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- All Subjects: philosophy
- Creators: Division of Teacher Preparation
- Creators: School of Historical, Philosophical and Religious Studies
- Creators: Department of English
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Description
In the United States, more than 22 million people are estimated to be affected by the chronic illness, asthma (American Lung Association [ALA], 2014). Of those 22 million, approximately 7.1 million are children (ALA, 2014). An important factor in trying to curb the frequency of asthma attacks is education. Particular elements of asthma education include symptom recognition, self-management skills, correct administration, and understanding how medications are used to control asthma. A review of the literature shows that multimedia education holds some promise in increasing asthma-knowledge retention. This creative project involved the creation of an asthma-education video with a concomitant asthma-education comic book. Of the two creations, the asthma-education video was used in a former Doctorate of Nursing Practice (DNP) student’s study to supplement a session at a clinic with an asthma educator. The tools included in the study, the Asthma Medication Use Questionnaire (Moya, 2014) and the Asthma Control TestTM (ACTTM; QualityMetric Incorporated, 2002), were completed by the participants prior to and after the implementation of the session that incorporated the video. The results suggested that the video had an effect on asthma control as measured by the ACTTM (QualityMetric Incorporated, 2002), but not on daily preventative asthma inhaler usage as measured by the Asthma Medication Use Questionnaire (Moya, 2014). The comic book has not been evaluated yet. Both multimedia education tools—the comic book and the video—were created as a requirement for the Barrett thesis.
ContributorsVanhkham, Sophia (Co-author) / Wells, Amanda (Co-author) / Stevens, Carol (Thesis director) / Vana, Kimberly (Committee member) / Barrett, The Honors College (Contributor) / Arizona State University. College of Nursing & Healthcare Innovation (Contributor) / Department of English (Contributor) / School of Art (Contributor)
Created2015-05
Description
With an increase in the discussion around mental health in general, there needs to be research geared toward how educational professionals may assist a student who struggles with anxiety symptoms or disorders. This study aimed to determine how students with anxiety and anxiety disorders are impacted by teachers' responses to their anxiety manifestations, both positive and negative, in terms of their school experience. This study also investigated students' suggestions for how teachers may effectively assist a student who struggles with anxiety. This study used self-reported data from students from an honors college via a survey and focus groups in order to investigate these topics. The results found that students value student-teacher relationships and communication, flexibility (accommodations), and empathy from the teacher. Results suggest it is important for teachers to get to know a student and understand his or her challenges before making judgments.
ContributorsWalsh, Sydney Justine (Author) / Oakes, Wendy (Thesis director) / Harris, Pamela (Committee member) / Division of Teacher Preparation (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2018-12
Description
A thorough understanding of the key concepts of logic is critical for student success. Logic is often not explicitly taught as its own subject in modern curriculums, which results in misconceptions among students as to what comprises logical reasoning. In addition, current standardized testing schemes often promote teaching styles which emphasize students' abilities to memorize set problem-solving methods over their capacities to reason abstractly and creatively. These phenomena, in tandem with halting progress in United States education compared to other developed nations, suggest that implementing logic courses into public schools and universities can better prepare students for professional careers and beyond. In particular, logic is essential for mathematics students as they transition from calculation-based courses to theoretical, proof-based classes. Many students find this adjustment difficult, and existing university-level courses which emphasize the technical aspects of symbolic logic do not fully bridge the gap between these two different approaches to mathematics. As a step towards resolving this problem, this project proposes a logic course which integrates historical, technical, and interdisciplinary investigations to present logic as a robust and meaningful subject warranting independent study. This course is designed with mathematics students in mind, with particular stresses on different formulations of deductively valid proof schemes. Additionally, this class can either be taught before existing logic classes in an effort to gradually expose students to logic over an extended period of time, or it can replace current logic courses as a more holistic introduction to the subject. The first section of the course investigates historical developments in studies of argumentation and logic throughout different civilizations; specifically, the works of ancient China, ancient India, ancient Greece, medieval Europe, and modernity are investigated. Along the way, several important themes are highlighted within appropriate historical contexts; these are often presented in an ad hoc way in courses emphasizing technical features of symbolic logic. After the motivations for modern symbolic logic are established, the key technical features of symbolic logic are presented, including: logical connectives, truth tables, logical equivalence, derivations, predicates, and quantifiers. Potential obstacles in students' understandings of these ideas are anticipated, and resolution methods are proposed. Finally, examples of how ideas of symbolic logic are manifested in many modern disciplines are presented. In particular, key concepts in game theory, computer science, biology, grammar, and mathematics are reformulated in the context of symbolic logic. By combining the three perspectives of historical context, technical aspects, and practical applications of symbolic logic, this course will ideally make logic a more meaningful and accessible subject for students.
ContributorsRyba, Austin (Author) / Vaz, Paul (Thesis director) / Jones, Donald (Committee member) / School of Mathematical and Statistical Sciences (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
Teacher preparation programs and how they function and educate future teachers can have large-scale impacts within the classroom, yet in the United States we see these processes operating drastically differently in various states, cities, and universities. In order to understand some of the differences in teacher preparation programs and how they differ from other programs, this study reviews the literature and shares the experiences of current students in teacher preparation programs both in the United States and Finland. Finland's education system has risen to international notoriety with the use and reporting of the country's strong ranking on the Programme for International Student Achievement or PISA. In 2001 during the inaugural publication of the PISA results, Finland was ranked in the top three of all three subject areas (science, reading, and mathematics literacy) amongst other nations in the Organisation for Economic Co-operation and Development (OECD). The small Nordic nation exceeded anyone's expectations of their performance on the PISA and gained worldwide recognition for the high caliber of their students and their education system. One of the biggest components of a strong education system is the strength and caliber of its teachers. As a part of the Finnish reforms in the 1970's, policies and oversight were put in place regarding the preparation of teachers for Finnish schools. The level of preparation and the qualifications of teachers were increased as a part of these reform efforts and as such Finnish teachers are required to hold at minimum, a Master's degree. Teacher preparation programs in Finland have been consolidated into just eight universities nationwide with rigorous programs and a research emphasis. Teaching in Finland is also a highly sought after and well-regarded career path. According to the Finnish Teacher Training Schools, "[i]n 2016, over 6600 applicants competed for the 660 available slots in primary school preparation programmes" (About us, 2017). With an admission rate of only ten percent, teacher preparation programs are extremely competitive, oftentimes rivaling admission rates of medical or law schools. As the United States seeks to strengthen its education system, it is vital that we learn from the success of other nations. Making changes to the policies and processes of teacher training has been highly successful in strengthening the Finnish education system and contains insights relevant to improving the education system here in the US. Experiences, insights, and observations of the Finnish teacher training process can be impactful in evaluating ways in which the United States could seek to improve its own teacher training. Based on the available literature and experiences shared by both Finnish and American teacher preparation students and program graduates, I will compare some of the differences between the two systems and provide recommendations as to how the United States could incorporate some of the successful components of Finnish teacher training programs into its own offerings as it works to better prepare teachers for the classroom.
ContributorsEtz, Shannon Faye (Author) / LePore, Paul (Thesis director) / Ingram-Waters, Mary (Committee member) / Division of Teacher Preparation (Contributor) / W.P. Carey School of Business (Contributor) / Department of Management and Entrepreneurship (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
Theory Jam is a series of online, education videos that teach music theory in a fun, engaging way. Our project is a response to the growing need for successful online education content. It incorporates strategies for creating effective educational video content and engages with contemporary debates in the field of music theory surrounding the purpose of a music theory education.
ContributorsCannatelli, Joshua Bryce (Co-author) / Daval, Charles Joseph (Co-author) / Miller, April (Thesis director) / Scott, Jason (Committee member) / Tobias, Evan (Committee member) / Department of English (Contributor) / School of Film, Dance and Theatre (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
The Reggio Emilia Approach to early childhood education is touted as one of the best educational philosophies for teaching young students. The approach emphasizes project-based learning, multiple intelligences, and community involvement, among other key tenets. While Reggio is growing in popularity worldwide, little research exists measuring the true efficacy of the approach. This study identifies research-based pedagogical best practices that support the elements central to the Reggio classroom. The study also explores adapting the Reggio Emilia Approach to the upper-elementary or middle school classroom. The approach is traditionally meant for early childhood, but its research-backed strategies could benefit students of any age group. The study is followed by three sample lesson plans, demonstrating how elements of the Reggio Emilia Approach could be adapted into a middle school English curriculum.
ContributorsMalmgren, Mikala Kasin (Author) / Hart-Barnett, Juliet (Thesis director) / McKee, Diane (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
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
Within the vast array of classical literature, many authors still have not been thoroughly examined. Among these, Palladas of Alexandria, a prominent epigrammatist in the Palatine Anthology, seems to import Epicurean themes. Based on the content and motifs of his poetry, I argue that Palladas leaned on Epicurean philosophy as presented in Lucretius's De Rerum Natura to salvage pagan identity in the midst of Christianity's increased popularity.
ContributorsNikpour, Rodmanned Arya (Author) / Tueller, Michael (Thesis director) / Lynch, John (Committee member) / Bing, Peter (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor)
Created2014-05
Description
Despite the vast research and attention given to education, little is known about teacher preparation to raise the quality of education for the honors students. There is an apparent disconnect from the honors students at Arizona State University and the education major. This study uncovers the perspective of the honors students who are majoring in education. Qualitative data was collected using one-on-one interviews. Results showed that all seven interviewed subjects were not satisfied with the education they were receiving as an honors education major.
ContributorsHan, In-Hye (Author) / Jimenez-Silva, Margarita (Thesis director) / Lambson, Dawn (Committee member) / Borden, Ryen (Committee member) / Barrett, The Honors College (Contributor) / Department of Speech and Hearing Science (Contributor) / Division of Teacher Preparation (Contributor)
Created2013-05
Description
The demographics of Arizona are changing as Hispanics children are passing through their youth and into adulthood. Yet, even with this changing population Arizona has demonstrated an unwillingness to provide adequate educational opportunities for Hispanic school children. The state has perpetuated fear throughout the Hispanic community in an attempt to marginalize and stigmatize the race. Such attempts have extended to youth in schools creating an environment of fear. This fear limits the academic potential of young Hispanics who are wary of government officials and institutions. Arizona has also failed to provide appropriate funding for programs used predominantly by Hispanic students leaving them unprepared for a workplace that desperately needs them. Finally, Arizona has refused to allow course content with a record of increasing academic achievement and graduation rates amongst Hispanics to be taught in schools. Taken as a whole Arizona's efforts are creating a cadre of unskilled and unprepared laborers who will be desperately needed to take jobs in the Arizona economy in the coming years. This blatant disregard for the educational needs of a large segment of the population will have a devastating impact on Arizona's future.
ContributorsSmith, Jason Ryan (Author) / Davis, T. J. (Thesis director) / Ovando, Carlos (Committee member) / Tsosie, Rebecca (Committee member) / Barrett, The Honors College (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor)
Created2013-12