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Description
I have created a workshop for educators. The workshop describes the significance of adverse childhood experiences in a student's life. It also displays how an educator might use Social Emotional Learning strategies to support students who have experienced trauma.
ContributorsPierce, Alyssa Cruz (Author) / Oliver, Jill (Thesis director) / Roderick, Valerie (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
There is still a major underrepresentation of females in STEM fields, with many girls beginning to lose interest as early as middle school. This is due to a variety of factors including lack of role models, stereotypes, ineffective teaching methods, and peer influence. A popular way to increase female interest is through day camps and other programs where girls complete a variety of activities related to science and engineering. These activities are usually designed around problem-based learning, a student-lead approach to teaching that requires students to work collaboratively and use background knowledge to solve some sort of given problem. In this project, a day camp for middle school girls was created and implemented to increase student interest in STEM through three problem-based learning activities. By analyzing survey data, it was concluded that the camp was successful in increasing interest and changing participants' attitudes towards science. This approach to learning could be applied to other subject areas, including mathematics, to increase the interest of both male and female students at the secondary level.
ContributorsVitale, Nathalie Maria (Author) / Walters, Molina (Thesis director) / Oliver, Jill (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
Studies have shown that arts programs have a positive impact on students' abilities to achieve academic success, showcase creativity, and stay focused inside and outside of the classroom. However, as school funding drops, arts programs are often the first to be cut from school curricula. Rather than drop art completely, general education teachers have the opportunity to integrate arts instruction with other content areas in their classrooms. Traditional fraction lessons and Music-infused fraction lessons were administered to two classes of fourth-grade students. The two types of lessons were presented over two separate days in each classroom. Mathematics worksheets and attitudinal surveys were administered to each student in each classroom after each lesson to gauge their understanding of the mathematics content as well as their self-perceived understanding, enjoyment and learning related to the lessons. Students in both classes were found to achieve significantly higher mean scores on the traditional fraction lesson than the music-infused fraction lesson. Lower scores in the music-infused fraction lesson may have been due to the additional component of music for students unfamiliar with music principles. Students tended to express satisfaction for both lessons. In future studies, it would be recommended to spend additional lesson instruction time on the principles of music in order help students reach deeper understanding of the music-infused fraction lesson. Other recommendations include using colorful visuals and interactive activities to establish both fraction and music concepts.
ContributorsGerrish, Julie Kathryn (Author) / Zambo, Ronald (Thesis director) / Hutchins, Catherine (Committee member) / Division of Teacher Preparation (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
Over the past few years, the issue of childhood trauma in the United States has become significant. A growing number of children are experiencing abuse, neglect, or some other form of maltreatment each year. Considering the stressful home lives of maltreated children, the one sure sanctuary is school. However, this idea requires teachers to be actively involved in identifying and caring for the children who need it most. Traumatic childhood experiences leave lasting scars on its victims, so it is helpful if teachers learn how to identify and support children who have lived through them. It is unfortunate that teachers will most likely encounter children throughout their career who have experienced horrendous things, but it is a reality. With this being said, teachers need to develop an understanding of what traumatized children live with, and learn how to address these issues with skilled sensitivity. Schools are not just a place where children learn how to read and write; they build the foundation for a successful life. This project was designed to provide teachers with a necessary resource for helping children who have suffered traumatic experiences. The methodology of this project began with interviews with organizations specializing in working with traumatized children such as Arizonans for Children, Free Arts for Abused Children, The Sojourner Center, and UMOM. The next step was a review of the current literature on the subject of childhood trauma. The findings have all been compiled into one, convenient document for teacher use and distribution. Upon completion of this document, an interactive video presentation will be made available through an online education website, so that distribution will be made simpler. Hopefully, teachers will share the information with people in their networks and create a chain reaction. The goal is to make it available to as many teachers as possible, so that more children will receive the support they need.
ContributorsHanrahan, Katelyn Ann (Author) / Dahlstrom, Margo (Thesis director) / Kelley, Michael (Committee member) / Division of Teacher Preparation (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
A combined examination of the Charlie Hebdo attacks on January 7, 2015 and the November 13, 2015 attacks in Paris yields a social media movement that evolved within the 10 months between the attacks, a comparison between these terrorist attacks and those of September 11, 2001 and parallels between American First Amendment principles and France’s free expression laws.
The Charlie Hebdo attacks fueled an online debate over freedom of expression and religion, whereas the purpose of social media evolved into a humanitarian one following the November 13 attacks in Paris. This research looks into the individual evolutions of the related hashtags that surfaced in 2015, including #JeSuisCharlie (and its opposites, such as #JeNeSuisPasCharlie), #DonDuSang, #PorteOuverte and #RechercheParis, among others. Another research point was with the September 11 attacks—with the 9/11 attacks against the United States, few to no channels were available for the kind of immediate discussions and support seen after the Paris attacks. After spending time in Paris during the spring 2015 semester and researching the aftermath of the Charlie Hebdo attacks and the history of the publication, the conclusion rests on the idea that the online discussions perpetuated by both supporters and dissenters of the magazine contribute to a more robust, open democracy supported by these social media platforms.
A portion of this thesis also delves into the parallels and differences between the American First Amendment and the French free speech laws—all of which pertain to the Charlie Hebdo content and the online responses to the 2015 Paris attacks.
The interviews conducted include a French art history professor at the Sorbonne University in Paris, two creators of the “Je Suis Charlie” Facebook page, an American journalist living in Paris who covered the Charlie Hebdo attack and who was present during the November attacks, and a Muslim-American doctor in Phoenix who founded the American Islamic Forum for Democracy. The ideas surrounding free speech, the value of art such as that found within the pages of Charlie Hebdo, the media’s treatment of religion, traditional democratic freedoms and ties to social media revolutions are all components of this research thesis.
The Charlie Hebdo attacks fueled an online debate over freedom of expression and religion, whereas the purpose of social media evolved into a humanitarian one following the November 13 attacks in Paris. This research looks into the individual evolutions of the related hashtags that surfaced in 2015, including #JeSuisCharlie (and its opposites, such as #JeNeSuisPasCharlie), #DonDuSang, #PorteOuverte and #RechercheParis, among others. Another research point was with the September 11 attacks—with the 9/11 attacks against the United States, few to no channels were available for the kind of immediate discussions and support seen after the Paris attacks. After spending time in Paris during the spring 2015 semester and researching the aftermath of the Charlie Hebdo attacks and the history of the publication, the conclusion rests on the idea that the online discussions perpetuated by both supporters and dissenters of the magazine contribute to a more robust, open democracy supported by these social media platforms.
A portion of this thesis also delves into the parallels and differences between the American First Amendment and the French free speech laws—all of which pertain to the Charlie Hebdo content and the online responses to the 2015 Paris attacks.
The interviews conducted include a French art history professor at the Sorbonne University in Paris, two creators of the “Je Suis Charlie” Facebook page, an American journalist living in Paris who covered the Charlie Hebdo attack and who was present during the November attacks, and a Muslim-American doctor in Phoenix who founded the American Islamic Forum for Democracy. The ideas surrounding free speech, the value of art such as that found within the pages of Charlie Hebdo, the media’s treatment of religion, traditional democratic freedoms and ties to social media revolutions are all components of this research thesis.
ContributorsLierle, Emily Wheeler (Author) / Rodriguez, Rick (Thesis director) / Thornton, Leslie (Committee member) / Walter Cronkite School of Journalism and Mass Communication (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
There are two types of understanding when it comes to learning math: procedural understanding and conceptual understanding. I grew up with a rigorous learning curriculum and learned math through endless drills and practices. I was less motivated to understand the reason behind those procedures. I think both types of understanding are equally important in learning mathematics. Procedural fluency is the "ability to apply procedures accurately, efficiently, and flexibly... to build or modify procedures from other procedures" (National Council of Teachers of Mathematics, 2015). Procedural understanding may perceive as merely about the understanding of the arithmetic and memorizing the steps with no understanding but in reality, students need to decide which procedure to use for a given situation; here is where the conceptual understanding comes in handy. Students need the skills to integrate concepts and procedures to develop their own ways to solve a problem, they need to know how to do it and why they do it that way. The purpose of this 5-day unit is teaching with conceptual understanding through hands-on activities and the use of tools to learn geometry. Through these lesson plans, students should be able to develop the conceptual understanding of the angles created by parallel lines and transversal, interior and exterior angles of triangles and polygons, and the use of similar triangles, while developing the procedural understanding. These lesson plans are created to align with the eighth grade Common Core Standards. Students are learning angles through the use of protractor and patty paper, making a conjecture based on their data and experience, and real-life problem solving. The lesson plans used the direct instruction and the 5E inquiry template from the iTeachAZ program. The direct instruction lesson plan includes instructional input, guided practice and individual practice. The 5E inquiry lesson plan has five sections: engage, explore, explain, elaborate and evaluate.
ContributorsLeung, Miranda Wing-Mei (Author) / Kurz, Terri (Thesis director) / Walters, Molina (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2015-12
Description
Scientific literacy is a critical part of the education of high school students. Students can demonstrate literacy in science by being able to read and write scientific reports as well as recognize and discuss how science affects daily lives. However, many teachers are not familiar with the topic and do not have the resources necessary to implement it into their classrooms. This project attempts to create a website that compiles information from many sources to one concise location that is simple for teachers to use. The goal of the website is to provide teachers with a resource that they can access and use quickly despite their busy schedules. The information provided is easily translatable into a classroom, and examples of lessons as well as links to resources are provided. Considerations of difficulties such as the need to prepare students for standardized tests as well as limited budgets were brought into consideration when choosing the concepts suggested for teachers. Aspects of scientific literacy addressed are: project based learning, virtual labs, apprenticeship programs, and peer mediated learning strategies. The project also addresses how demographics that are represented at lower levels in science can be aided. These groups include female students, minorities, and students with High Functioning Autism (HFA). The website portion of the project is accompanied by a paper that summarizes the research findings as well as the personal reaction of the author and how her teaching has been affected by the study. Upon completion of the project the website will be shared with school districts across Phoenix to provide teachers with access to the resources compiled in it.
ContributorsBlome, Rebecca Ellen (Author) / Marshall, Pamela (Thesis director) / Hart, Juliet (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2015-12
Description
This paper examines the relationship between feminism and social media and evaluates the ability of social media to function as an effective platform for the advancement of feminism's objectives. In the decades before social media became an integral part of culture, the popularity of feminism deteriorated and feminist voices were unsure that it could be revived or popularized again. However, in recent years, women have used social media as a mechanism to communicate and disseminate feminist ideas. The birth of what is called "hashtag feminism" has been a fundamental shift in the way feminism is done and advocated for in modern culture. In light of this dramatic shift in venue for feminist conversations, academic feminists are asking a series of pertinent questions: Is social media good for feminism and the achievement of feminist objectives? What, if anything, has feminism compromised in order to fit into 140 characters or fewer? This paper argues that social media has provided a platform for feminists to share their stories, which has aided in the building of feminist constituencies. This is the most important work of feminism, because it is making society more receptive to feminist principles and ideas, transforming our culture into one that can accept and fight for feminism's objectives. This paper will examine a series of case studies in which social media has hosted feminist conversations. It will analyze the impact of this social media as a venue for feminist narratives and evaluate the use of social media as a feminist platform in the movement to achieve feminism's objectives.
ContributorsGiel, Katelyn Anne (Author) / Woodall, Gina (Thesis director) / Lake, Milli (Committee member) / School of Politics and Global Studies (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2015-12
DescriptionI founded the ASU Shakespeare Club and then directed a production of "A Midsummer Night's Dream" set in a contemporary mental institute. This thesis includes the revised script, a journal of the rehearsal process, an introductory essay, and production photos.
ContributorsGallagher, Nicole Marie (Author) / Fox, Cora (Thesis director) / Giner, Oscar (Committee member) / Barrett, The Honors College (Contributor) / Department of Chemistry and Biochemistry (Contributor) / School of Film, Dance and Theatre (Contributor)
Created2014-05
Description
The process of playwriting is much more than merely writing the script itself; it is a process of outlining, writing, rewriting, and rewriting some more. This project explores that process from the very beginning to the late stages of final rewrites on a full-length, two-act stage play, Forget Me Not. Thematically, the play addresses issues such as legacy, ambition, the limitations of memory, and the complex relationships between women. It also speaks to the possibility of hope and revolves around twenty-something characters who are not nihilistic or pretentious as in the frequently-dominant portrayal of that demographic, but rather witty, intelligent, and layered. The play applies techniques of playwriting with a focus on character development as the element that drives the story, while also playing with conceptions of memory and time through the framing device, structure, and narration. A craft essay follows the script of the play, detailing the process of conceptualizing, writing, and revising the play.
ContributorsPrahl, Amanda Catherine (Author) / Sterling, Pamela (Thesis director) / Campbell, Corey (Committee member) / Jennings-Roggensack, Colleen (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / School of Politics and Global Studies (Contributor) / School of Film, Dance and Theatre (Contributor) / Department of English (Contributor)
Created2015-05