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- All Subjects: Education
- Creators: Department of Psychology
- Creators: Department of English
- Creators: Walters, Molina
- Member of: Theses and Dissertations
Description
Despite making up around 5% of the global population, the U.S. has more than 20% of the world's prison population. Within this project I consider how the history of mass incarceration is rooted in America's history of enslaving African Americans and how sectors of society such as education partake in contributing to the prison population. From this, I consider how restorative justice can be applied to young children's media and how restorative justice programs practiced in middle and high schools can be implemented to combat mass incarceration.
ContributorsArmagost, Leona (Author) / Huizar- Hernandez, Anita (Thesis director) / Berry, Shavawn (Committee member) / Barrett, The Honors College (Contributor) / Department of English (Contributor) / Historical, Philosophical & Religious Studies, Sch (Contributor)
Created2023-05
Description
This graduate thesis explains and discusses the background, methods, limitations, and future work of developing a low-budget, variable-length, Arduino-based robotics professional development program (PDP) for middle school or high school classrooms. This graduate thesis builds on prior undergraduate thesis work and conclusions. The main conclusions from the undergraduate thesis work focused on reaching a larger teacher population along with providing a more robust robot design and construction. The end goal of this graduate thesis is to develop a PDP that reaches multiple teachers, involves a more robust robot design, and lasts beyond this developmental year. There have been many similar research studies and PDPs that have been tested and analyzed but do not fit the requirements of this graduate thesis. These programs provide some guidance in the creation of a new PDP. The overall method of the graduate thesis comes in four main phases: 1) setup, 2) pre-PDP phase, 3) PDP phase, and 4) post PDP phase. The setup focused primarily on funding, IRB approval, research, timeline development, and research question creation. The pre-PDP phase focused primarily on the development of new tailored-to-teacher content, a more robust robot design, and recruitment of participants. The PDP phase primarily focused on how the teachers perform and participate in the PDP. Lastly, the post PDP phase involved data analysis along with a resource development plan. The last post-PDP step is to consolidate all of the findings in a clear, concise, and coherent format for future work.
Contributorslerner, jonah (Author) / Carberry, Adam (Thesis advisor) / Walters, Molina (Committee member) / Jordan, Shawn (Committee member) / Arizona State University (Publisher)
Created2020
Description
This study aims to understand how Arizona's current approach to ESL education \u2014 a recently developed version of Structured English Immersion (SEI) known as the four-hour ELD block \u2014 affects high school teachers and students in mainstream math and science classes containing a mixed population of English Language Learners (ELLs) and native English-speaking students. This focus was chosen due to a lack of prior research on the ELD block's effects at the high school level, and the unique consequences of the ELD block for the timing of ELL students' math and science enrollment. Four teachers of mixed-population, mainstream math and science classes, from four different high schools within a single Arizona district, were interviewed and observed in order to understand their perspectives on their own experiences and those of their students. Areas of focus included students' academic and social experiences, challenges faced by teachers and their responses to these challenges, and teachers' evaluations of their teaching situation and of the ELD block itself. Data were analyzed using modified analytic induction. The study found that teachers believe the following: that the ELD block causes ELLs to be socially isolated; that it damages ELLs' content development; and that, by forcing some ELLs to take mainstream math and science classes before they have received any ESL instruction, it damages their ability to succeed in these classes. Additionally, teachers indicated that they struggled to meet the needs of their ELL students and non-ELL students at once. Given these findings, the removal of the ELD block, and the addition of bilingual, ESL specialist aides into mainstream classes, is recommended as a solution.
ContributorsTinlin, Jessica Elizabeth (Author) / Matsuda, Aya (Thesis director) / Trifiro, Anthony (Committee member) / School of International Letters and Cultures (Contributor) / Department of English (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
Current literature on sustainability education and its core competencies (systems thinking, normative, interpersonal, strategic, and future thinking) has yet to acknowledge the K-12 level, concentrating instead on higher-level institutions. To initiate study at the critical K-12 level, a curriculum module composed of four lessons to address the wicked sustainability problem of drought in the Sonoran Desert was developed, piloted, and evaluated. The framework of each lesson combined the core competencies and the 5Es pedagogy (engage, explore, explain, elaborate, and evaluate). Two lessons were successfully piloted in two seventh grade middle-school science classes in Phoenix, Arizona. Topics addressed were the water cycle, types of drought, water systems, and mitigation methods. Evaluation determined a high level of student engagement. Post-pilot teacher questionnaires revealed a high degree of support for inclusion of sustainability education and core competencies addressing drought in future opportunities. It is concluded that lessons in the future can adopt the core competences of sustainability with the support of educators in Arizona.
ContributorsComeaux, Victoria (Co-author) / Harding, Bridget (Co-author) / Larson, Kelli L. (Thesis director) / Frisk Redman, Erin (Committee member) / School of Sustainability (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2015-12
Description
The creative project, First-Year Teachers Manual, is specifically designed to be a resource for beginning teachers, along with returning educators, who are seeking tips about the profession and day-to-day duties of teaching. The manual is research-based and is a toolbox of tips, suggestions, and additional resources that every teacher should know before walking into their first classroom. The information presented can be adapted for various grade levels and types of classroom settings.
ContributorsHuston, Kayla N (Author) / Walters, Molina (Thesis director) / Palichuk, Katie (Committee member) / Division of Teacher Preparation (Contributor, Contributor) / Barrett, The Honors College (Contributor)
Created2020-12