Matching Items (15)
Filtering by
- All Subjects: Education
- All Subjects: Early Childhood Education
- Genre: Academic theses
- Creators: Rotheram-Fuller, Erin
Description
The Model Classroom Initiative (MCI) was conceptualized to improve learning and IEP goal attainment while decreasing maladaptive behaviors in specialized instructional program classrooms. The MCI Coaching Model was utilized to assist teachers with the implementation of MCI components in three specialized instructional program classrooms, all of which served students with autism and developmental delays. Data were collected using Innovations Configuration Maps, observations, coaching, surveys, classroom data, and interviews and were analyzed using a mixed methods approach. Results indicate that the MCI coaching sessions increased participant teachers’ feelings of support and being heard and slightly decreased stress, increased the implementation of the chosen components for two of the three teachers, increased the knowledge of and confidence in the MCI components, and increased the teachers’ perception that the coaching helped to increase the students’ academic, behavioral, and Individual Education Plan (IEP) goal progress.
ContributorsBrown, Dorianne (Author) / Puckett, Kathleen (Thesis advisor) / Mathur, Sarup (Committee member) / Rotheram-Fuller, Erin (Committee member) / Arizona State University (Publisher)
Created2023
Description
International schools work to serve students from a variety of different cultural and linguistic backgrounds. When a student is developing proficiency in a language, they have difficulty accessing content in that language. In order to support all of their students, including those developing language proficiency, teachers have to implement differentiated instruction.This mixed methods action research study set within the context of an international school in Madagascar sought to empower secondary teachers to support the English language learners in their classes. The innovation consisted of a professional learning community focused on English language learners as well as a digital toolkit of resources aligned with the content of the professional learning community meetings. The group of seven participants met a total of three times over the course of three months during the first semester of the school year.
After their participation, they demonstrated little change in self-efficacy, although they did have a stronger understanding of the resources available to them within the local context. Through the innovation, the participants developed a common understanding of the concept of differentiation in addition to expanding their knowledge of teaching strategies. Most notably, the format of the professional learning community proved to be an effective and useful way to allow the participants to connect with one another, share their experiences, and gain relevant information regarding language acquisition and strategies for differentiation.
ContributorsSchenk, Leslie Anne (Author) / Rotheram-Fuller, Erin (Thesis advisor) / Smith, Anne (Committee member) / Schuster, Christopher (Committee member) / Arizona State University (Publisher)
Created2023
Description
Museums have long been known as an exciting, educational field trip for teachers and students, however, they have the potential to be more. Aside from field trips, some museums offer a range of resources for teachers including professional development sessions. This study followed a sample of classroom teachers as they completed a three-part workshop on Project Based Learning in order to determine in what ways does museum-based professional development change (a) Teacher perceptions of museum resources and (b) Teacher utilization of museum resources within their classroom, as well as what aspects of the museum-designed professional development experience did teachers find most effective in impacting their own teaching. The Experiential Learning Theory and an Awareness, Interest, Desire, Action (AIDA) effect model were used to evaluate how perceptions changed before and after the museum-designed experience. Overall, the trustworthiness of the informal educators and their resources increased, as well as teacher utilization of the resources since participation. Some of the aspects that teachers reported as most effective included their willingness to engage because of their overall enjoyment of the experience. Teachers also emphasized that these workshop sessions enhanced their current teaching practices, and did not simply replace them.
ContributorsGallagher Schromm, Lisa (Author) / Rotheram-Fuller, Erin (Thesis advisor) / Toon, Richard (Committee member) / Walters, Molina (Committee member) / Arizona State University (Publisher)
Created2023
Description
Stress and anxiety are on the rise in children and adolescents, which may adversely impact their social and emotional development, learning, mental health, level of functioning, and educational success. Compounding this issue is that teachers often lack the preparation to best meet their students’ mental health needs. These associated factors constitute the problem of practice that prompted this action research study, whose purpose is to examine the effectiveness of Stress on Students (SOS)—a series of professional development modules designed to educate teachers on student stress and anxiety. SOS was developed with input from teachers through previous cycles of action research. The modules focus on identifying stress and anxiety among students and intervention strategies to increase teachers’ knowledge and perceived levels of self-efficacy. This study was grounded in the theoretical frameworks of andragogy and self-efficacy theory and employed a concurrent, mixed-methods design. Data were collected through a quantitative pre- and post-test survey instrument and qualitative semi-structured individual interviews. Analytic strategies included paired samples t-tests, descriptive statistics of the pre- and post-test, and multiple coding cycles of the individual interviews. Triangulation of the quantitative and qualitative data confirmed SOS’ effectiveness on teacher participants (n = 6) and provided complementary evidence. Teachers showed an increase in their actual and perceived knowledge about student stress and anxiety post-SOS with similar results pertaining to their perceived levels of self-efficacy in working with students who exhibit stress and anxiety. Additionally, teachers fully participated in SOS and deemed the topic and content to be relevant and valuable.
ContributorsJukins, Brian (Author) / Gee, Elisabeth (Thesis advisor) / Oakes, Wendy P (Committee member) / Rotheram-Fuller, Erin (Committee member) / Arizona State University (Publisher)
Created2021
Increasing Teacher Self-Efficacy in Establishing and Maintaining High-Quality Preschool Environments
Description
High-quality learning environments are critical to support students’ learning and development. This study supported eight lead teachers of Starting Strong classrooms in four different early learning programs to try to improve teachers’ knowledge, self-efficacy, and use of Developmentally Appropriate Practices (DAP) within their classrooms. Four Starting Strong supports were evaluated during this research, including an asynchronous video series, coaching with use of the Continuous Quality Improvement (CQI) Report, and Community of Practice (CoP) meetings. The Early Childhood Environment Rating Scales, Third Edition (ECERS-3) was used to measure the overall quality of preschool classrooms before and after the intervention. Pre- and post-intervention surveys were also conducted to measure participants' knowledge and self-efficacy. While there was no change in participant knowledge of DAP or self-efficacy, there was significant improvement in the ECERS-3 scores from the Spring to the Fall assessment. All participants reported the four Starting Strong supports as being very useful and offered suggestions for improvements, explicitly suggesting consistency and shared learning experiences. Collectively, the Starting Strong supports helped the teachers apply their knowledge of developmentally appropriate practices in early childhood education in establishing quality preschool environments.
ContributorsBixel, Janessa Marie (Author) / Rotheram-Fuller, Erin (Thesis advisor) / Boozer, April (Committee member) / Cutler, Kay (Committee member) / Arizona State University (Publisher)
Created2023
Description
Parents of gifted adolescents often face unique challenges in supporting their children’s social and emotional learning (SEL). The purpose of this mixed methods action research study was to examine (1) As a result of a SEL parent workshop series, what changes were observed in: (a) Parental knowledge of SEL? (b) Parental self-efficacy in supporting their gifted child’s SEL needs? (2) What did parents perceive as the most useful aspects of the SEL parent workshop series? The intervention took the form of a flexible five-session virtual workshop series and was delivered via a combination of asynchronous and synchronous instruction. The workshop series was designed to provide families with key information on giftedness in adolescence to help them better understand how characteristics of giftedness impacted their own child’s socio-emotional development. Results from this study showed a statistically significant increase in parent knowledge of SEL concepts, and a mean increase in parental self-efficacy. While participants rated all aspects of the intervention workshop as useful, limited participant engagement shifted the workshop model from a collaborative model to a highly individualized one. As a result of the study, it is clear that parents do benefit from additional information on SEL support strategies, but continued research is needed to develop an intervention where the content and format best support participant needs.
ContributorsCooper, Gwendolyn (Author) / Rotheram-Fuller, Erin (Thesis advisor) / Bartley, Jeanette (Committee member) / Frias, Elizabeth (Committee member) / Arizona State University (Publisher)
Created2023
Description
The Sonoran Desert is a magical place full of beauty and wonder. With an increase each year in the number of new families calling Arizona their home, so also comes an increase in pre-conceived notions of the dangers of the Sonoran Desert. Dangers such as plants, animals, and weather conditions can cause fears in families. Though these fears are valid, understanding different ways to stay safe and engage with nature in the Sonoran Desert is critical to building future generations of adults that value the natural world. Current literature does not address the Sonoran Desert and Arizona as a space to engage in nature play. The current action research study builds on the literature to offer new perspectives on nature play in the Sonoran Desert. A mixed-methods approach was used to assess caregivers' perception of safety, risk, and benefits of nature play in the Sonoran Desert. The intervention utilized the social media platform, Instagram, to administer the intervention content. Results from this study suggest that even though participants were already engaged in nature play, their perceptions of risk, safety, and benefits of nature play in the Sonoran Desert changed positively or were reinforced. The analysis expands the current literature on risk, safety, and benefits of nature play.
ContributorsBello, John (Author) / Rotheram-Fuller, Erin (Thesis advisor) / Zuiker, Steven (Committee member) / Stone, Sarah (Committee member) / Arizona State University (Publisher)
Created2023
Description
Indigenous students have not been achieving their educational goals similar to other racial and ethnic groups. In 2008 Native American students completed a bachelor's degree at a rate of 38.3% the lowest rate of all racial and ethnic groups and lower than the national average of 57.2%. The high attrition rate of Native students in post-secondary education, nationally, suggests that on-going colonization may be to blame. Much of the research exploring retention strategies found culturally sensitive institutions, family and peer support, supportive relationships with faculty and staff, skill development, and financial aid knowledge were consistent factors for student retention. No studies have examined the effects of cultural workshops as decolonizing practices, however. This action research examined the influence of a series of cultural workshops to address Native student and college community needs. Employing a mixed-methods design, this project framed the cultural workshops within decolonization and historical trauma. Five student participants attended five cultural workshops and completed questionnaires to offer insight into their college behaviors while journals were used to learn about their experiences within the workshops. The results of this study are consistent with the literature. There was no change in relationships as a result of the intervention, but relationships with faculty and staff that mimicked family were reported as important for student success. Participating students were at early stages in the decolonization process but were further along when they had experiences in college with American Indian Studies or faculty. Students felt that colonizing practices at the college must be challenged and Indigenous traditional practices must be integrated to create a culturally competent institution. Additional sessions are recommended to increase data collection and allow participants to develop and share their rich feedback with the college.
ContributorsScott, Mona (Mona C.) (Author) / Rotheram-Fuller, Erin (Thesis advisor) / Vicenti Carpio, Myla (Committee member) / Harper-Marinick, Maria (Committee member) / Arizona State University (Publisher)
Created2018
Description
The purpose of the Inclusive Instruction Program (IIP) action research study was to explore the potential relationship between a new professional development cluster and general education teacher self-efficacy in supporting students with special needs. The IIP was designed to address teacher areas of needs as identified in a prior cycle of action research. During the needs assessment cycle, teachers suggested that they needed help with differentiation, behavior management, collaboration, and progress monitoring. As a result of this information, the IIP study workshops were developed around these topics. The study was grounded in a constructivist framework with aspects of self-efficacy and sensemaking theories being explored. The literature review includes studies centered on professional development for teachers in special education related topics. The IIP study participants included 11 fourth through sixth grade general education teachers. Participants completed a presurvey, attended four workshops over the course of six weeks, and completed a postsurvey. Before each workshop participants wrote journal reflections, and after each of the workshops participants completed feedback forms. Six of the 11 study participants were randomly selected to complete 30-minute individual interviews. The results of the study indicated that providing participants with professional development in special education related topics did increase their self-efficacy. Additionally, study findings revealed that participants made sense of their professional learning with individual reflection and collaboration with peers and administration to further discuss and integrate into their individual practice.
ContributorsOchonogor, Emerald (Author) / McArthur Harris, Lauren (Thesis advisor) / Rotheram-Fuller, Erin (Committee member) / Teyechea McNeil, Nicole (Committee member) / Arizona State University (Publisher)
Created2019
Description
“If you treat an individual as he is, he will stay as he is,
but if you treat him as if he were what he ought to be
and could be, he will become what he ought and could be.”
Johann Wolfgang von Goethe (1749-1832)
Teacher leaders in public education have a great amount of responsibility on their shoulders in today’s political climate. They are responsible for evaluating instruction, improving the teaching force, and raising student achievement. These responsibilities coupled with the day-to-day demands of effectively running a school have caused many teacher leaders to disengage from the true purpose of their work and have lead to retention rates that are less than desirable. This mixed methods action research study was conducted to investigate how participation in L.E.A.D. (Learn. Engage. Act. Discuss.) groups, influenced the self-perceptions teacher leaders have of their ability to engage in the change process at their schools. The innovation was a series of three action-driven sessions aimed at providing the participating teacher leaders with a space to discuss their roles in the change process at their school, their perceived engagement in those processes, and their perceived ability to navigate the technical, normative, and political dimensions of change. The greater purpose behind the design of this innovation was to provide teacher leaders with tools they could utilize that would support them in the realization that their level of engagement was not totally dependent on those around them. Through the L.E.A.D. groups, it became evident that the participating teacher leaders were resilient and optimistic individuals that, despite factors outside of their control demanding their time and energy, were still dedicated to the change process at their schools.
but if you treat him as if he were what he ought to be
and could be, he will become what he ought and could be.”
Johann Wolfgang von Goethe (1749-1832)
Teacher leaders in public education have a great amount of responsibility on their shoulders in today’s political climate. They are responsible for evaluating instruction, improving the teaching force, and raising student achievement. These responsibilities coupled with the day-to-day demands of effectively running a school have caused many teacher leaders to disengage from the true purpose of their work and have lead to retention rates that are less than desirable. This mixed methods action research study was conducted to investigate how participation in L.E.A.D. (Learn. Engage. Act. Discuss.) groups, influenced the self-perceptions teacher leaders have of their ability to engage in the change process at their schools. The innovation was a series of three action-driven sessions aimed at providing the participating teacher leaders with a space to discuss their roles in the change process at their school, their perceived engagement in those processes, and their perceived ability to navigate the technical, normative, and political dimensions of change. The greater purpose behind the design of this innovation was to provide teacher leaders with tools they could utilize that would support them in the realization that their level of engagement was not totally dependent on those around them. Through the L.E.A.D. groups, it became evident that the participating teacher leaders were resilient and optimistic individuals that, despite factors outside of their control demanding their time and energy, were still dedicated to the change process at their schools.
ContributorsSaltmarsh, Sarah Schmaltz (Author) / Liou, Daniel D (Thesis advisor) / Rotheram-Fuller, Erin (Committee member) / Shaw, Ann (Committee member) / Arizona State University (Publisher)
Created2016