Matching Items (25)
Filtering by
- All Subjects: Education
- Genre: Academic theses
- Creators: Marsh, Josephine
- Creators: Buss, Ray
- Member of: Theses and Dissertations
- Status: Published
Description
There are few studies on parents' perspectives on multicultural literature. Most studies on Korean American children's literature have relied on the researchers' content analysis of the books, rather than readers' responses to them. To fill this gap, this study sought to understand the Korean/Korean American parents' perspectives on Korean American children's literature by examining their responses to seven picture books on Korean American children. Data were collected for this qualitative study by interviewing ten Koreans/Korean Americans, twice. The first interview focused on stories about their immigration to the U.S., involvement with their children's reading, and experiences reading books related to Korea or Koreans published in the U.S. The second interview focused on their responses to seven Korean American children's literature books. The interviews were recorded, transcribed, coded, and analyzed. The parents' responses, which were infused with their personal, social, and cultural marks, focused on five themes: (a) use of Korean names without specific cultural description, (b) misrepresentation of Korean/Korean American experiences, (c) undesirable illustrations, (d) criteria for good Korean American children's literature, and (e) use of Korean words in English books. The parents' stories about their involvement with their children's reading suggest that to promote multicultural literature, libraries or schools should offer lists of multicultural literature. The parents' responses showed concern about stereotypical images of Korea or Korean American in the U.S. media that often get transferred to stories about Korean Americans in Korean American children's literature. This study confirms the importance of editors and reviewers, who are knowledgeable about the Korean culture and Korean American experience. It also suggests that more books with varied images of Korean Americans, and more stories about Korean Americans children's authentic experiences are necessary in order to represent the complexity and divergence within Korean people and the Korean American culture.
ContributorsKim, Hye-jong (Author) / Smith, Karen (Thesis advisor) / Marsh, Josephine (Thesis advisor) / Edelsky, Carole (Committee member) / Hudelson, Sarah (Committee member) / Arizona State University (Publisher)
Created2013
Description
Teamwork and project management (TPM) tools are important components of sustainability science curricula designed using problem- and project-base learning (PPBL). Tools are additional materials, beyond lectures, readings, and assignments, that structure and facilitate students' learning; they can enhance student teams' ability to complete projects and achieve learning outcomes and, if instructors can find appropriate existing tools, can reduce time needed for class design and preparation. This research uses a case study approach to evaluate the effectiveness of five TPM tools in two Arizona State University (ASU) sustainability classes: an introductory (100-level) and a capstone (400-level) class. Data was collected from student evaluations and instructor observations in both classes during Spring 2013 and qualitatively analyzed to identify patterns in tool use and effectiveness. Results suggest how instructors might improve tool effectiveness in other sustainability classes. Work plans and meeting agendas were the most effective TPM tools in the 100-level class, while work plans and codes of collaboration were most effective at the 400 level. Common factors in tool effectiveness include active use and integration of tools into class activities. Suggestions for improving tool effectiveness at both levels include introducing tools earlier in the course, incorporating tools into activities, and helping students link a tool's value to sustainability problem-solving competence. Polling students on prior use and incorporating tool use into project assignments may increase 100 level tool effectiveness; and at the 400 level, improvements may be achieved by introducing tools earlier and coaching students to select, find, and develop relevant tools.
ContributorsTrippel, Dorothy (Author) / Redman, Charles L. (Thesis advisor) / Pijawka, K. David (Committee member) / Walters, Molina (Committee member) / Arizona State University (Publisher)
Created2013
Description
The purpose of this study was to investigate critical literacy practices in two prehistoric exhibits in a natural history museum. Bourdieu's habitus and Bakhtin's dialogism served as theoretical frames to collect and analyze data. Data were collected and triangulated using field notes, interview transcriptions, archives, and other data sources to critically scrutinize textual meaning and participant responses. Spradley's (1979) domain analysis was used to sort and categorize data in the early stage. Glaser and Strauss's (1967) constant comparative method was used to code data. My major findings were that museum texts within this context represent embedded beliefs and values that were interwoven with curators` habitus, tastes and capital, as well as institutional policies. The texts in the two Hohokam exhibits endorse a certain viewpoint of learning. Teachers and the public were not aware of the communicative role that the museum played in the society. In addition, museum literacy/ies were still practiced in a fundamental way as current practices in the classroom, which may not support the development of critical literacy. In conclusion, the very goal for critical museum literacy is to help students and teachers develop intellectual strategies to read the word and the world in informal learning environments.
ContributorsLiang, Sheau-yann (Author) / Mccarty, Teresa (Thesis advisor) / Marsh, Josephine (Committee member) / Blumenfeld-Jones, Donald (Committee member) / Welsh, Peter (Committee member) / Arizona State University (Publisher)
Created2013
Description
Teachers have the one of the most difficult, yet most rewarding jobs to guide our impressionable youth into academically prepared independent thinkers. This undertaking requires a commitment, as well as an enormous effort that can oftentimes be overwhelming. Teaching has been found to be a stressful profession for several decades with the potential concern of negative consequences for both teachers and students. The purpose of this study was to view mutual influences that affected the stress levels of urban teachers, as well as gather possible solutions to help alleviate some areas of stress. This study evaluated an urban school district in Arizona to uncover existing stressors for elementary teachers. Through qualitative analysis, this study utilized focus group interviews within this urban district, which consisted of 20 teachers in various grade levels. Four to five teachers formed each focus group, where participants responded to six open-ended questions in a candid setting. Using the grounded theory, major and minor themes emerged as a result of teacher responses that revealed trends and commonalities. Additionally, participants relayed their suggestions to mitigate some of these stressors. This study revealed that the some of the stressors that surfaced were common to the entire group, while some grade level subgroups differed in areas of stress. The suggestion to implement purposeful support systems to improve the stress of teachers was recommended with the proposal to reexamine the results for their effectiveness in future studies.
ContributorsAyala, Sherry L (Author) / Spencer, Dee (Thesis advisor) / Marsh, Josephine (Committee member) / Ventura, Mário (Committee member) / Arizona State University (Publisher)
Created2013
Description
The National Association of Community College Teacher Education Programs (NACCTEP) was established to promote the community college role in the recruitment, preparation, retention, and renewal of teachers. NACCTEP is led by a 13-member executive board consisting of community college teacher education administrators and faculty members from across the United States. Board members expressed concern that their first year consisted of them trying to learn their role as a board member including how to participate in board activities. By the time they became fully knowledgeable about their role and became more active participants, their two-year term was completed. They also indicated that initially they felt disconnected from veteran board members. To address this issue, an orientation/leadership suite was developed for new board members to assist them in transitioning from peripheral roles to full active roles. The suite included activities such as an association orientation web page, participation in monthly board conference calls, a face-to-face leadership session, and mentoring by veteran board members. The communities of practice (CoP) framework shaped this action research study and the activities of the suite were designed to foster a CoP. This action research study utilized a mixed-method research approach in which both qualitative and quantitative instruments were used to gather data. The descriptive statistics indicated that on average, new board members perceived mentoring was effective, understood their role on the board, experienced a sense of a community of practice, considered themselves as active on the board, and believed the leadership orientation suite was effective. An analysis of the qualitative data resulted in four themes: community, communication, participation, and efficacy. Overall, the findings indicated that the new board member orientation/leadership suite assisted new board members transition from peripheral roles to active leadership roles through developing a sense of community; facilitating and sustaining communication; defining, supporting, and encouraging participation; and increasing efficacy in their roles. Through the learning of their roles, the new board members became knowledgeable, comfortable, and confident in serving as board members, which facilitated their participating in the NACCTEP board's CoP.
ContributorsOstos, Ray A (Author) / Buss, Ray (Thesis advisor) / Barnett, Joshua (Committee member) / De Los Santos, Gerardo (Committee member) / Arizona State University (Publisher)
Created2013
Description
It is common for graduate programs to be plagued by delays in on-time student completion or to experience student attrition. Students have experienced such delays in a local program at the University where I am employed as a lecturer. Therefore, this dissertation was undertaken with the aim of supporting university students at the graduate level toward successful on-time completion of their programs. This action research study was multi-phased in its approach; with data collection, and reflection driving the process for intervention delivery and subsequent evaluation. A dynamic approach which included some components of greater structure than was previously seen in the program, was designed for implementation. It was envisaged that this approach would serve as a model of support for students. The following chapters written in article format details the cycles of action research undertaken as part of this dissertation. The first article tells a story written for a wider audience. While the second article presents a more direct look at the implementation of the dynamic structured approach, and lessons learned through the experiential stories of the students. The dynamic structured approach is a framework which was created from a synergetic review of studies on the issues of attrition and delayed completion in graduate programs. The approach was therefore discussed in hopes that it can be used as a model in other graduate programs to ensure that students are supported in a holistic manner. Further, recommendations were made to bolster the approach based on the lessons learned from its initial implementation as well as through the reflections of the researcher-practitioner. The approach has built-in flexibility and is open to refinement and modification to suit the needs of varying institutions for future use.
ContributorsLord, Kara Tamara (Author) / Basile, Carole (Thesis advisor) / Buss, Ray (Committee member) / Smith, Stephanie (Committee member) / Bissessar, Charmaine (Committee member) / Arizona State University (Publisher)
Created2022
Description
Schools are in place to provide for the education of students across the nation. In trying to ensure all students have equal opportunities, both state and federal government have instituted policies which direct and influence what and how the curriculum is taught across the nation. Teachers are compliant in following these guidelines, as district adopted curriculum aligns with accountability measures. However, when teachers are encouraged to innovate instructional practices specific to the needs of their students, success follows. Further, when processes are in place to allow teachers to innovate collaboratively, collective teacher efficacy is enhanced. Research shows that collective teacher efficacy is a top indicator of student achievement. The purpose of this mixed methods action research study was to identify if teacher-initiated innovations, enacted through collaborative inquiry cycles, would increase teachers’ self- and collective efficacy and how the sources of efficacy may have contributed. While quantitative data did not show statistical significance, aggregated qualitative data indicated otherwise. Through the process of using collaborative inquiry cycles, teachers were more intentional with their instruction, were positively influenced and impacted by their peers, and they felt successful. These are behaviors that lead to higher levels of collective efficacy.
ContributorsChristy, Jacquelyn (Author) / Marsh, Josephine (Thesis advisor) / Loescher, Shawn (Committee member) / Hoogsteen, T.J. (Committee member) / Arizona State University (Publisher)
Created2022
Description
Museums have long been known as an exciting, educational field trip for teachers and students, however, they have the potential to be more. Aside from field trips, some museums offer a range of resources for teachers including professional development sessions. This study followed a sample of classroom teachers as they completed a three-part workshop on Project Based Learning in order to determine in what ways does museum-based professional development change (a) Teacher perceptions of museum resources and (b) Teacher utilization of museum resources within their classroom, as well as what aspects of the museum-designed professional development experience did teachers find most effective in impacting their own teaching. The Experiential Learning Theory and an Awareness, Interest, Desire, Action (AIDA) effect model were used to evaluate how perceptions changed before and after the museum-designed experience. Overall, the trustworthiness of the informal educators and their resources increased, as well as teacher utilization of the resources since participation. Some of the aspects that teachers reported as most effective included their willingness to engage because of their overall enjoyment of the experience. Teachers also emphasized that these workshop sessions enhanced their current teaching practices, and did not simply replace them.
ContributorsGallagher Schromm, Lisa (Author) / Rotheram-Fuller, Erin (Thesis advisor) / Toon, Richard (Committee member) / Walters, Molina (Committee member) / Arizona State University (Publisher)
Created2023
Description
The purpose of this action research study was to examine how membership within a virtual community of practice impacted individual professional development, knowledge exchange practices, and self-efficacy. The G-3/5/7 virtual community of practice (VCoP) website was created to provide members with access to a wide range of career-related content, while also bestowing them with the level of volition needed to be completely in control of when and how they consume content. Feedback from early cycles of research suggested the pilot version of the VCoP wasn’t perceived as user-friendly and didn’t provide a broad range of professional development-related content. Thus, the layout of the VCoP was completely redesigned, and content offerings in the content repository and on website pages were broadened. This action research study is grounded in social cognitive theory, social cognitive career theory, and the community of practice framework. Reviewed literature includes studies pertaining to mutual engagement within social learning environments, facilitating professional development, sustaining communities of practice, and implementing virtual communities of practice. Participants in this study included a combination of Department of the Army civilian and military employees. Over the course of 14 weeks, these employees were invited to voluntarily join the G-3/5/7 VCoP and freely access and use the site for any reason they deemed necessary. At the end of the 14-week period, participants completed a questionnaire and participated in semi-structured interviews. The result of the study revealed members generally found the G-3/5/7 VCoP website to be user-friendly. They also believed the website could help them accomplish professional development goals, exchange knowledge with peers, and produce higher quality work more efficiently. The analysis of results includes discussion on the triangulation of quantitative and qualitative data and connects results to the literature that influenced this study. Also, lessons learned, study limitations, implications for practice, and recommendations for future action research are discussed.
ContributorsRoy, Brennan M. (Author) / Marsh, Josephine (Thesis advisor) / Bankus, Tammy (Committee member) / Clausen, Jennifer (Committee member) / Arizona State University (Publisher)
Created2019
Description
There is a national shortage of highly qualified early childhood educators. For many early childhood educators, this career path begins with the Child Development Associate credential. Community colleges are well-positioned to award this credential and address the shortage of highly qualified early childhood educators. However, many students arrive at community colleges academically unprepared, with excessive work and family responsibilities. The purpose of my participatory action research study is to explore the impact of internships on early childhood education student attitudes towards persistence in their course of study. This study has the potential to impact strategies used with child development majors in the community college setting. Successful community college students who persist through their plan of study to graduate will experience the benefits that college completion brings. In addition to the interests of college completion, these students will enter the workforce or university setting with valuable work experience and professional credentials achieved in a supportive community. Both outcomes have the potential to positively affect the growth of the early childhood workforce. The findings of this study reveal that student interns placed in high-quality, early learning centers found support in the relationships with their mentor teachers, valuable experiences with the children in the rooms, and a new sense of self-efficacy when offered opportunities to participate in professional development activities, leading to persistence in their course of study.
ContributorsDeibert, Deborah (Author) / Marsh, Josephine (Thesis advisor) / Geiselhofer, Melissa (Committee member) / Reina, Angelica (Committee member) / Arizona State University (Publisher)
Created2019