the hidden curriculum manifests itself in theatre classrooms, we have to look at schools as "agents of legitimation, organized to produce and reproduce the dominant categories, values, and social relationships necessary for the maintenance of the larger society" (Giroux, 1983, p. 72). This qualitative study examined the hidden curriculum in theatre at the secondary level and looked at theatre teachers' pedagogy in reproducing elements of the hidden curriculum. Interviews, naturalistic observation, and a researcher reflective journal were employed in the data collection process to better understand: a) the elements of hidden curriculum that appear in theatre education at the secondary level, b) how the pedagogical practices of theatre teachers support societal structures, and c) how the hidden curriculum in theatre reinforces gender, race, and social class distinctions. Data were then coded and analyzed to find emergent themes. Multiple theoretical perspectives serve as a conceptual framework for understanding the hidden curriculum, and provide a neglected perspective of the hidden curriculum in theatre education. The theatre classroom provides a unique space to view hidden curriculum and can be viewed as a unique agent of social change. Themes related to the first research question emerged as: a) privileges for older students, b) school rules, c) respect for authority, d) acceptance of repetitive tasks, and c) punctuality. Themes related to the second research question emerged as: a) practices, b) procedures, c) rules, d) relationships, and e) structures. Finally, themes related to the third question emerged as: a) reinforcement of social inequality, b) perpetuation of class structure, and c) acceptance of social destiny. The discussion looks at the functions of theatre pedagogy in the reproduction of class, inequality, and institutionalized cultural norms.
ContributorsHines, Angela R (Author) / Saldana, Johnny (Thesis advisor) / Malewski, Erik (Committee member) / Fischman, Gustavo (Committee member) / Arizona State University (Publisher)
Created2013
Description
Teacher attrition and the migration between schools and districts can have a negative impact on quality of education and teacher performance. Novice teachers leave the profession because they are overwhelmed by the workload and responsibilities of the job. In a previous action research cycle, I found that novice teachers' perceptions of isolation and lack of opportunities to share experiences had a negative effect on teacher perceptions of efficacy. This action research project examines the effect of leveraging social media and professional learning communities to provide opportunities for a group of novice teachers to share experiences and seek advice. By addressing the challenges that novice teachers face and providing solutions for common problems, it is the hope of this researcher that highly effective teachers will remain in the classroom. The results of the study indicate that the combined use of Twitter and YouTube in collaboration with professional learning communities will improve teacher perceptions of efficacy. Teachers who participated in the social media based professional learning communities are also more likely to remain in the classroom.
ContributorsBostick, Bradley Alan (Author) / Zambo, Ronald (Thesis advisor) / Heck, Thomas (Committee member) / Isai, Shelley (Committee member) / Arizona State University (Publisher)
Created2013
Description
The purpose of this study was to examine the attitudes and opinions of Navajo students toward the Navajo language and culture programs within the schools they were attending. Although in the final year of the No Child Left Behind, a majority of the 265 schools on and near the Navajo reservation have not been making Adequate Yearly Progress, a concern for the parents, teachers, administrators, school board members, and the Navajo Nation. The study entailed conducting a survey at five schools; three of which were not meeting the requirements of the No Child Left Behind. The purpose of the survey instrument (27 questions) administered to the students at the five schools was to examine their attitudes and opinions as to participating in Navajo language and culture programs, to determine if the programs assisted them in their academic achievements, and to examine whether these programs actually made a difference for schools in their Adequate Yearly Progress requirement Approximately 87% of 99 Navajo students, 55 boys and 58 girls, ages 9 through 14, Grades 3 through 8, who lived off the reservation in Flagstaff, Arizona and Gallup, New Mexico, and took the survey knew and spoke Navajo, but less fluently and not to a great extent. However, the students endorsed learning Navajo and strongly agreed that the Navajo language and culture should be part of the curriculum. Historically there have been schools such as the Rock Point Community School, Rough Rock Demonstration School, Borrego Pass Community School, and Ramah Community School that have been successful in their implementation of bilingual programs. The question presently facing Navajo educators is what type of programs would be successful within the context of the No Child Left Behind federal legislation. Can there be replications of successful Navajo language and culture programs into schools that are not making Adequate Yearly Progress?
ContributorsTsosie, David J (Author) / Spencer, Dee A. (Thesis advisor) / Appleton, Nicholas A. (Committee member) / Koerperich, Robbie (Committee member) / Arizona State University (Publisher)
Created2013
Description
In this dissertation I attempt to find elements of education and curricular perspective in the Qur'an. I argue that there is little research in the field of curriculum instruction that discusses the Qur'an's educational aspects and, as a result, much ignorance of the Qur'an's material that deals with education and curricular perspective in the Qur'an. Researchers may find many materials that deal with reading, memorizing, and reciting the Qur'an, along with references that deal with science and math in the Qur'an. Therefore, this dissertation answers the question: What curriculum exists within the Quran? This dissertation is divided into five chapters exploring various aspects of the curriculum. The word "curriculum" is used in one chapter to mean developing the person as a whole in all aspects of life whether spiritual, social, or mental while in the other chapter curriculum is used to refer to methods of instruction. I concluded that curriculum in the Qur'an uses different methods of instructions to develop the individual as a whole in all aspects of life while granting freedom of choice.
ContributorsRisha, Sarah (Author) / Margolis, Eric (Thesis advisor) / Fischman, Gustavo (Committee member) / Ali, Souad (Committee member) / Arizona State University (Publisher)
Created2013
Description
Farmers' markets are a growing trend both in Arizona and the broader U.S., as many recognize them as desirable alternatives to the conventional food system. As icons of sustainability, farmers' markets are touted as providing many environmental, social, and economic benefits, but evidence is mounting that local food systems primarily serve the urban elite, with relatively few low-income or minority customers. However, the economic needs of the market and its vendors often conflict with those of consumers. While consumers require affordable food, farmers need to make a profit. How farmers' markets are designed and governed can significantly influence the extent to which they can meet these needs. However, very little research explores farmers' market design and governance, much less its capacity to influence financial success and participation for underprivileged consumers. The present study examined this research gap by addressing the following research question: How can farmers' markets be institutionally designed to increase the participation of underprivileged consumers while maintaining a financially viable market for local farmers? Through a comparative case study of six markets, this research explored the extent to which farmers' markets in Central Arizona currently serve the needs of farmer-vendors and underprivileged consumers. The findings suggest that while the markets serve as a substantial source of income for some vendors, participation by low-income and minority consumers remains low, and that much of this appears to be due to cultural barriers to access. Management structures, site characteristics, market layout, community programs, and staffing policies are key institutional design features, and the study explores how these can be leveraged to better meet the needs of the diverse participants while improving the markets' financial success.
ContributorsTaylor, Carissa (Author) / Aggarwal, Rimjhim (Thesis advisor) / York, Abigail (Committee member) / Wharton, Christopher (Christopher Mack), 1977- (Committee member) / Arizona State University (Publisher)
Created2013
Description
ABSTRACT This study describes student interactions in the academic social network site Edmodo versus student interactions in Facebook. This qualitative case study relies upon four high school juniors enrolled in Advanced Placement Language and Composition who use Edmodo to complete assignments for their English class. Their experiences were gathered in an attempt to describe specific experiences in a complex system. Students were selected using an Internet Connectedness Index survey. Using a Virtual Community of Practice framework, students were asked about their experiences in Edmodo. This study concludes that Edmodo and Facebook can be compared in three categories: accessibility, functionality, and environment. Unlike Facebook, which students access regularly, students access Edmodo only to fulfill the teacher's participation expectations for the specific grade they wish to receive. Additionally, students appreciated the convenience of using Edmodo to complete assignments. The functionality of Edmodo is quite similar in layout and appearance to Facebook, yet students were unaware of the media sharing capability, wished for private messaging options, and desired the ability to tag peers for direct comment using the @ sign, all options that are available in Facebook. Students felt the environment in Edmodo could best be characterized as intellectual and academic, which some mentioned might best be used with honors or AP students. A surprising benefit of Edmodo is the lack of social cues enable students to feel free of judgment when composing writing. Some felt this allowed students to know their classmates better and share their true personae free from judgment of classmates. As a result of the case studies of four students, this study seeks to illustrate how students interact in Edmodo versus Facebook to provide a robust image of the academic social network site for teachers seeking to implement educational technology in their classes.
ContributorsCurran-Sejkora, Elizabeth (Author) / Blasingame, James (Thesis advisor) / Nilsen, Alleen (Committee member) / Rodrigo, Rochelle (Committee member) / Turchi, Laura (Committee member) / Arizona State University (Publisher)
Created2013
Description
There is a documented gap between research-based recommendations produced by university-based scholars in the field of education in the United States and the evidence that U.S. politicians' use when deciding which educational policies to implement or amend. This is a problem because university-based education scholars produce vast quantities of research each year, some of which could, and more importantly should, be useful to politicians in their decision-making processes and yet, politicians continue to make policy decisions about education without the benefit of much of the knowledge that has been gained through scholarly research. I refer to the small fraction of university-based education scholars who are demonstrably successful at getting scholarly research into the hands of politicians to be used for decision-making purposes as "university-based bipartisan scholarship brokers". They are distinct from other university-based education scholars in that they engage with politicians from both political parties around research and, as such, are able to use scholarly research to influence the education policymaking process. The problem that this dissertation addresses is the lack of use, by U.S. politicians, of scholarly research produced by United States university-based education scholars as input in education policy decisions. The way in which this problem is explored is through studying university-based bipartisan scholarship brokers. I focused on three areas for exploration: the methods university-based bipartisan scholarship brokers use to successfully get U.S. politicians to consider scholarly research as an input in their decision-making processes around education policy, how these scholars are different than the majority of university-based education policy scholars, and how they conceive of the education policy-setting agenda. What I uncovered in this dissertation is that university-based bipartisan scholarship brokers are a complete sub-group of university-based education scholars. They work above the rigorous promotion and tenure requirements of their home universities in order to use scholarly research to help serve the research needs of politicians. Their engagement is distinct among university-based education scholars and through this dissertation their perspective is presented in participants' own authentic language.
ContributorsAckman, Emily Rydel (Author) / Garcia, David R. (Thesis advisor) / Powers, Jeanne (Committee member) / Fischman, Gustavo E (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
This research presents an analysis of the main institutions and economic incentives that drive farmers behaviors on water use in the Chancay-Lambayeque basin, located in Lambayeque (Peru), a semi arid area of great agricultural importance. I focus my research on identifying the underlying causes of non-collaborative behaviors in regard to water appropriation and infrastructure provisioning decision that generates violent conflicts between users. Since there is not an agreed and concrete criteria to assess "sustainability" I used economic efficiency as my evaluative criteria because, even though this is not a sufficient condition to achieve sustainability it is a necessary one, and thus achieving economic efficiency is moving towards sustainable outcomes. Water management in the basin is far from being economic efficient which means that there is some room for improving social welfare. Previous studies of the region have successfully described the symptoms of this problem; however, they did not focus their study on identifying the causes of the problem. In this study, I describe and analyze how different rules and norms (institutions) define farmers behaviors related to water use. For this, I use the Institutional Analysis and Development framework and a dynamic game theory model to analyze how biophysical attributes, community attributes and rules of the system combined with other factors, can affect farmers actions in regard to water use and affect the sustainability of water resources. Results show that water rights are the factor that is fundamental to the problem. Then, I present an outline for policy recommendation, which includes a revision of water rights and related rules and policies that could increase the social benefits with the use of compensation mechanisms to reach economic efficiency. Results also show that commonly proposed solutions, as switch to less water intensive and more added value crops, improvement in the agronomic and entrepreneurial knowledge, or increases in water tariffs, can mitigate or exacerbate the loss of benefits that come from the poor incentives in the system; but they do not change the nature of the outcome.
ContributorsRubinos, Cathy (Author) / Eakin, Hallie (Committee member) / Abbot, Joshua K (Committee member) / York, Abigail (Committee member) / Arizona State University (Publisher)
Created2013