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Description
There is a serious need for early childhood intervention practices for children who are living at or below the poverty line. Since 1965 Head Start has provided a federally funded, free preschool program for children in this population. The City of Phoenix Head Start program consists of nine delegate agencies, seven of which reside in school districts. These agencies are currently not conducting local longitudinal evaluations of their preschool graduates. The purpose of this study was to recommend initial steps the City of Phoenix grantee and the delegate agencies can take to begin a longitudinal evaluation process of their Head Start programs. Seven City of Phoenix Head Start agency directors were interviewed. These interviews provided information about the attitudes of the directors when considering longitudinal evaluations and how Head Start already evaluates their programs through internal assessments. The researcher also took notes on the Third Grade Follow-Up to the Head Start Executive Summary in order to make recommendations to the City of Phoenix Head Start programs about the best practices for longitudinal student evaluations.
ContributorsArmfield, Jessica Ann (Author) / Duggan, Mary Anne (Thesis director) / Dumka, Larry (Committee member) / Barrett, The Honors College (Contributor) / T. Denny Sanford School of Social and Family Dynamics (Contributor) / School of International Letters and Cultures (Contributor)
Created2014-05
Description
Although the number of women earning college degrees and entering the workforce is increasing, a gender gap persists at top leadership positions. Women are faced with numerous challenges throughout the talent pipeline, challenges that often drive women out of the workforce. This paper looks at the power of mentoring and how women, particularly young women, have the potential to overcome these challenges through a successful mentoring relationship. We use examples of successful mentoring programs at the corporate and university level to support the development of a mentoring program at the high school level. Our paper presents the research and development process behind the Young Women in Leadership (YWiL) Workshop, a half-day event that focused on bringing awareness to the importance of mentoring and leadership at the high school level while providing young women with the confidence and knowledge to begin to establish their own mentoring relationships.
ContributorsRust, Brenna (Co-author) / Myers, Sheridan (Co-author) / Desch, Tim (Thesis director) / Kalika, Dale (Committee member) / Barrett, The Honors College (Contributor) / School of Life Sciences (Contributor) / School of Accountancy (Contributor) / T. Denny Sanford School of Social and Family Dynamics (Contributor) / WPC Graduate Programs (Contributor) / W. P. Carey School of Business (Contributor)
Created2015-05
Description
As the United States' military presences in Afghanistan and Iraq are being minimized, an increasing number of veterans are transitioning from the military to pursue higher education opportunities. Due to the military's organizational characteristics, socialization procedures, and performance requirements, this population of students likely faces unique barriers to success in traditional models of higher education. The increase of this unique population necessitates research to evaluate their educationally related social and relational needs so that institutions of higher education will be better able to assist in achieving their academic goals. The student-teacher relationship is a key predictor in students' academic success (Yoon, J. S., 2002). Using survey research, this project examines veteran students' perceptions of their relationships with instructors, characteristics of the organization, communication apprehension with professors and peers, and perceived self-esteem. With the assistance of the Pat Tillman Veterans Center at Arizona State University, approximately 3800 veteran students, in both undergraduate and graduate programs, were invited to participate in the research. The study identified significant relationships between a veteran-student's length of time since separating from military service, their feelings of success as a student, self-esteem, and apprehension of communication with professors. There was also a significant relationships on length of military service, self-esteem, and apprehension of communication with professors.
ContributorsMcconnaughy, Ryan Michael (Author) / Adame, Bradley (Thesis director) / Franks, Tara (Committee member) / Bernard, Daniel (Committee member) / Barrett, The Honors College (Contributor) / T. Denny Sanford School of Social and Family Dynamics (Contributor) / School of Social and Behavioral Sciences (Contributor) / Hugh Downs School of Human Communication (Contributor)
Created2015-05
Description
Previous research discusses students' difficulties in grasping an operational understanding of covariational reasoning. In this study, I interviewed four undergraduate students in calculus and pre-calculus classes to determine their ways of thinking when working on an animated covariation problem. With previous studies in mind and with the use of technology, I devised an interview method, which I structured using multiple phases of pre-planned support. With these interviews, I gathered information about two main aspects about students' thinking: how students think when attempting to reason covariationally and which of the identified ways of thinking are most propitious for the development of an understanding of covariational reasoning. I will discuss how, based on interview data, one of the five identified ways of thinking about covariational reasoning is highly propitious, while the other four are somewhat less propitious.
ContributorsWhitmire, Benjamin James (Author) / Thompson, Patrick (Thesis director) / Musgrave, Stacy (Committee member) / Moore, Kevin C. (Committee member) / Barrett, The Honors College (Contributor) / School of Mathematical and Statistical Sciences (Contributor) / T. Denny Sanford School of Social and Family Dynamics (Contributor)
Created2014-05
Description
The aim of this thesis is to explain the dichotomy between public perception of leadership and quantifiable measurement of leadership based on Information Measurement Theory, a method of utilizing deductive logic, and to identify and interpret the causes of such discrepancies as seen in the case of Steve Jobs. The general public perceives Steve Jobs to be an effective leader because he was visionary, entrepreneurial, charismatic and highly successful. However, these perceptions are not true indicators of leadership but rather qualitative interpretations of leadership without tangible evidence in support of this idea. An analysis of words found in multiple appearances of online articles relating to Steve Jobs and leadership revealed a variety of common factors associated with Steve Jobs' leadership, supporting a primarily positive viewpoint by the public. The thesis then identified how a new methodology of measuring leadership effectiveness based on quantitative data, known as the New Leadership Model, concludes Steve Jobs does not meet the criteria necessary to be considered a Best Value Leader, one who uses alignment rather than management, direction and control to achieve maximum efficiency within an organization. The discrepancies between public perception of Steve Jobs as a leader and the results of the New Leadership Model evaluation show significant variance. Potential rationale for these variances is offered in the thesis. In conclusion, the thesis argues that public perception will often differ from quantifiable measurement of leadership based on the interpretation of leadership by various groups and by the methods each group uses to identify characteristics of effective leadership.
ContributorsRoderique, Kelsey Boyd (Author) / Kashiwagi, Dean (Thesis director) / Kashiwagi, Jacob (Committee member) / Barrett, The Honors College (Contributor) / T. Denny Sanford School of Social and Family Dynamics (Contributor) / WPC Graduate Programs (Contributor) / Walter Cronkite School of Journalism and Mass Communication (Contributor)
Created2014-05