Matching Items (4)
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- All Subjects: Curriculum
- Creators: Blasingame, James
Description
No Child Left Behind (NCLB) (2001) was a tipping point for the requirement of academic and English language proficiency standards. Yet, there continue to be variations among English language proficiency standards linked and aligned to academic content standards across states, districts, and schools (Golden, 2011). The purpose of this research was to examine how the requirement of only linking language proficiency standards to academic content standards has impacted the quality of Arizona English Language Proficiency Standards with the Common Core English Language Arts State Standards and WIDA Standards at grades 2, 7, and 9. A modified version of Cook's (2007) method was used to determine the standards alignment as well as common and uncommon knowledge between the sets of standard. Results indicate no alignment and limited linkage. Findings also showed absence of grade-level academic content and academic language.
ContributorsNguyen, Tracy Robin (Author) / Arias, M. Beatriz (Thesis advisor) / Blasingame, James (Committee member) / Garcia, Eugene (Committee member) / Arizona State University (Publisher)
Created2012
Description
To be a versatile violinist, one needs interdependence of aural, visual and kinesthetic skills. This thesis introduces aural, visual and kinesthetic learning modalities, and explores the way each is used in the Suzuki, Paul Rolland, Orff, Kodály, and Dalcroze methods, as well as in Edwin Gordon’s Musical Learning Theory. Other methods and pedagogical approaches were consulted and influential in developing the curriculum, such as the teaching of Mimi Zweig, but were not included in this paper either because of an overlap with other methods or insufficient comparable material. This paper additionally presents a new curriculum for teaching beginning violin that incorporates aural, visual, and kinesthetic learning in a systematic and comprehensive manner. It also details a sequenced progression to learn new repertoire and develop proficiency with rhythm, solfège, reading and writing musical notation, and left- and right-hand technique.
ContributorsTang, Tee Tong (Author) / Swartz, Jonathan (Thesis advisor) / Schmidt, Margaret (Committee member) / Feisst, Sabine (Committee member) / Arizona State University (Publisher)
Created2017
Description
This study investigates the lived experience of competition in high school band and the manner in which competition influences and frames band curricula. A hermeneutic phenomenological method based on the works of van Manen and Vagle was used to investigate what it was like for participants to be in competition. A theoretical framework organized around Schwab's commonplaces of education was used to interpret findings related to the curricular areas of the teacher, learner, subject matter, and milieu. I examined data through a lens incorporating principles of John Dewey's philosophy related to each of the commonplaces.
Twelve individuals participated in the study representing experiences had both as students and as music educators. Participants lived and taught in communities throughout the United States and brought differing levels of teaching and competitive experience. Data were generated through in-depth interviews and collaborative phenomenological texts. Research questions included: What is the lived experience of competing in a high school band like?; and, How does competition frame and influence high school band curricula?
Findings indicate that competition was a meaningful and influential part of participants' work as band directors and educational experiences as students. Competition was approached with tension as participants acknowledged negative concerns over the influence of competitions on their students, yet chose to engage in competitive activities. Marching band contests offered a creative outlet where directors could develop custom materials and they did so with a significant motivation to win. Competition was perceived as an influence on band directors' professional reputations, feelings of competence, and how band programs were viewed in the community. Students were motivated by competitions and reacted strongly to competitive results such as rankings, ratings, and other distinctions.
Findings also indicate that band curricula emphasizing competition share similar curricular facets: (a) teachers carefully control and manage classroom activities and curricular choices; (b) students are viewed as skilled performers who are dependent upon their teachers for learning; (c) subject matter is narrowly considered around measurable behavioral objectives and repertoire selection; and, (d) the educational environment is dominated by the teacher who may use competition to motivate students to work and practice more.
Twelve individuals participated in the study representing experiences had both as students and as music educators. Participants lived and taught in communities throughout the United States and brought differing levels of teaching and competitive experience. Data were generated through in-depth interviews and collaborative phenomenological texts. Research questions included: What is the lived experience of competing in a high school band like?; and, How does competition frame and influence high school band curricula?
Findings indicate that competition was a meaningful and influential part of participants' work as band directors and educational experiences as students. Competition was approached with tension as participants acknowledged negative concerns over the influence of competitions on their students, yet chose to engage in competitive activities. Marching band contests offered a creative outlet where directors could develop custom materials and they did so with a significant motivation to win. Competition was perceived as an influence on band directors' professional reputations, feelings of competence, and how band programs were viewed in the community. Students were motivated by competitions and reacted strongly to competitive results such as rankings, ratings, and other distinctions.
Findings also indicate that band curricula emphasizing competition share similar curricular facets: (a) teachers carefully control and manage classroom activities and curricular choices; (b) students are viewed as skilled performers who are dependent upon their teachers for learning; (c) subject matter is narrowly considered around measurable behavioral objectives and repertoire selection; and, (d) the educational environment is dominated by the teacher who may use competition to motivate students to work and practice more.
ContributorsO'Leary, Emmett James (Author) / Tobias, Evan S (Thesis advisor) / Stauffer, Sandra L (Committee member) / Schmidt, Margaret (Committee member) / Sullivan, Jill M (Committee member) / Landes, Heather (Committee member) / Arizona State University (Publisher)
Created2016
Description
This dissertation investigates the impact reading Young Adult Literature (YAL) has on students' empathetic responses as well as their capacity to take action regarding a social justice issue chosen by the student. Drawing on data from a 10th grade honors classroom at a Title 1 school in the Southwest, this ethnographic case study investigates how students use YAL to formulate knowledge construction, empathetic responses, action plans and personal healing. Data for this research includes ethnographic fieldnotes, semi-structured participant interviews, daily journals and a focus group interview. Throughout this study, the teacher and researcher worked together to develop a flexible curriculum that implemented YAL and social activist ideas, such as investigation into action plans and discussion surrounding ways to make change. Results demonstrate that students who had some prior experience with an issue, coupled with identification with a helper character from the novel were more inclined to attempt to take tangible, victim-focused action, whereas students with no prior experience with an issue or those who identified overtly with the victim in the novel were likely to create action plans that spread awareness for others who were unaware of the complexities of the issue. Additionally, the students who had little exposure to the social justice issue they chose demonstrated a level of productive discomfort and a shift in the way they perceived the complexities of the issue. The importance of YAL in the students' social and emotional growth, coupled with an opportunity to create civically minded citizens signals the growing importance of this type of literature in a socially minded world.
ContributorsHays, Alice (Author) / Blasingame, James (Thesis advisor) / Durand, Sybil (Committee member) / Chin, Beverly (Committee member) / Arizona State University (Publisher)
Created2017