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This study explores teacher educators' personal theories about the instructional practices central to preparing future teachers, how they enact those personal theories in the classroom, how they represent the relationship between content, pedagogy, and technology, and the function of technology in teacher educators' personal theories about the teaching of mathematics

This study explores teacher educators' personal theories about the instructional practices central to preparing future teachers, how they enact those personal theories in the classroom, how they represent the relationship between content, pedagogy, and technology, and the function of technology in teacher educators' personal theories about the teaching of mathematics and their practices as enacted in the classroom. The conceptual frameworks of knowledge as situated and technology as situated provide a theoretical and analytical lens for examining individual instructor's conceptions and classroom activity as situated in the context of experiences and relationships in the social world. The research design employs a mixed method design to examine data collected from a representative sample of three full-time faculty members teaching methods of teaching mathematics in elementary education at the undergraduate level. Three primary types of data were collected and analyzed:

a) structured interviews using the repertory grid technique to model the mathematics education instructors' schemata regarding the teaching of mathematics methods; b) content analysis of classroom observations to develop models that represent the relationship of pedagogy, content, and technology as enacted in the classrooms; and c) brief retrospective protocols after each observed class session to explore the reasoning and individual choices made by an instructor that underlie their teaching decisions in the classroom. Findings reveal that although digital technology may not appear to be an essential component of an instructor's toolkit, technology can still play an integral role in teaching. This study puts forward the idea of repurposing as technology -- the ability to repurpose items as models, tools, and visual representations and integrate them into the curriculum. The instructors themselves became the technology, or the mediational tool, and introduced students to new meanings for "old" cultural artifacts in the classroom. Knowledge about the relationships between pedagogy, content, and technology and the function of technology in the classroom can be used to inform professional development for teacher educators with the goal of improving teacher preparation in mathematics education.
ContributorsToth, Meredith Jean (Author) / Middleton, James (Thesis advisor) / Sloane, Finbarr (Committee member) / Buss, Ray (Committee member) / Atkinson, Robert (Committee member) / Arizona State University (Publisher)
Created2014
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Description
With organizations’ rising interest in creativity as one of the most sought out skill sets for graduates, it has become crucial to infuse creativity training in academic programs. This study evaluated freshmen business students’ perceptions about their personal, everyday creativity and examined the influence of infusing creativity training in their

With organizations’ rising interest in creativity as one of the most sought out skill sets for graduates, it has become crucial to infuse creativity training in academic programs. This study evaluated freshmen business students’ perceptions about their personal, everyday creativity and examined the influence of infusing creativity training in their freshmen seminar course.

This action research study drew upon the intersection of three creative self-belief theories from management and education psychology literature: Jaussi, et al (2007) Creative Identity Theory; Karwowski (2014) Creative Mindset Theory; and Tierney & Farmer (2002) Creative Self-efficacy Theory. These theories arguably stemmed from Burke (1991) Identity Theory; Dweck (2006) Mindset Theory; and Bandura (1977, 1997) Self-efficacy Theory, respectively. This approach was used to understand what factors influenced students’ perceptions about their personal, everyday creativity.

Freshmen business students participated in the study. A concurrent mixed methods approach was used to gather data from the students. Quantitative data came from a post- and retrospective pre-intervention survey that assessed four constructs: creative identity, creative self-efficacy, growth mindset, and fixed mindset. The data also came from the quantitative section of a post-workshop feedback survey asking to rate the effectiveness of each workshop. Qualitative data were gathered in several ways. Student interviews focused on asking how they defined creativity, shared reasons that motivated or inhibited them to practice creativity, and explained to what extent the workshops influenced them. Additional qualitative data came from student reflection essays and the qualitative section of a post-workshop feedback survey.

Research results suggested students gained an increased understanding in the importance of adopting a growth mindset, designating ‘creative’ as a critical identity and building confidence in their creative endeavors. The students’ interview and reflection essay data were consistent with the survey data. Finally, research results from the study highlighted the benefit of creativity training as a crucial, complementary, and iterative form of study in an academic setting allowing students to know themselves better and to prioritize their creative performances as part of their program learning outcomes.
ContributorsHomayoun, Sogol (Author) / Buss, Ray (Thesis advisor) / Henriksen, Danah (Committee member) / Underiner, Tamara (Committee member) / Arizona State University (Publisher)
Created2019
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Description
This action research study explored the effects of implementing a professional learning community (PLC) as part of an eighth-grade advisory program on teacher confidence and attitudes toward social emotional learning (SEL) and perceptions of school climate. The two-semester long study was implemented in a K-12 private independent school. Using a

This action research study explored the effects of implementing a professional learning community (PLC) as part of an eighth-grade advisory program on teacher confidence and attitudes toward social emotional learning (SEL) and perceptions of school climate. The two-semester long study was implemented in a K-12 private independent school. Using a mixed-methods research design, this study answered the following three research questions: 1) How does participation in a PLC to develop teacher social emotional competence (SEC) and curriculum for an eighth-grade advisory program focused on SEL affect teachers’ confidence in advisory and SEL? 2) How does participation in the PLC affect teachers’ attitude toward advisory and SEL? 3) What affordances and constraints are experienced by teachers participating in the PLC during remote learning? Likert scale surveys were administered at the start and conclusion of the intervention. The surveys measured teachers’ confidence in and attitude toward advisory, how well advisory supported remote learning, and perceptions of administrative support for the program. Semi-structured interviews were conducted at the midpoint and conclusion of the intervention. The interviews assessed perceptions of the advisory curriculum, teachers’ confidence and attitudes toward advisory, and affordances and constraints of the PLC. Study findings indicated three key results. Participation in the PLC (a) promoted teacher competence and commitment toward SEL, (b) increased SEL professionalism, and (c) increased camaraderie among advisory teachers as they evaluated the affordances and constraints of remotely teaching SEL. PLC participants demonstrated a more nuanced assessment of advisory curriculum and how to implement SEL content, and an increased commitment to continued professional growth. The PLC also fostered teachers’ sense of connection with colleagues. This study contributed to existing research on professional development for SEL and its effects on teacher efficacy and school climate, including satisfaction as an SEL teacher. In relation to practice, suggestions for middle school SEL interventions include the incorporation of collective learning for teachers as well as distributed leadership to promote teacher efficacy and commitment to SEL. Future research should focus on measuring the effects of teachers’ collective learning and distributed leadership on school climate outcomes for students.
ContributorsStrong, Melissa Marie (Author) / Kurz, Terri L. (Thesis advisor) / Buss, Ray (Committee member) / Herkstroeter, Kristin (Committee member) / Arizona State University (Publisher)
Created2021
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Description
The purpose of this action research study was to implement and analyze an intervention designed to improve perceptions of working with others as well as practice and improve emotional tools related to such interactions through the systematic development of ability emotional intelligence (EI) related skills. The present study sought to:

The purpose of this action research study was to implement and analyze an intervention designed to improve perceptions of working with others as well as practice and improve emotional tools related to such interactions through the systematic development of ability emotional intelligence (EI) related skills. The present study sought to: (1) explore high school students’ perceptions of their role as part of a team during teamwork; (1a) investigate how perceptions differed by EI level; (2) examine how students’ perceptions of their role in teamwork were influenced by being paired with more advanced (ability EI) peers or less advanced peers, based on ability emotional intelligence test scores; (3) determine if ability emotional intelligence related skills could be developed over the course of a 7-week intervention.

The intervention took place in a 12th grade US Government & Economics classroom with 34 participants for examination of general trends, and 11 focal participants for focused and in-depth analysis. Students were taught about emotion theory and engaged in two weeks of ability emotional intelligence skills training, followed by a five-week project cycle in which students were required to work together to achieve a common goal. The research design was mixed methods convergent parallel. Quantitative data were collected from post- and retrospective pre-intervention surveys regarding student perceptions about working with others and their ability EI related skills. Qualitative data were collected through on-going student reflective journal entries, observational field notes, and interviews with the focal group of participants.

Results suggested the intervention had a significant effect on students’ perceptions of working with others and perceived ability emotional intelligence related skills. Significant positive change was found through quantitative data analysis, revealing students’ perceptions about working with others in teams had improved as a result of the intervention as had their perceptions about their ability EI related skills. Qualitative analysis revealed rich, thick descriptions exploring this shift in perception among the 11 focal students, providing the evidence necessary to support the effectiveness of the intervention. Results suggested the possibilities for improved teamwork in the classroom.
ContributorsZuniga, Alison Kara (Author) / Bertrand, Melanie (Thesis advisor) / Buss, Ray (Committee member) / Caruso, David (Committee member) / Arizona State University (Publisher)
Created2019
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Description
The purpose of this action research study was to understand better student perceptions of entrepreneurship opportunities, with a particular focus on exploring how a peer-mentor might play a helping role supporting the entrepreneurial activities of their peer students in a college environment. This action research study focused on the experience

The purpose of this action research study was to understand better student perceptions of entrepreneurship opportunities, with a particular focus on exploring how a peer-mentor might play a helping role supporting the entrepreneurial activities of their peer students in a college environment. This action research study focused on the experience of a five-week, virtual mentorship program. The theoretical perspectives guiding the research included the work of Ajzen, Bandura, and Stets and Burke. In this mixed method study, quantitative data were collected for three constructs—self-efficacy, entrepreneurial identity, and entrepreneurial mindset. Quantitative data were gathered using pre- and post-intervention surveys. Qualitative data were gathered through written journal reflections and semi-structured interviews at the end of the study. Participants were undergraduate students serving as mentors and first-year, full-time students engaging as mentees. The study was conducted during the fall 2020 semester and occurred in a fully, virtual format in response to COVID-19 public health considerations. Modest increases in levels of agreement with entrepreneurial self-efficacy and relational support for entrepreneurship were indicated from the analysis of the quantitative results. A slight decline for entrepreneurial identity also occurred. Qualitative data provided richer understandings of student perspectives. Themes around the perception of self, relationship with others, entrepreneurial focus, and feelings towards entrepreneurship emerged from the mentee’s qualitative data. Central themes for the mentor data included helping, focusing on the college experience, and feelings as a mentor. The perspectives of mentors and mentees were also explored in analysis of journal entries. Students indicated they valued entrepreneurial activity and mindset, with the majority expressing future goals relevant to entrepreneurship. The discussion focused on the complementarity of the data, connection of the outcomes to the theoretical frameworks, personal lessons learned, limitations of the study, and implications for research and my own practice.
ContributorsDunning, Lauren (Author) / Buss, Ray (Thesis advisor) / Mcintyre, Lisa (Committee member) / Westlake, Garret (Committee member) / Arizona State University (Publisher)
Created2021