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Over the past few years, the issue of childhood trauma in the United States has become significant. A growing number of children are experiencing abuse, neglect, or some other form of maltreatment each year. Considering the stressful home lives of maltreated children, the one sure sanctuary is school. However, this

Over the past few years, the issue of childhood trauma in the United States has become significant. A growing number of children are experiencing abuse, neglect, or some other form of maltreatment each year. Considering the stressful home lives of maltreated children, the one sure sanctuary is school. However, this idea requires teachers to be actively involved in identifying and caring for the children who need it most. Traumatic childhood experiences leave lasting scars on its victims, so it is helpful if teachers learn how to identify and support children who have lived through them. It is unfortunate that teachers will most likely encounter children throughout their career who have experienced horrendous things, but it is a reality. With this being said, teachers need to develop an understanding of what traumatized children live with, and learn how to address these issues with skilled sensitivity. Schools are not just a place where children learn how to read and write; they build the foundation for a successful life. This project was designed to provide teachers with a necessary resource for helping children who have suffered traumatic experiences. The methodology of this project began with interviews with organizations specializing in working with traumatized children such as Arizonans for Children, Free Arts for Abused Children, The Sojourner Center, and UMOM. The next step was a review of the current literature on the subject of childhood trauma. The findings have all been compiled into one, convenient document for teacher use and distribution. Upon completion of this document, an interactive video presentation will be made available through an online education website, so that distribution will be made simpler. Hopefully, teachers will share the information with people in their networks and create a chain reaction. The goal is to make it available to as many teachers as possible, so that more children will receive the support they need.
ContributorsHanrahan, Katelyn Ann (Author) / Dahlstrom, Margo (Thesis director) / Kelley, Michael (Committee member) / Division of Teacher Preparation (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
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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

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
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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.

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
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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

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
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Description
Media and technology are integral parts of today’s society. Unlike in the past, most adults in the United States now have access to the internet via their own personal devices. Technology’s popularity does not stop with adults. The children of this generation are extremely knowledgeable when it comes to media

Media and technology are integral parts of today’s society. Unlike in the past, most adults in the United States now have access to the internet via their own personal devices. Technology’s popularity does not stop with adults. The children of this generation are extremely knowledgeable when it comes to media and technology and are exposed to it at a very young age. This paper analyzes the effect that this exposure is having on early childhood development. The research shows that there are several benefits to children using technology at a young age. Some of these benefits include increased learning opportunities, preparation for future careers, and support for children with disabilities. However, there are also several challenges that technology can cause. Some of these challenges include increased violence, exposure to inappropriate content, sleep issues, and an increased chance of obesity. In addition to this paper, a resource website titled Toddlers and Technology was created. The purpose of this website is to give parents insight into the information that is available in regards to technology and child development. The website includes the benefits and challenges of children using technology, recommendations on how parents can combat the challenges, and a list of 10 educational apps for early childhood development.
Keywords: children, technology, media, apps, families
ContributorsCave, Mckenna Ann (Author) / Farrand, Kathleen (Thesis director) / Boozer, April (Committee member) / Division of Teacher Preparation (Contributor) / Dean, W.P. Carey School of Business (Contributor) / Department of Marketing (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
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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.

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
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Description
Early adolescence is a pivotal stage of social and emotional development. Socialization traditionally occurs in person, but social interactions via technology (e.g., social media, video games) have grown in popularity. However, little research has been conducted on how early adolescents interact with technology and how these interactions relate to their

Early adolescence is a pivotal stage of social and emotional development. Socialization traditionally occurs in person, but social interactions via technology (e.g., social media, video games) have grown in popularity. However, little research has been conducted on how early adolescents interact with technology and how these interactions relate to their socialization as well as other factors such as reading habits or academic achievement. Seventh and eighth grade students (n = 719) completed a survey that captured information about their technology use, their academic habits and performance, and extracurricular involvement. It was hypothesized that those involved in more extracurricular activities would use the internet more socially and that internet use would be negatively correlated to both academic performance and recreational reading. Responses indicated that a majority of students have access to technology (e.g. internet, computers, television, gaming consoles, and tablets) in their homes. Social media use differed drastically between platforms. Analyses indicated a relation between amount of extracurricular activities on social television watching and social internet use, but not on social gaming. A significant negative correlation was found between recreational reading and time spent socializing online, but there was no significant effect of these factors on academic performance. Thus, hypotheses were partially supported by the relation between amount of extracurriculars and social internet use and the negative correlation between time spent socializing online and recreational reading.
ContributorsHorner, Kate Elizabeth (Author) / McNamara, Danielle (Thesis director) / McCarthy, Kathryn (Committee member) / Davis, Mary (Committee member) / Division of Teacher Preparation (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2017-12
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Description
The principles of transformational play challenge the assumption that learning and "real life" are inherently separate spheres, and instead, intimately connect the two spheres by integrating the often separate treatment of person, content, and context. By positioning person, content, and context in a way that traditional learning environments cannot, transformational

The principles of transformational play challenge the assumption that learning and "real life" are inherently separate spheres, and instead, intimately connect the two spheres by integrating the often separate treatment of person, content, and context. By positioning person, content, and context in a way that traditional learning environments cannot, transformational play puts students in the role of active protagonists in their own learning and positions them to use their growing knowledge to make authentic choices that can affect problems they face in reality and thereby transform: the circumstances of their lives, the way they understand knowledge as a functional asset, and the way they see themselves as agents with the ability to act and create change. This can be especially empowering to students who have thus far been facing a feeling of hopelessness or powerlessness in their lives. Teachers can apply the concepts behind transformational play throughout the learning process to improve the consequentiality of students' learning experiences.
ContributorsCurtis, Camryn (Author) / Barab, Sasha (Thesis director) / Arici, Anna (Committee member) / School of Historical, Philosophical and Religious Studies (Contributor) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2017-12
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Description
In the future a Community struggles for survival on an uninhabitable Earth. A small faction of rebels, called Villains, put the lives of the entire Community at risk as they fight for domination of their home. Heroes and their Sidekicks rise up from the population to fight the Villains and

In the future a Community struggles for survival on an uninhabitable Earth. A small faction of rebels, called Villains, put the lives of the entire Community at risk as they fight for domination of their home. Heroes and their Sidekicks rise up from the population to fight the Villains and win back their world. As they complete their training and begin to enter the world of Heroes and Villains, Alyssa begins to struggle with her identity as a Sidekick, her new role in the Community, and whether she can really preserve all that matters most to her. This excerpt from the larger novel, Sidekick, tells the story of Alyssa's struggles to remain true to herself, and her best friend Jeremy, all the while being called to serve the Community and eradicate the threat the Villains pose to her way of life. I conceived Sidekick as a work of speculative fiction because I believe the genre is one of the most powerful tools for education in the present time. By freeing one's mind to wonder, the dull becomes an exciting thought experiment that can (and does) influence how individuals see their world. Reading pieces like Ender's Game and 1984 I have found my ways of thinking challenged and stretched, and ideas from these works of fiction have stuck with and changed me. One major goal of the work was identifying and integrating major academic and life lessons I have learned into the overall work, providing it an intellectual and emotional grounding in reality. Having its foundations in the real world, the setting of Sidekick becomes a stage for a fantastical story as well as the reader's own imagination and introspection.
ContributorsWarren, Taylor Ann (Author) / Finn, Ed (Thesis director) / Bell, Matt (Committee member) / Department of English (Contributor, Contributor, Contributor) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2015-12
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ContributorsTran, Michelle (Author) / Dombrowski, Rosemarie (Thesis director) / Kirsch, Sharon (Committee member) / Barrett, The Honors College (Contributor) / Division of Teacher Preparation (Contributor)
Created2022-05