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Description
Mary Coffin Ware Dennett, a supporter of sex education for children in the US in the early twentieth century, wrote The Sex Education of Children: A Book for Parents as a resource for parents teaching their children about sex. Vanguard Press in New York City, New York, published The Sex Education of Children in 1931. Dennett’s book addresses issues that Dennett argued parents should know about sex to provide their children with an accurate portrayal of the topic. In addition to expressing Dennett’s views on sex education, The Sex Education of Children was one of the few works during the early 1900s in the US to advocate for increased communication with children about reproductive health.
ContributorsMalladi, Lakshmeeramya (Author) / Arizona State University. School of Life Sciences. Center for Biology and Society. Embryo Project Encyclopedia. (Publisher) / Arizona Board of Regents (Publisher)
Created2017-05-24
Description
Presidents exercise influence over policy discussion and options in America by the frequency and language they use to describe the current conditions, the perceived problems, and the solutions. The ability for presidents to articulate problems and solutions assumes an underlying purpose exists. This study examines how presidents frame the policy discussion for education in America and how they describe the purpose of education in the public record: the benefit of education is for society (common good), or the benefit it to the student (private good). Then the study examines the extent to which those frames stay consistent or are variable within and between administrations. The study utilizes presidential issue framing and agenda-setting to examine historical documents in the Public Papers of the President archive to determine the articulated purpose using the framework proposed by David Labaree. This study focuses on three administrations of the most recent period of federalism in education policy in America, starting with Bill Clinton and ending with Barack Obama. The study found that President William Clinton used the purposes of Social Mobility and Social Efficiency most frequently, President George W. Bush used Social Efficiency – Public Good and Social Efficiency – Private Good most, and President Barack Obama used Social Efficiency – Public Good more than all other frames. All three presidents maintained relatively consistent use of their prominent frames throughout their administrations with some indication that slight shifts may occur. All three presidents had low utilization of the frame Democratic Equality, and all used the combined frame Social Efficiency the most. Some variation between the utilization of the second-level codes of Private Good and Public Good do exist between administrations. The prominence of the combined frame Social Efficiency across administrations may suggest a more crystalized definition for the purpose of K-12 education in America.
ContributorsBryant, Aaron C (Author) / Dorn, Sherman (Thesis advisor) / Herrera, Richard (Thesis advisor) / Judson, Eugene (Committee member) / Arizona State University (Publisher)
Created2023
Description
The ongoing Red for Ed movement in Arizona sparks an interesting discussion on its place as a social movement. This thesis examines the movement in close detail, particularly in regard to how it fits within the social movement literature’s insider/outsider framework. While partisanship is clearly important for understanding movement successes and failures, this study goes beyond party to explore through the case of Arizona how teacher movements are constrained by 1) teacher associations that operate as outsiders to state politics and 2) school districts that isolate the problem priorities (funding; teacher pay) from gaining large-scale public reaction that can be leveraged to change state policy. In short, I show how teacher movements face significant institutional barriers that localize their messaging and prevent insider access from state politics.
ContributorsGriffith, Matthew (Author) / Colbern, Allan (Thesis advisor) / Walker, Shawn (Committee member) / Behl, Natasha (Committee member) / Arizona State University (Publisher)
Created2020
Description
The Marine Biological Laboratory (MBL) was founded in 1888 in Woods Hole, Massachusetts. Woods Hole was already the site for the government 's US Fish Commission Laboratory directed by Spencer Fullerton Baird, and it seemed like the obvious place to add an independent research laboratory that would draw individual scientific investigators along with students and instructors for courses. From the beginning, the lab had the dual mission of teaching and research, and from the beginning leading biologists have found their way to this small village on the "heel" tip of Cape Cod.
ContributorsMaienschein, Jane (Author) / Arizona State University. School of Life Sciences. Center for Biology and Society. Embryo Project Encyclopedia. (Publisher) / Arizona Board of Regents (Publisher)
Created2008-10-24
Description
The Marine Biological Laboratory (MBL) in Woods Hole, Massachusetts, began in 1888 to offer opportunities for instruction and research in biological topics. For the first few years, this meant that individual investigators had a small lab space upstairs in the one wooden building on campus where students heard their lectures and did their research in a common area downstairs. The lectures for those first years offered an overview of general biology with a focus on zoology, and they were intended for teachers and graduate students interested in acquiring the background for teaching about and/or actually doing laboratory work. As the lab quickly grew, it added sets of lectures that made up courses in zoology, then botany, then physiology, and in 1893 what became the first Embryology Course.
ContributorsMaienschein, Jane (Author) / Arizona State University. School of Life Sciences. Center for Biology and Society. Embryo Project Encyclopedia. (Publisher) / Arizona Board of Regents (Publisher)
Created2007-10-24
Description
Teachers represent important agents of gender socialization in schools and play a critical role in the lived experiences of transgender students. What remains less clear, however, is whether the gender of the teacher impacts their response to transgender bullying and specifically how threats to gender identity might influence men who teach to respond negatively. The current study used a 2 (gender) x 3 (gender identity threat, no gender identity threat, and control) experimental design to assess whether the masculine overcompensation theory helps explain how men who teach respond to transgender victimization experiences. It was hypothesized that men in the gender identity threat condition would endorse more anti-trans attitudes (e.g., higher transphobic attitudes, lower allophilia [feelings of liking] toward transgender individuals, more traditional gender roles, less supportive responses to a vignette about transgender bullying, less support for school practices that support transgender students, and less likelihood of signing a petition supporting transgender youth rights) compared to the other conditions. It was also expected that they would endorse more negative affect but higher feelings of self-assurance. Women in the study served as a comparison group as no overcompensation effect is expected for them. Participants (N = 301) were nationally recruited through word of mouth, social media, and personal networks. Results from the current study did not support the theory of masculine overcompensation as there was no effect of threatening feedback. There were a number of significant gender differences. Men reported lower transgender allophilia, higher transphobia, more traditional gender role beliefs, less likelihood of signing the petition supporting transgender youth rights, and more self-assurance than women. No gender effect was found for negative affect or support for school practices supporting transgender students. There were also no observable differences in participant responses to the vignette by gender or condition. The implications and limitations of the current study were discussed.
ContributorsMintert, Jeffrey (Author) / Tran, Alisia (Thesis advisor) / Bernstein, Bianca (Committee member) / Carlson, David (Committee member) / Arizona State University (Publisher)
Created2020
Description
The study of genre literature in general, and fantasy or fairy tale literature in particular, by its very nature, falls outside the normal course of literary theory. This paper evaluates various approaches taken to create a framework within which scholarly research and evaluation of these types of genre literature might occur. This is done applying Secondary World theory to better-established literary foci, such as psychological analysis and monster theory while still respecting the premises posited in traditional literary inquiry.
ContributorsAttwood, James (Author) / Bjork, Robert E (Thesis advisor) / Corse, Douglas (Committee member) / Maring, Heather (Committee member) / Arizona State University (Publisher)
Created2019
Description
This thesis explores how to read the American experimental novel VAS: An Opera inFlatland, a collaboration between Steve Tomasula and graphic designer Stephen Farrell.
VAS demonstrates how twenty-first-century tools and technology can construct a
narrative that resembles the human experience shaped by contemporary tools and
technology. VAS includes not only a conventional story line but also narrative elements
outside the story line, such as collage material and a multimodality, all of which
contribute to the novel’s emerging, posthuman narrative. The reading experience of the
conventional novel is immersive; experiments with the novel disrupt the immersion of
reading, and this disruption produces a presence: the reader becomes conscious of
reading, of narrative structure, of the broken conventions, and even of the novel itself.
Martin Heidegger’s analyses of tools and technology can elucidate how novels produce
presence by breaking conventions, for conventions are like tools, and broken tools, such
as a broken hammer, become present to the user that was a moment ago immersed in
their use. The reading of VAS that results is two-fold: (1) a stylistic comparison of VAS
and This Is Not a Novel by David Markson, two experimental novels that differ in the
technology used and represented and, ultimately, the presence made, and (2) a reading of
VAS that considers how the novel makes present its narrative dimensions, out of which
emerges the novel’s narrative.
ContributorsStewart, Nicholas J (Author) / Hope, Jonathan (Thesis advisor) / Broglio, Ron (Committee member) / Holbo, Christine (Committee member) / Arizona State University (Publisher)
Created2022
Description
Recently, the Interactive-Constructive-Active-Passive (ICAP) framework has been gaining increasing prominence in cognitive and learning sciences. The ICAP theory asserts that students learn more deeply when they are cognitively engaged in generative and collaborative learning. Indeed, prior studies have established the value of the ICAP framework for predicting student learning. However, the framework has yet to become widely used by practitioners, possibly due to the lack of accessible resources for applying the framework instruction design. This study sought to fill that gap by implementing and validating the ICAP instructional rubric instrument to rate the design of college chemistry courses at a large public university in the southwest and exploring its relationships with several metrics of student performance via multiple regression analysis: a) level of participation; b) final exam grades; c) course grades; d) course retention; and e) course attrition. This study analyzed data from the university’s learning management system and included student-level controls such as markers of prior academic performance (i.e., GPA and SAT scores) as well as student demographics. The findings of this study suggest that the ICAP framework may be a useful tool for instructors to improve course design. In addition, the ICAP framework’s predictive claims on student deeper learning were further validated by the results of this study.
ContributorsHa, Jesse (Author) / Nelson, Brian C (Thesis advisor) / Chi, Michelene T. H. (Committee member) / Pivovarova, Margarita (Committee member) / Arizona State University (Publisher)
Created2022
Description
This dissertation aims to present an emerging theory of leadership for active learning organizations in higher education by clarifying factors leaders should integrate to facilitate adaptability. The emergent theory is grounded in multi-year mixed methods action research exploring the role of design, delivery, and leadership of a reflective action learning team model on innovation in a higher education setting. Four research methods were employed including document analysis, interviews, observations, and surveys. Data were analyzed using content analysis, process analysis, coding, frequency analysis, descriptive statistics, Cronbach’s alpha, and Wilcoxon signed-rank test. A grounded theory approach permeated all analyses. Research was guided by theories of experiential learning, action learning, and organizational learning, as well as change theory and design thinking. Results revealed that leaders of active learning organization can improve innovation by facilitating reflective action learning teams that are inclusive, empowering, and iterative. Additionally, teams that display more frequent and consistent welcoming, ideating, synthesizing, and mentor seeking behaviors have more innovative outcomes than teams displaying these behaviors less often and inconsistently. This research indicates that employees who participated in these teams gained the skills and knowledge needed to develop innovative proposals for the organization and increased individual innovative abilities at a statistically significant level. This study adds to the existing literature by offering a theory for leadership to promote effective team learning and innovation.
ContributorsWitherspoon, Alison (Author) / Graves Wolf, Leigh (Thesis advisor) / Toth, Meredith (Committee member) / Grabill, Jeffrey (Committee member) / Arizona State University (Publisher)
Created2020