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- Creators: Computer Science and Engineering Program
Description
The rise in the number of students found to have autism has been staggering over the past ten years. Accommodating these students effectively and appropriately in a public school is a challenge many teachers are deemed with, sometimes without adequate training. This study was aimed at affecting the underlying social misunderstandings inherent to students with Autism Spectrum Disorder and an at-risk general education peer through a comprehensive intervention consisting of peer mentoring, interactive social stories and video modeling strategies. Observations, student interviews, vignettes and student and researcher journals served as data sources. Three fourth grade boys, including a student with autism, a peer with behavioral concerns and a model peer, participated in an intervention designed using a multiple baseline across behaviors. The target students, including the student with autism and the peer with behavioral concerns increased their ability to demonstrate three distinctive skills, attending to task, raising hand and academic responding. Analysis of the data also showed an overall increase in levels of engagement and motivation. Strong friendships developed among all three participants. Implications suggest that a comprehensive approach is effective in reducing unwanted social behaviors and promoting positive social skills and gives further insight into the target students' motivation.
ContributorsZamora, Roxanne N (Author) / Puckett, Kathleen (Thesis advisor) / Warren, Gina M (Committee member) / Mathur, Sarup (Committee member) / Hart, Juliet (Committee member) / Arizona State University (Publisher)
Created2013
Description
Arcadia Elementary School is an urban Title 1 school that serves 800 students in kindergarten through eighth grade. The school uses a commercial program called Make Your Day to manage student behavior. This program, aligned to the tenets of Positive Behavior Interventions and Supports (PBIS), meets the needs of most students but not the most frequent classroom disruptors. This mixed methods participatory action research study explores the how an understanding of a frequently disruptive student's ecology can lead to more effective support and improved behavioral outcomes. The Behavior Intervention Team process consists of effective data tracking tools and practices and a team-based, data-driven approach to student behavior analysis and is a model for how urban schools can leverage existing resources to better support disruptive students.
ContributorsBartanen, Peter (Author) / Puckett, Kathleen (Thesis advisor) / Mathur, Sarup (Committee member) / Halpert, Michael (Committee member) / Arizona State University (Publisher)
Created2015
Description
Effectively educating students with autism is a necessary element in providing all students with a free and appropriate public education, and as the number of students diagnosed with an autism spectrum disorder continues to increase in both public and private educational settings, providing successful and satisfactory professional development opportunities in the area of autism is becoming increasingly essential. This study explored the experiences of twenty-three educators in a suburban southwest K-12 public school district, as they participated in a fifteen-hour professional development course in an online or face-to-face format, and collaboratively problem-solved their challenges in educating students with autism. Qualitative data was collected from participants' weekly written reflections and comments from a pre- and post-survey on attitudes, to determine quality of and satisfaction with collaboration in relation to course format. Results indicated that the online format produced higher-quality collaboration when it came to presenting one's own situation(s) to the group, finding group discussions helpful, having enough time to collaborate, providing feedback/suggestions to group members, and perceiving suggestions for one's own situation as helpful (as evidenced by the number of suggestions that participants said they would likely implement). The face-to-face format produced higher-quality collaboration when it came to in-depth problem-solving regarding a situation, implementing suggestions for one's own situation, and relating course content to collaborative activities. Participants' attitudes about using technology as a means of collaboration showed little change overall from pre- to post-survey. Though slight increases in positive attitudes concerning technology were found in various areas, many participants still thought highly of a face-to-face format for collaborative purposes, even after participating in the online professional development course. Findings may be of use to educational institutions developing online or face-to-face professional development opportunities in the area of autism.
ContributorsWozniak, Renee M (Author) / McCoy, Kathleen M. (Thesis advisor) / Puckett, Kathleen (Committee member) / Gehrke, Rebecca (Committee member) / Arizona State University (Publisher)
Created2011
Description
Traditionally when the topic of secondary traumatic stress (STS) is discussed, it is often in regard to medical professionals and first responders. People who have STS or compassion fatigue, as it has been renamed, have been defined as people who are dealing with traumatic stress and/or emotional burdens via their “patients.” This study, conducted at a major university in the southwest, measured educators’ perceptions of the extent of their compassion fatigue using the Professional Quality of Life Scale (ProQOL) before and after a voluntary online support training during last four weeks of the semester. Educators who were full time scored better than the educators who worked part time on the three components of the Compassion Fatigue Scale. Results from this study suggest that additional training surrounding compassion fatigue may be needed in the future.
ContributorsLank, Shannon (Author) / Puckett, Kathleen (Thesis advisor) / Shaw, Laura (Committee member) / Rhoden, Stuart (Committee member) / Arizona State University (Publisher)
Created2019
Description
Nursing school can be challenging for undergraduate students, largely because they do not know what to expect in terms of the demands of the rigorous academic program. Students who enter the program with unrealistic expectations of the demands, such as underestimated time needed for studying for exams or preparing for clinical and class time, as well as the emotional toll of time away from family and friends are often challenged with being adequately prepared for the day-to-day experience of nursing school. Once students have been in the program a few semesters, they begin to get the flow of the expectation as well as an understanding of how to manage their time. Unfortunately, if their adjustment period is not quick enough, they can academically or voluntarily withdraw due to the pressures of the demanding curriculum. In order to combat this phenomenon and give students a perspective that can assist them in their adjustment period, a Student Navigator Program (SNP) was implemented at a local community college. Data was collected from experimental and control groups using a mixed methods research design - comparing final grade percentage, performance on a standardized exam, and use of support services. The quantitative data suggest there is no statistical significance in participation in the SNP with the exception of a few select cohorts. The qualitative data suggest the SNP program is helpful at the beginning of the first semester of nursing school. Taken together, the data suggest the SNP can be helpful in the beginning of the semester for willing participants to assist with managing the unknown. Data from this study guides nursing programs as they aim to retain current nursing students through the first semester and progress through the program.
ContributorsBednarek, Salina (Author) / Puckett, Kathleen (Thesis advisor) / Albert, Louis (Committee member) / Hosley, Brenda (Committee member) / Arizona State University (Publisher)
Created2019
Description
Bioscience High School, a small magnet high school located in Downtown Phoenix and a STEAM (Science, Technology, Engineering, Arts, Math) focused school, has been pushing to establish a computer science curriculum for all of their students from freshman to senior year. The school's Mision (Mission and Vision) is to: "..provide a rigorous, collaborative, and relevant academic program emphasizing an innovative, problem-based curriculum that develops literacy in the sciences, mathematics, and the arts, thus cultivating critical thinkers, creative problem-solvers, and compassionate citizens, who are able to thrive in our increasingly complex and technological communities." Computational thinking is an important part in developing a future problem solver Bioscience High School is looking to produce. Bioscience High School is unique in the fact that every student has a computer available for him or her to use. Therefore, it makes complete sense for the school to add computer science to their curriculum because one of the school's goals is to be able to utilize their resources to their full potential. However, the school's attempt at computer science integration falls short due to the lack of expertise amongst the math and science teachers. The lack of training and support has postponed the development of the program and they are desperately in need of someone with expertise in the field to help reboot the program. As a result, I've decided to create a course that is focused on teaching students the concepts of computational thinking and its application through Scratch and Arduino programming.
ContributorsLiu, Deming (Author) / Meuth, Ryan (Thesis director) / Nakamura, Mutsumi (Committee member) / Computer Science and Engineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
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
Description
CourseKarma is a web application that engages students in their own learning through peer-driven social networking. The influence of technology on students is advancing faster than the school system, and a major gap still lingers between traditional learning techniques and the fast-paced, online culture of today's generation. CourseKarma enriches the educational experience of today's student by creating a space for collaborative inquiry as well as illuminating the opportunities of self and group learning through online collaboration. The features of CourseKarma foster this student-driven environment. The main focus is on a news-feed and Question and Answer component that provides a space for students to share instant updates as well ask and answer questions of the community. The community can be as broad as the entire ASU student body, as specific as students in BIO155, or even more targeted via specific subjects and or skills. CourseKarma also provides reputation points, which are the sum of all of their votes received, identifying the individual's level and or ranking in each subject or class. This not only gamifies the usual day-to-day learning environment, but it also provides an in-depth analysis of the individual's skills, accomplishments, and knowledge. The community is also able to input and utilize course and professor descriptions/feedback. This will be in a review format providing the students an opportunity to share and give feedback on their experience as well as providing incoming students the opportunity to be prepared for their future classes. All of the student's contributions and collaborative activity within CourseKarma is displayed on their personal profile creating a timeline of their academic achievements. The application was created using modern web programming technologies such as AngualrJS, Javascript, jQuery, Bootstrap, HTML5, CSS3 for the styling and front-end development, Mustache.js for client side templating, and Firebase AngularFire as the back-end and NoSQL database. Other technologies such as Pivitol Tracker was used for project management and user story generation, as well as, Github for version control management and repository creation. Object-oreinted programming concepts were heavily present in the creation of the various data structures, as well as, a voting algorithm was used to manage voting of specific posts. Down the road, CourseKarma could even be a necessary add-on within LinkedIn or Facebook that provides a quick yet extremely in-depth look at an individuals' education, skills, and potential to learn \u2014 based all on their actual contribution to their academic community rather than just a text they wrote up.
ContributorsCho, Sungjae (Author) / Mayron, Liam (Thesis director) / Lobock, Alan (Committee member) / Barrett, The Honors College (Contributor) / Computer Science and Engineering Program (Contributor) / School of Arts, Media and Engineering (Contributor)
Created2015-05
Description
The modern web presents an opportunity for educators and researchers to create tools that are highly accessible. Because of the near-ubiquity of modern web browsers, developers who hope to create educational and analytical tools can reach a large au- dience by creating web applications. Using JavaScript, HTML, and other modern web development technologies, Genie was developed as a simulator to help educators in biology, genetics, and evolution classrooms teach their students about population genetics. Because Genie was designed for the modern web, it is highly accessible to both educators and students, who can access the web application using any modern web browser on virtually any device. Genie demonstrates the efficacy of web devel- opment technologies for demonstrating and simulating complex processes, and it will be a unique educational tool for educators who teach population genetics.
ContributorsRoos, Benjamin Hirsch (Author) / Cartwright, Reed (Thesis director) / Wilson Sayres, Melissa (Committee member) / Mayron, Liam (Committee member) / Barrett, The Honors College (Contributor) / Computer Science and Engineering Program (Contributor)
Created2015-05
Description
Despite the advancement of online tools for activities related to the core experience of taking classes on a college campus, there has been a relatively small amount of research into implementing online tools for ancillary academic resources (e.g. tutoring centers, review sessions, etc.). Previous work and a study conducted for this paper indicates that there is value in creating these online tools but that there is value in maintaining an in-person component to these services. Based on this, a system which provides personalized, easily-accessible, simple access to these services is proposed. Designs for user-centered online-tools that provides access to and interaction with tutoring centers and review sessions are described and prototypes are developed to demonstrate the application of design principles for online tools for academic services.
ContributorsBerk, Nicholas Robert (Author) / Balasooriya, Janaka (Thesis director) / Eaton, John (Committee member) / Walker, Erin (Committee member) / Barrett, The Honors College (Contributor) / Computer Science and Engineering Program (Contributor)
Created2013-12