Matching Items (38)
Filtering by
- All Subjects: Education
- Creators: School of Politics and Global Studies
Description
International schools and international education initiatives are experiencing tremendous growth as the world’s economy continues to globalize. International schools operating outside of the traditional boundaries of state and national contexts have become havens noted for their diverse and multicultural staff, student bodies and school communities. However, the challenges facing international education have only recently begun to be studied independent from their traditional teaching counterparts. International schools, and any study associated with them, require an individual approach for identifying and solving the challenges unique to their context.
“I’m Leaving!” is an action research study which incorporates phenomenological hermeneutics, action research, and a transformational innovation to examine the social structures associated with the decision-making process of the “I’m Leaving!” phenomenon and the administrative action developed in response. Guided by Transformational Leadership Theory (TLT), this study combined the latest action research methodological perspectives with hermeneutic tradition and Professional Learning Community (PLC) theory to provide a deep and unflinching view into the real and lived experiences of the one subject often forgot about in educational research: the teacher. The study results confirm previous study findings that teacher feelings and perceptions of the leadership effectiveness, teacher-leader relationships, and teacher professional growth opportunities were all improved after teachers participated in an action research communities.
“I’m Leaving!” is an action research study which incorporates phenomenological hermeneutics, action research, and a transformational innovation to examine the social structures associated with the decision-making process of the “I’m Leaving!” phenomenon and the administrative action developed in response. Guided by Transformational Leadership Theory (TLT), this study combined the latest action research methodological perspectives with hermeneutic tradition and Professional Learning Community (PLC) theory to provide a deep and unflinching view into the real and lived experiences of the one subject often forgot about in educational research: the teacher. The study results confirm previous study findings that teacher feelings and perceptions of the leadership effectiveness, teacher-leader relationships, and teacher professional growth opportunities were all improved after teachers participated in an action research communities.
ContributorsDieterle, Bret S (Author) / Henriksen, Danah (Thesis advisor) / Cocchiarella, Martha (Committee member) / Cane, Gayle (Committee member) / Arizona State University (Publisher)
Created2018
Description
A growing number of jobs in the US require a college degree or technical education, and the wage difference between jobs requiring a high school diploma and a college education has increased to over $17,000 per year. Enrollment levels in postsecondary education have been rising for at least the past decade, and this paper attempts to tease out how much of the increasing enrollment is due to changes in the demand by companies for workers. A Bartik Instrument, which is a measure of local area labor demand, for each county in the US was constructed from 2007 to 2014, and using multivariate linear regression the effect of changing labor demand on local postsecondary education enrollment rates was examined. A small positive effect was found, but the effect size in relation to the total change in enrollment levels was diminutive. From the start to the end of the recession (2007 to 2010), Bartik Instrument calculated unemployment increased from 5.3% nationally to 8.2%. This level of labor demand contraction would lead to a 0.42% increase in enrollment between 2008 and 2011. The true enrollment increase over this period was 7.6%, so the model calculated 5.5% of the enrollment increase was based on the changes in labor demand.
ContributorsHerder, Daniel Steven (Author) / Dillon, Eleanor (Thesis director) / Schoellman, Todd (Committee member) / Economics Program in CLAS (Contributor) / Department of Psychology (Contributor) / Sandra Day O'Connor College of Law (Contributor) / School of Politics and Global Studies (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
This research looks at a group of students from Tumaini Children's Home in Nyeri, Kenya. The purpose of this paper is to explore why this particular group of students is so academically successful. Quantitative research was taken from the average 2013 test scores of Tumaini students who took the Kenyan Certificate of Primary Education (KCPE) exam in comparison to the scores of students who are not residing in the orphanage. Qualitative research involves interviews from those students who live in Tumaini and interviews from adults who are closely connected to the orphanage. The purpose is to understand why the students are performing so well academically and what support they have created for themselves that allows them to do so.
ContributorsTooker, Amy Elizabeth (Author) / Puckett, Kathleen (Thesis director) / Cocchiarella, Martha (Committee member) / Barrett, The Honors College (Contributor) / Division of Teacher Preparation (Contributor)
Created2014-12
Description
There is still a major underrepresentation of females in STEM fields, with many girls beginning to lose interest as early as middle school. This is due to a variety of factors including lack of role models, stereotypes, ineffective teaching methods, and peer influence. A popular way to increase female interest is through day camps and other programs where girls complete a variety of activities related to science and engineering. These activities are usually designed around problem-based learning, a student-lead approach to teaching that requires students to work collaboratively and use background knowledge to solve some sort of given problem. In this project, a day camp for middle school girls was created and implemented to increase student interest in STEM through three problem-based learning activities. By analyzing survey data, it was concluded that the camp was successful in increasing interest and changing participants' attitudes towards science. This approach to learning could be applied to other subject areas, including mathematics, to increase the interest of both male and female students at the secondary level.
ContributorsVitale, Nathalie Maria (Author) / Walters, Molina (Thesis director) / Oliver, Jill (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
We, a team of students and faculty in the life sciences at Arizona State University (ASU), currently teach an Introduction to Biology course in a Level 5, or maximum-security unit with the support of the Arizona Department of Corrections and the Prison Education Program at ASU. This course aims to enhance current programs at the unit by offering inmates an opportunity to practice literacy and math skills, while also providing exposure to a new academic field (science, and specifically biology). Numerous studies, including a 2005 study from the Arizona Department of Corrections (ADC), have found that vocational programs, including prison education programs, reduce recidivism rates (ADC 2005, Esperian 2010, Jancic 1988, Steurer et al. 2001, Ubic 2002) and may provide additional benefits such as engagement with a world outside the justice system (Duguid 1992), the opportunity for inmates to revise personal patterns of rejecting education that they may regret, and the ability of inmate parents to deliberately set a good example for their children (Hall and Killacky 2008). Teaching in a maximum security prison unit poses special challenges, which include a prohibition on most outside materials (except paper), severe restrictions on student-teacher and student-student interactions, and the inability to perform any lab exercises except limited computer simulations. Lack of literature discussing theoretical and practical aspects of teaching science in such environment has prompted us to conduct an ongoing study to generate notes and recommendations from this class through the use of surveys, academic evaluation of students' work and ongoing feedback from both teachers and students to inform teaching practices in future science classes in high-security prison units.
ContributorsLarson, Anika Jade (Author) / Mor, Tsafrir (Thesis director) / Brownell, Sara (Committee member) / Lockard, Joe (Committee member) / Barrett, The Honors College (Contributor) / School of Politics and Global Studies (Contributor) / School of Life Sciences (Contributor)
Created2015-05
Description
The specific focus of the curriculum guide is to encourage inquiry and exploration of sustainability with middle school students. Children need to be explicitly taught how to analyze findings, how to work together, and teachers need to begin to lay the foundation of finding ideal solutions that best serve all people. The sooner that we introduce our students to these concepts in conjunction with science concepts the better prepared they will be to face the upcoming challenges and the better developed their scientific literacy.
ContributorsSibley, Amanda Marie (Author) / Walters, Molina (Thesis director) / Oliver, Jill (Committee member) / Kurz, Terri (Committee member) / Barrett, The Honors College (Contributor) / Division of Teacher Preparation (Contributor)
Created2014-05
Description
While women constitute a majority of the U.S. population, they still make up only a minority of political officeholders. Some of the literature in political ambition argues that one of the reasons for the dearth of women in elective office is that women are less socialized than men to want to run for political office. The same literature suggests that such disparity can be traced back to high school. This exploratory paper examines the possibility that the disparity may be due, at least in part, to the different ways in which men and women are represented in civics textbooks. Specifically, because some works already suggest that women are less represented than men in civics textbooks, this work examines whether there are any differences between the way that regular and AP civics textbooks represent men and women. This was done using content analysis on AP and regular textbooks from three schools each from different districts in the state of Arizona. The findings from the content analyses were consistent with the first three hypotheses: that (1) the AP civics textbooks have a higher percentage of women than do the regular civics textbooks, (2) the AP civics textbooks devote a higher percentage of pages to women’s names than do the regular civic textbooks, and that (3) that both the AP and regular civics textbooks discuss women and men with a neutral tone. However, findings were not consistent with the fourth hypothesis, (4) that there will be more female role models among the top mentioned women in AP textbooks than there will be role models among the top mentioned women in regular textbooks. The manifest content analysis revealed that the percent of women mentioned in the AP textbooks sampled was 2.8 to 3 times higher than that of regular textbooks. That ratio increased to 4 to 4.5 times when the percent of pages mentioning women were taken into account. The latent content analysis, which assessed the tone of each sentence, revealed that men and women were generally treated neutrally when compared with one another in all of the textbooks studied—thus strengthening the substantive significance of the aforementioned ratios. Further analyses conducted for Hypothesis 4, however, revealed that in the regular and AP textbooks studied, female role models were mentioned both less often and less strongly than were male role models.
ContributorsWiezel, Adi (Author) / Fridkin, Kim (Thesis director) / Woodall, Gina (Committee member) / Walker, Stephen (Committee member) / Barrett, The Honors College (Contributor) / School of Politics and Global Studies (Contributor)
Created2013-05
Description
Experiential learning is the process of gaining new information by participating in some sort of experience. One way this can occur inside the classroom, as in the inquiry model or problem-based learning. It can also occur outside of the classroom, as in outdoor education or field trips. Recently, virtual experiential learning opportunities have surfaced, including virtual field trips, experiments, and manipulatives. This project aims to define experiential learning, including examples in every context. Then, it describes current elementary school teachers' perceptions of experiential learning via survey results. The final product also includes an Appendix which is made up of experiential learning lesson plans for each context.
ContributorsMccoy, Maddilyn (Author) / Walters, Molina (Thesis director) / Oliver, Jill (Committee member) / Barrett, The Honors College (Contributor) / Division of Teacher Preparation (Contributor)
Created2013-12
DescriptionThis project largely focuses on the Latino population and how Hispanic parents should become more involved with their student's education in order to have them prosper in today's society.
ContributorsSanchez Ruiz, Dorian Nazaret (Author) / Walters, Molina (Thesis director) / Oliver, Jill (Committee member) / Barrett, The Honors College (Contributor) / School of Politics and Global Studies (Contributor) / School of International Letters and Cultures (Contributor)
Created2014-05
Description
This project covered different components to strengthen Model United Nations organizations, especially programs in Arizona itself. The lack of strong programs in Arizona can be attributed in many ways to a lack of resources, and this project's work aims to bolster programs by providing some resources. The written component contains a write-up of a 2013 High School Model United Nations Conference at Arizona State University; a write-up of a 2014 Middle School Model United Nations Conference at Arizona State University; a guide on how to run such a conference, focused at the high school level; a university-level curriculum that integrates a Model United Nations organization into a classroom setting, including assignments and; a grade school lesson plan with seven lessons that focuses on teaches students about international relations and global affairs while preparing them for a Model United Nations conference.
ContributorsLanza, Jentry Elizabeth (Author) / Von Hagen, Mark (Thesis director) / Hutchinson, Marcie (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / School of Politics and Global Studies (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor)
Created2014-05