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Description
Learning a second language has been shown to have many benefits, but in the
state of Arizona the teaching and learning of second languages has been restricted since the passing of Proposition 203. In the past few years, schools offering Dual Language Immersion programs have emerged, but their teachers do not have much experience, training or resources to teach language through content. Language immersion self- efficacy has been shown to be crucial for the teachers to be more effective in their instruction and for them to embrace the challenges they face.
The purpose of this action research study was to increase Spanish immersion teachers' self-efficacy through a community of practice, in which teachers performed peer observations and offered feedback, collaboratively drew from a pool of resources that were available online for all to use, and supported each other in the areas they felt could be improved.
Quantitative data included pre- and post- intervention self-efficacy surveys, as well as a retrospective survey. Qualitative data included audio recordings and field notes from the community of practice sessions, teacher observations, peer observations, and feedback meetings, as well as interviews.
Results from the analysis of data showed an increase of teachers’ self-efficacy because of the close collaboration and resource sharing that took place during the implementation of the community of practice. Teachers also reported positive changes in practice due to peer observations and collegial conversations during meetings, where teachers could acknowledge their own successes and use ideas from others to improve their practice. Finally, despite all the positive outcomes from this action research study, it was evident there were some systemic issues the community of practice could not change, such as the lack of resources and appropriate curriculum for Spanish immersion teachers.
Many parents and educators have agreed our students should have the opportunity of becoming bilingual to face global competition more effectively. Because of that, Spanish immersion schools have been growing in popularity in Arizona. Moreover, it has become clear that as we have more schools and teachers willing to adopt these programs, more resources must be made available to support immersion teachers and their instruction.
state of Arizona the teaching and learning of second languages has been restricted since the passing of Proposition 203. In the past few years, schools offering Dual Language Immersion programs have emerged, but their teachers do not have much experience, training or resources to teach language through content. Language immersion self- efficacy has been shown to be crucial for the teachers to be more effective in their instruction and for them to embrace the challenges they face.
The purpose of this action research study was to increase Spanish immersion teachers' self-efficacy through a community of practice, in which teachers performed peer observations and offered feedback, collaboratively drew from a pool of resources that were available online for all to use, and supported each other in the areas they felt could be improved.
Quantitative data included pre- and post- intervention self-efficacy surveys, as well as a retrospective survey. Qualitative data included audio recordings and field notes from the community of practice sessions, teacher observations, peer observations, and feedback meetings, as well as interviews.
Results from the analysis of data showed an increase of teachers’ self-efficacy because of the close collaboration and resource sharing that took place during the implementation of the community of practice. Teachers also reported positive changes in practice due to peer observations and collegial conversations during meetings, where teachers could acknowledge their own successes and use ideas from others to improve their practice. Finally, despite all the positive outcomes from this action research study, it was evident there were some systemic issues the community of practice could not change, such as the lack of resources and appropriate curriculum for Spanish immersion teachers.
Many parents and educators have agreed our students should have the opportunity of becoming bilingual to face global competition more effectively. Because of that, Spanish immersion schools have been growing in popularity in Arizona. Moreover, it has become clear that as we have more schools and teachers willing to adopt these programs, more resources must be made available to support immersion teachers and their instruction.
ContributorsSalas, Raquel (Author) / Bertrand, Melanie (Thesis advisor) / Buss, Ray R. (Committee member) / Hightower, Guadalupe (Committee member) / Arizona State University (Publisher)
Created2016
Description
Incoming freshman at East Los Angeles College were struggling with successfully completing their first semester, leading to low rates of course success and retention. Students reported struggles with adapting to the culture of college, particularly with behaving like a college student and managing time. The purpose of this action research study was to determine if embedding a College Success Curriculum (CSC) into a required class would help students more successfully navigate the first semester. The CSC was embedded into the action-researcher's freshman composition class and covered the following concepts: appropriate classroom behavior, communication, time management, and organization. Quantitative data included retrospective pre-intervention and post-intervention survey data. Qualitative data included the researcher's journal and student-written journal entries. Findings from this study indicated that students learned to communicate via email and to prioritize their time, however, the CSC did not have a measurable effect on students’ behavior, time management, or organization. Course success and retention after receiving the CSC remained at previous years’ rates. There continues to be a need to assist freshmen students in these critical college skills, and perhaps adapt some of the strategies used in this project for future iterations.
ContributorsRyan Romo, Amanda J (Author) / Rotheram-Fuller, Erin (Thesis advisor) / Buss, Ray R. (Committee member) / Jaramillo, Veronica (Committee member) / Arizona State University (Publisher)
Created2019
Description
Change in the workplace is a constant. This is even more true due to changes caused by the COVID-19 pandemic. The changes have altered work locations, the modes of communication used, and how meetings are held, conversations, and trainings. It has become evident that, with these pandemic-caused changes, communication skills, the ability to empathize, and the opportunity to connect with one another are more desirable than ever before. The purpose of this mixed-method study was to examine how, and to what extent, participation in professional development workshops developed and refined the participants’ communication skills, collaboration skills, communication self-efficacy, and collaboration self-efficacy, and generated an environment that fostered positive connections. The study was guided by five theoretical frameworks, including the work of Wenger (1998), Tuckman (1965), Bandura (1977), Goleman (1995), and Luthans et al. (2007). This action research study utilized a mixed-method research approach in which both qualitative and quantitative instruments were used to gather data. Study participants were staff members in New College. The innovation was conducted over the length of the semester and involved participation in a series of professional development workshops. Quantitative data indicated a positive change in the dependent variables between a retrospective pre-innovation assessment and a post-innovation assessment. The qualitative data allowed for a descriptive story to be told and also provided a way to understand the numerical data. Discussion focused on describing the complementarity of the data, explaining outcomes relative to the theoretical frameworks, and noting limitations, implications for practice and future research, and lessons learned.
ContributorsSchulte, Jennifer (Author) / Giorgis, Cyndi (Thesis advisor) / Buss, Ray R. (Committee member) / Preach, Deborah (Committee member) / Arizona State University (Publisher)
Created2021