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- Creators: Puckett, Kathleen
Description
This mixed methods classroom research examined if accountability groups in the lower proficiency levels of a university intensive English program would improve students’ language acquisition. Students were assigned partners for the study period with whom they completed assignments inside and outside of class, as well as set goals for use of language in their own context. Based in the ecological perspective and socio- cultural theory, activities reinforced social bonds, scaffolded the learning objectives in a communicative way, modeled the transfer of knowledge to the world outside the classroom, and allowed students to create new affordances in which to practice and use the language. Analysis of qualitative data from interviews, text messages, exit slips, and field notes, as well as quantitative data from student academic records, pre and post tests of curricular objectives, and pre and post attitudinal surveys, showed that students were developing a stronger sense of autonomy in their language learning. They viewed their peers and themselves as knowledgeable others, helping one another to learn vocabulary and structures in each student’s zone of proximal development. Learner engagement in the treatment groups, as measured by classroom attendance, increased over a control group, as did overall grade averages in all courses. Students with no previous time in the program showed more improvement than those who had been in the program for at least one session prior. Students also showed increased fluency, as measured by the word count on a constructive task in the pre- and post-test of curricular objectives.
ContributorsLippincott, Dianna (Author) / Puckett, Kathleen (Thesis advisor) / Kleinsasser, Robert (Committee member) / Zuiker, Steven (Committee member) / Arizona State University (Publisher)
Created2017
Description
This mixed methods action research study explores the phenomenon of Navajo storytelling from the student perspective, exploring views of their experiences, and how those experiences and perceptions impact their learning. Navajo storytelling reflects the traditional teachings of the Dine, and serves as the foundation to character building promoting the concepts and processes of T’aa Sha Bik’ehgo Na’nitin (“sense of direction”). The design of the study supports the students’ achievement by utilizing a storytelling approach to teaching that organizes learning around the principles of critical thinking (nitshakees), planning (nahata), reasoning (iina), and creativity (sihasiin) found in the Dine educational philosophy model, Sa’ah Naaghai Bik’eh Hozhoon. Goals of this study focus on the subject of traditional storytelling, Navajo folktales, to determine how the teaching and learning influences the processes by which a student makes decisions. Through oral storytelling the teachings place priority on creating a nurturing, respectful, and culturally inclusive environment based on Diné knowledge and language.
ContributorsYonnie, Tammy (Author) / Puckett, Kathleen (Thesis advisor) / Kleinsasser, Robert (Committee member) / Begay, Harold (Committee member) / Arizona State University (Publisher)
Created2016
Description
The purpose of this project was to research the effects of a professional development intervention designed to build local capacity for technology integration among teachers at the school level. This was done by providing focused face-to face and online training to twelve teachers referred to as the Technology Core Teacher (TCT) group. This project utilized the theoretical framework of social learning and communities of practice to provide an environment of ongoing support for technology integration. The findings addressed four areas: the TCT teachers' practice, their technology skill levels, the use of the online collaboration tools utilized for collaboration and virtual synchronous meetings, and whether the TCT teachers demonstrated signs of being a self sustainable community of practice. The findings demonstrate that the intervention had an influence on the participating teachers' practice and influenced the practice of other teachers as well. TCT teachers increased their skills when applying new learning with their students. TCT teachers used online collaboration tools minimally for communication, and synchronous meeting tools presented some difficulties. TCT teachers showed signs that they may be a sustainable Community of Practice. Although teachers reported that their technology skills increased, a pre-post survey of skills based on the ISTE NETS-T Assessment yielded lower confidence scores after the intervention. A follow up survey designed to explain these results indicated that teachers rated their skill set lower in light of more knowledge, indicating a possible paradox in self reporting of skills prior to awareness of technology based learning possibilities.
ContributorsMorgenthal, Mary Julia (Author) / Puckett, Kathleen (Thesis advisor) / Foulger, Teresa (Committee member) / Bengochea, Taime (Committee member) / Arizona State University (Publisher)
Created2011
Description
This action research is about empowering teachers to communicate positively in discourses with parents at Individual Education Plan (IEP) meetings. It builds on the premise that giving teachers communications tools will increase their motivation to communicate more effectively and to be aware of their dialogue behavior. Taking a case study approach, I investigated how to encourage five special education teachers to communicate and involve parents. Parent reluctance to advocate for their student provided impetus to implement a teacher training program aimed at improving teacher ability to communicate with parents and engage their collaboration in IEP meeting processes. The methodology involved teacher interviews, IEP simulation group reflection training sessions, and IEP meeting observations. The study gave teachers an opportunity to self and group-reflect around issues of collaboration and effective communication with parents. The three-session virtual professional development (PD) covering sequential portions of an IEP meeting gave the teachers a sense of the communication flow of a meeting. Application of critical reflection to the joint community actions of role playing and discussions during the PD helped the teachers raise their communication awareness skills and carry over to their post-innovation IEP meetings.
ContributorsShapiro, Helene (Author) / Henriksen, Danah (Thesis advisor) / Rotheram-Fuller, Erin (Committee member) / Puckett, Kathleen (Committee member) / Arizona State University (Publisher)
Created2021
Description
Given the increasing number of students with dis/abilities entering higher education institutions (HEI), it is imperative higher education faculty have the knowledge, skills, and disposition to effectively support students with dis/abilities. Therefore, this study engaged higher education faculty at Mary Lou Fulton Teachers College (MLFTC) at Arizona State University (ASU). ASU is an institution that prides itself on being inclusive. Accordingly, MLFTC enrolls many students with a dis/ability. In spring of 2022, more than 350 MLFTC students had disclosed their dis/ability and registered for accommodations. However, there were likely many more students attending MLFTC who had chosen not to disclose their dis/ability status. Consequently, faculty members need a proactive approach to meeting the needs of students with a wide range of knowledge, skills, and experiences including students with dis/abilities.Universal Design for Learning (UDL) offers an effective framework to proactively support students with dis/abilities, even if they choose not to disclose their dis/ability status. Faculty need professional development and collaboration opportunities to develop to integrate inclusive instructional strategies aligned to UDL. This study was designed to provide higher education faculty members opportunities to develop their skills to integrate UDL in their classrooms. The participants completed three asynchronous online modules about the principles of UDL and three Innovation Configuration (IC) map design sessions. During the IC map design sessions, they co-developed an IC map articulating how they would like to see UDL operationalized in their courses. Data was collected throughout the project through a pre/post inventory, transcripts of the IC map design sessions, interviews, a classroom observation, and the co-developed IC map. The results show that faculty collaboration likely has a positive impact on faculty integrating instructional strategies aligned to UDL. However, collaboration may have a limited impact on the underlying belief system faculty have about the use of inclusive practices, especially for students who do not have a dis/ability or have chosen not to disclose their dis/ability through official university channels.
ContributorsPinkerton, Tanya (Author) / Mathur, Sarup (Thesis advisor) / Puckett, Kathleen (Committee member) / Weinberg, Andrea (Committee member) / Arizona State University (Publisher)
Created2023
Description
A mixed methods action research study was designed to answer three research questions based on inter-rater reliability (IRR) in compliance calls for transition at a state education agency, perceived confidence levels in making and discussing compliance calls, and perceived confidence in sharing transition resources. An innovation based on andragogy and frame of reference training (FOR) was designed and implemented with twelve participants to answer these questions. To measure the effects of the innovation, participants completed a pre-and post-innovation review of five student files, analyzing the IRR for the group as compared with a gold standard (GS) both before and after the innovation. Additionally, a smaller group sample for the same five files post-innovation was collected to compare group results for IRR with the GS to the combined individual results. A retrospective survey was also utilized in which participants rated their confidence in each component pre- and post-innovation. Based upon analyses of these data, several key findings were identified. Higher inter-rater reliability was noted when participants reviewed files within small groups and in the area of annual Individualized Education Program (IEP) goals aligned with measurable post-secondary goals. Lower IRR was reported in nuanced files, files for students with low-incidence disabilities, and files with more instances of non-compliance. Results indicated that participant confidence in making and discussing transition files in the field improved post-innovation. Lastly, participants indicated higher confidence in sharing best practices in transition with the field post-innovation. Implications for this research include training suggestions, additional practice with low-incidence and nuanced files at the state agency, and group review of files in other state monitoring systems.
ContributorsRaithel, Heather (Author) / Puckett, Kathleen (Thesis advisor) / Mathur, Sarup (Committee member) / Ross, Lydia (Committee member) / Arizona State University (Publisher)
Created2023
Description
For decades, there has been a concerted effort to support the transition of first-generation students from high school into higher education, yet there is a continued troubling gap in the number of first-generation students attending college who attain success once enrolled. This disparity is particularly pronounced among low-income students of color. This study illustrates how action research can be used to analyze a program that aims to assist students and their parents in navigating the American higher education system. Participants included (N=20) twelfth grade, first-generation, Latino, students and their parents (N=20) in rural Yuma County, Arizona, a geographically isolated area which is a three-hour drive from the nearest metropolitan city. Mixed methods were utilized to examine the impact of the American Dream Academy on self-efficacy in cultivating a college-going culture among first-generation, Latino students. Since parents play a significant role in the academic success of students, this program also sought to bolster the self-efficacy of the parents of the twelfth-grade student participants. A concerted effort was made to bring the American Dream Academy to the San Luis High School, Arizona Western College, and Arizona State University. The Academy’s curriculum included eight sessions that covered college-going topics that were collectively facilitated by university, college and high school faculty. Outcomes of this study indicate the need to support first-generation Latino students and their parents to foster college readiness and increase college access. Additionally, this study highlights how increasing the self-efficacy of students and parents can positively shift self-perceptions and sense of belonging among first-generation college students.
ContributorsCorr, Laura (Author) / Puckett, Kathleen (Thesis advisor) / Mathur, Sarup (Committee member) / Carrasco-Jaquez, Diane (Committee member) / Arizona State University (Publisher)
Created2023
Description
In the field of visual disabilities, students who have visual impairments in addition to other disabilities receive limited amounts of direct service time from a teacher of students who are visually impaired (TVI), leaving most of their education in the hands of special education teachers and paraprofessionals. These professionals can support their students with visual impairments; they just require additional support and training to better understand the unique needs of this population and the teaching strategies that are most effective for these learners. This action research study used a mixed method multiple baselines across participants methodology to first determine if the Teaching Skills Training Program (Parsons et al., 1993) is an effective strategy for training paraprofessionals on the targeted teaching strategy of hand under hand instruction. It then examined student behavioral responses to add to the literature base on the effectiveness of the hand under hand strategy when working with students who are visually impaired. Participants were recruited from three separate classrooms within a level D placement option for students with developmental disabilities, including one paraprofessional and one student from each classroom. The results indicate that the training protocol was effective, with each paraprofessional reaching close to 100% success in implementing hand under hand, acceptability of both the training method and teaching strategy, and improved student performance on all variables. The study suggests possible benefits of regular use of the training methodology when training paraprofessionals, and increased use of the hand under hand strategy within the local context.
ContributorsArmstrong, Katie (Author) / Mathur, Sarup (Thesis advisor) / Puckett, Kathleen (Committee member) / Lewis, Sandra (Committee member) / Arizona State University (Publisher)
Created2023
Description
This study examined the shared understanding between principals and special education teachers (SETs) regarding the instructional practices and components essential for special education teacher evaluations. Shared mental models and Cultural Consensus Theory (CCT) guided the methodology. Cultural Domain Analysis (CDA), Cultural Consensus Analysis (CCA), and Discourse Analysis provided the structure for data collection and analysis. Findings suggest that principals and SETs share consensus about how evaluation items are grouped yet differ in their understanding of how items are grouped overall. Principals tended to group items into two main topic areas: evaluation items applicable to all teachers and special education-specific themes. SETs tended to group items into three topic areas including (a) working in classrooms; (b) working with other adults; and (c) compliance-related activities. An existing pre-conference observation checklist was enhanced based on these results and was shared with one former principal, one SET, and one special education director. The SET focused on the importance of student agency, the former principal focused on high expectations for teachers, and the special education director focused on high expectations for SETs and the field of special education in general.
ContributorsRice, Kimberly Lynn (Author) / Mathur, Sarup (Thesis advisor) / Puckett, Kathleen (Committee member) / Jones, Nathan (Committee member) / Arizona State University (Publisher)
Created2023
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