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International schools and international education initiatives are experiencing tremendous growth as the world’s economy continues to globalize. International schools operating outside of the traditional boundaries of state and national contexts have become havens noted for their diverse and multicultural staff, student bodies and school communities. However, the challenges facing international education have only recently begun to be studied independent from their traditional teaching counterparts. International schools, and any study associated with them, require an individual approach for identifying and solving the challenges unique to their context.
“I’m Leaving!” is an action research study which incorporates phenomenological hermeneutics, action research, and a transformational innovation to examine the social structures associated with the decision-making process of the “I’m Leaving!” phenomenon and the administrative action developed in response. Guided by Transformational Leadership Theory (TLT), this study combined the latest action research methodological perspectives with hermeneutic tradition and Professional Learning Community (PLC) theory to provide a deep and unflinching view into the real and lived experiences of the one subject often forgot about in educational research: the teacher. The study results confirm previous study findings that teacher feelings and perceptions of the leadership effectiveness, teacher-leader relationships, and teacher professional growth opportunities were all improved after teachers participated in an action research communities.
“I’m Leaving!” is an action research study which incorporates phenomenological hermeneutics, action research, and a transformational innovation to examine the social structures associated with the decision-making process of the “I’m Leaving!” phenomenon and the administrative action developed in response. Guided by Transformational Leadership Theory (TLT), this study combined the latest action research methodological perspectives with hermeneutic tradition and Professional Learning Community (PLC) theory to provide a deep and unflinching view into the real and lived experiences of the one subject often forgot about in educational research: the teacher. The study results confirm previous study findings that teacher feelings and perceptions of the leadership effectiveness, teacher-leader relationships, and teacher professional growth opportunities were all improved after teachers participated in an action research communities.
ContributorsDieterle, Bret S (Author) / Henriksen, Danah (Thesis advisor) / Cocchiarella, Martha (Committee member) / Cane, Gayle (Committee member) / Arizona State University (Publisher)
Created2018
Description
This research looks at a group of students from Tumaini Children's Home in Nyeri, Kenya. The purpose of this paper is to explore why this particular group of students is so academically successful. Quantitative research was taken from the average 2013 test scores of Tumaini students who took the Kenyan Certificate of Primary Education (KCPE) exam in comparison to the scores of students who are not residing in the orphanage. Qualitative research involves interviews from those students who live in Tumaini and interviews from adults who are closely connected to the orphanage. The purpose is to understand why the students are performing so well academically and what support they have created for themselves that allows them to do so.
ContributorsTooker, Amy Elizabeth (Author) / Puckett, Kathleen (Thesis director) / Cocchiarella, Martha (Committee member) / Barrett, The Honors College (Contributor) / Division of Teacher Preparation (Contributor)
Created2014-12
DescriptionDisability Resource and Counseling centers were interviewed across universities and high schools regarding how they accommodate twice exceptional students in giftedness and emotional behavioral disorders. This study highlights the services available to 2e students and provides effective accommodations and support solutions.
ContributorsGraham, Abigail Rose (Author) / Cocchiarella, Martha (Thesis director) / Harris, Pamela (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
Description
Literature reviews, books, and research studies are reviewed in this thesis with the purpose of examining the postsecondary transition of young adults on the autism spectrum (AS). Previous research on the specific social, legislative, victimization, and self-determination issues that young adults on the AS face during their postsecondary transition process is extensively examined as well as research that addresses the viewpoints of postsecondary programs from the perspectives of caregivers and young adults. Research studies and literature reviews that address current postsecondary programs for those on the AS and current adult outcomes for those on the AS are also included in the literature review section. The research aspect of the current thesis involved a postsecondary education transition team at Arizona State University who compared the viewpoints of young adults and parents of young adults on the AS on their experience with the postsecondary transition process and what they believe should be fundamental aspects of the postsecondary transition process. Two forms of a survey were administered (one for the young adult population and another for the parent population). Survey results found a lot of similarities and differences in terms of how caregivers and young adults felt about postsecondary transition. Although both young adults and caregivers expressed a strong interest in postsecondary programs for students with autism, both groups expressed that the likelihood of the young adult attending such a program would be significantly less. Differing viewpoints between the two populations existed on what a postsecondary program should look like. Although the two groups did agree that such programs should consist of an employment and social activities component, young adults felt that programs should have a more diverse set of criteria. Following completion of a secondary program, caregivers saw young adults attending a postsecondary education institution, while young adults perceived themselves as transferring directly into the workforce. On the contrary, caregivers did demonstrate an even variability in choice for opinions. The thesis concludes with the many implications for this study and suggestions for future research.
ContributorsHanish, Maxwell (Author) / Mccoy, Kathleeen M. (Thesis advisor) / Rader, Martha (Committee member) / Cocchiarella, Martha (Committee member) / Arizona State University (Publisher)
Created2011
Description
This study's purpose was to explore effectiveness of alternate format in-service delivery for what teachers needed to know to effectively teach their students with Autism Spectrum Disorder/High Functioning Autism/Asperger Syndrome (ASD/HFA/AS) in the general education setting. The study's research questions included: Did participants learn information they needed as well using asynchronous online in-service format models as when in a traditional face-to-face consultative approach? Did the use of a broad asynchronous online discussion approach to collaboration result in effective student problem-solving for the participants? Did participant attitudes change toward online instruction as a means of collaboration as a result of engaging in alternate in-service delivery models? A fifteen-hour staff development course was developed and taught to 24 teacher/educators in a suburban southwest K-12 public school district. The course content was organized around topics derived from an earlier data collection and included what teachers said they needed to know, from whom, and how. A free, simple asynchronous online environment was created for the course and online participation for learning and collaboration activities was requested of two participant groups, hybrid or online. Quantitative data was collected from Pre-/Post-Tests and survey. Qualitative data was collected from weekly collaborative problem-solving reflections. Results indicated that educators improved knowledge base in ASD/HFA/AS characteristics and adaptations and found collaborative online problem-solving about students effective and personally satisfactory. Results for online participants during the alternate format delivery sessions of the course were stronger than hybrid format although both appeared to profit from the use of technology. All participants changed their view to positively value asynchronous online formats for learning and collaborating with other teachers to find out what they needed to know to implement in the classroom in efficient and economical ways.
ContributorsBruening, Marie Diane (Author) / McCoy, Kathleen M. (Thesis advisor) / Gehrke, Rebecca (Committee member) / Cocchiarella, Martha (Committee member) / Arizona State University (Publisher)
Created2010
Description
Teacher education has lagged in preparing general educators with the knowledge and skills necessary to support the learning of students with disabilities within inclusive classrooms. This study illustrates how small-scale action research can be used in higher education to analyze teacher preparation practices in a concerted effort toward improvement. Participants included (n =35) preservice teachers in a graduate-level university teacher preparation program in the Pacific Northwest. Mixed methods were utilized to examine the impact of lesson study on preservice teacher self-efficacy and capacity to teach students with disabilities within their respective practicum placements. First developed in Japan, lesson study facilitates a collaborative effort between teachers to improve instructional knowledge and skills. In this study, a new variation of lesson study was developed to align teacher preparation course content with High Leverage Practices in special education. Outcomes from this study indicate the need to align coursework with practicum experiences to optimize the acquisition of knowledge and skills through deliberate practice. In addition, this study highlights how High Leverage Practices can serve as a pedagogical bridge between the perpetual division of special and general education teacher preparation programs.
ContributorsArnold, Kristen (Author) / Markos, Amy (Thesis advisor) / Cocchiarella, Martha (Committee member) / Benedict, Amber (Committee member) / Arizona State University (Publisher)
Created2021