Matching Items (12)
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- All Subjects: Secondary Education
- Creators: Division of Teacher Preparation
Description
Teacher learning is a complex and important idea, given the proposed centralized role these individuals have in eradicating the inequitable school outcomes for students of color. It is necessary that researchers document the complex trajectory of learning that occurs as teachers engage in critical reflection on their practice. In the current study, white, female teachers examined the ways their own beliefs, assumptions, and values impacted classroom interactions with students of color, as well as the ways power, privilege, and whiteness manifested in the classroom. Utilizing Cultural Historical Activity Theory (CHAT) as a framework for understanding teacher learning as product and process, as well as whiteness and feminist theories as interrogative tools, the complex and iterative learning trajectories of two elementary school teachers are described in detail. The participating teachers engaged in critical reflection in the context of collaborative interviews, in which they reflected upon excerpts from classroom videos using the lenses of whiteness, power, and privilege in order to consider their own and others' teaching related to deeply held beliefs, assumptions, and values.
ContributorsMruczek, Cynthia (Author) / Swadener, Beth B. (Thesis advisor) / Kozleski, Elizabeth B. (Thesis advisor) / Scott, Kimberly A. (Committee member) / Arizona State University (Publisher)
Created2014
Description
This project is a one-semester U.S. government curriculum that centers on encouraging students to be active and engaged citizens while they learn civics and history content. The curriculum includes discussion based instructional strategies that require students to analyze documents, understand the historical background of issues, and communicate ideas clearly and respectfully. These skills expose students to new ideas and allow them to develop arguments based on evidence. I designed the curriculum for a democratic classroom \u2014 one that provides students with more responsibility and ownership in the classroom and gives them a large role in developing classroom policies and procedures. Diana Hess (2009) argues that a democratic education pushes students to "do democracy" (p. 15). This participatory structure engages students and teaches them how to be active democratic citizens.
ContributorsShaw, Vanessa Anne (Author) / Simpson, Brooks (Thesis director) / Harris, Lauren (Committee member) / Barrett, The Honors College (Contributor) / School of Politics and Global Studies (Contributor) / Division of Teacher Preparation (Contributor)
Created2014-05
Description
The purpose of this review is to address issues that high school students face as future adults and the need for a comprehensive financial literacy program. Students today have a wider array of opportunities and a greater number of resources to help them achieve the goals they set for themselves. Financial literacy is the understanding of the impact of today's financial decisions upon one's future selves and their ability to manage their financial resources. There is a need to understand the human capital value of a post-secondary education and how to how to achieve it from a financially sound perspective. For those that choose to seek a post-secondary education there are many financial options for those who need assistance in paying for college. Additionally, it is not enough to succeed in affording a high education, but in also understanding the true worth of the resources one has and the significance of sustaining those resources to keep negative repercussions at bay. Thus, there are benefits of having a comprehensive financial literacy program for high school students, which allow them to make well-informed decisions that would influence their future in significant ways.
ContributorsLawson, Yvonne Terry (Author) / Panneton, Teresa (Thesis director) / Barnett, Juliet (Committee member) / Barrett, The Honors College (Contributor) / Division of Teacher Preparation (Contributor)
Created2015-05
Description
The purpose of this study was to determine how I, as a future teacher, can best combat inequities in technological access and fluency in my future classroom. In this study, I explored a range of literature on the role of technology in the classroom, the digital divide in home and school settings, and variance in digital literacy. Additional insight was gained through interviews and observing school faculty in three public school districts in the Phoenix Metropolitan Area. This provided a better understanding of local context in order to gain a sense of the national and local realities of the digital landscape as they relate to educational equity in the educational settings where I aim to serve as a certified teacher.
ContributorsJakubczyk, Nicole Marie (Author) / Foulger, Teresa (Thesis director) / Barnett, Juliet (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05
Description
Since 2001, PISA (Programme for International Student Assessment) scores revealed that Finland has the most successful education system in the world, with their students consistently outranking global participants. These scores have granted Finland acknowledgement from educators across the world. Because of this, researchers have analyzed their system and classroom practices. Many of these researchers have focused on primary education and their implementation of play and discovery learning in the classroom. This paper contains a literature review that analyzed any current research written on the main attributes to the Finnish education system’s success. There appears to be a hole in the research in Finnish education regarding secondary education. For the study, research focused on secondary schools, with an emphasis on learning how educators foster student independence. It also defined the term “autonomous mindset,” which described students who have agency in their own education, in addition to being motivated and independent on a daily basis. The goal of the research was to interview secondary educators in Finland and interpret how American teachers can apply innovative strategies into their classroom that will result in students who have an autonomous mindset. Eleven teachers at Parhaat Secondary School were interviewed. These interviews were transcribed and organized into four main codes: Finnish culture, student teacher relationships, creative lesson planning, and personalized instruction. These codes were then expanded on as findings. The study revealed that, to cultivate student autonomy, teachers must get to know their students, build a mutual respect, and create student interest-driven lesson plans. These strategies were suggested to teachers who are interested in cultivating the autonomous mindset in their American classrooms.
ContributorsHaagen, Paige Elizabeth (Author) / Saidy, Christina (Thesis director) / LePore, Paul (Thesis director) / Simpson, Darby (Committee member) / Department of English (Contributor) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
Current funding for education is largely dependent on property taxes and as a result, there is an inequitable access to resources from school district to school district. This paper addresses this inequity by providing an analysis on the consolidation of school districts. The analysis includes case studies from multiple states, a literature study on existing research on consolidation, and a proposal for the state of Arizona, the state where this paper originates. Overall, this paper acknowledges that consolidation is not a universal solution to educational inequity and the successful implementation of this process. Rather, it is a way to reduce the gap.
ContributorsFu, Angela (Author) / Ludlow, Carlyn (Thesis director) / Clausen, Jennifer (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
Inclusive education has become a global movement through the policies of the United Nations Educational, Scientific, and Cultural Organization (e.g., Salamanca Statement). These policies led many developing nations to adopt these policies in their national policy agendas. Turkey has developed inclusive education policies that deal with the education of students with disabilities (SwD). However, although SwD are the largest group who are marginalized and excluded from educational opportunities, there are other groups (e.g., cultural-linguistic minorities) who experience educational inequities in access and participation in learning opportunities and deal with enduring marginalization in education. This study examined a) Turkish teachers’ and parents’ conceptualizations of inclusive education for diverse groups of students, namely SwD, Kurdish students (KS), and girls, who experience educational inequities, b) how their construction of students’ identities influenced students' educational experiences in relation to inclusive education, c) how their stories revealed identities, differences and power, and what role privilege played in marginalization, labeling, and exclusion of students within conceptualizations of inclusive education. I used cultural historical activity theory (Engeström, 1999) and figured worlds (Holland et al., 1998) to understand the teachers’ and parents’ interpretations and experiences about inclusive education. This qualitative study was conducted in four different schools in Maki, a small southwestern city in Turkey. A classroom photo, with a vignette written description, and a movie documentary were used as stimuli to generate focus group discussions and individual interviews. I conducted classroom observations to explore the context of schooling and how students were positioned within the classrooms. Classroom artifacts were additionally collected, and the data were analyzed using a constant-comparative method. The study findings demonstrated that students had different equity struggles in access, meaningful participation, and having equal outcomes in their education. The education activity system was not inclusive, but rather was exclusive by serving only certain students. SwD and girls had difficulty accessing education due to cultural-historical practices and institutional culture. On the other hand, Turkish-only language policy and practices created tensions for KS to participate fully in education activity systems. Although stakeholders advocated girls’ education, many of them constructed SwD’s and KS’ identities from deficit perspectives.
ContributorsKilinc, Sultan (Author) / Arzubiaga, Angela (Thesis advisor) / Kozleski, Elizabeth B. (Thesis advisor) / Swadener, Elizabeth Blue (Committee member) / Arizona State University (Publisher)
Created2016
ContributorsTran, Michelle (Author) / Dombrowski, Rosemarie (Thesis director) / Kirsch, Sharon (Committee member) / Barrett, The Honors College (Contributor) / Division of Teacher Preparation (Contributor)
Created2022-05
ContributorsTran, Michelle (Author) / Dombrowski, Rosemarie (Thesis director) / Kirsch, Sharon (Committee member) / Barrett, The Honors College (Contributor) / Division of Teacher Preparation (Contributor)
Created2022-05
ContributorsTran, Michelle (Author) / Dombrowski, Rosemarie (Thesis director) / Kirsch, Sharon (Committee member) / Barrett, The Honors College (Contributor) / Division of Teacher Preparation (Contributor)
Created2022-05