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- All Subjects: Education
- Creators: School of Life Sciences
- Creators: W. P. Carey School of Business
- Member of: Barrett, The Honors College Thesis/Creative Project Collection
- Resource Type: Text
Description
Social-emotional learning (SEL) methods are beginning to receive global attention in primary school education, yet the dominant emphasis on implementing these curricula is in high-income, urbanized areas. Consequently, the unique features of developing and integrating such methods in middle- or low-income rural areas are unclear. Past studies suggest that students exposed to SEL programs show an increase in academic performance, improved ability to cope with stress, and better attitudes about themselves, others, and school, but these curricula are designed with an urban focus. The purpose of this study was to conduct a needs-based analysis to investigate components specific to a SEL curriculum contextualized to rural primary schools. A promising organization committed to rural educational development is Barefoot College, located in Tilonia, Rajasthan, India. In partnership with Barefoot, we designed an ethnographic study to identify and describe what teachers and school leaders consider the highest needs related to their students' social and emotional education. To do so, we interviewed 14 teachers and school leaders individually or in a focus group to explore their present understanding of “social-emotional learning” and the perception of their students’ social and emotional intelligence. Analysis of this data uncovered common themes among classroom behaviors and prevalent opportunities to address social and emotional well-being among students. These themes translated into the three overarching topics and eight sub-topics explored throughout the curriculum, and these opportunities guided the creation of the 21 modules within it. Through a design-based research methodology, we developed a 40-hour curriculum by implementing its various modules within seven Barefoot classrooms alongside continuous reiteration based on teacher feedback and participant observation. Through this process, we found that student engagement increased during contextualized SEL lessons as opposed to traditional methods. In addition, we found that teachers and students preferred and performed better with an activities-based approach. These findings suggest that rural educators must employ particular teaching strategies when addressing SEL, including localized content and an experiential-learning approach. Teachers reported that as their approach to SEL shifted, they began to unlock the potential to build self-aware, globally-minded students. This study concludes that social and emotional education cannot be treated in a generalized manner, as curriculum development is central to the teaching-learning process.
ContributorsBucker, Delaney Sue (Author) / Carrese, Susan (Thesis director) / Barab, Sasha (Committee member) / School of Life Sciences (Contributor, Contributor) / School of Civic & Economic Thought and Leadership (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
Traditional educational infrastructures and their corresponding architectures have degenerated to work in opposition to today's scholastic objectives. In consideration of the necessity of formal education and academic success in modern society, a re-imagination of the ideal educational model and its architectural equivalent is long overdue. Fortunately, the constituents of a successful instructional method exist just outside our windows. This thesis, completed in conjunction with the ADE422 architectural studio, seeks to identify the qualities of a new educational paradigm and its architectural manifestation through an exploration of nature and biophilic design. Architectural Studio IV was challenged to develop a new academic model and corresponding architectural integration for the Herberger Young Scholars Academy, an educational institution for exceptionally gifted junior high and high school students, located on the West Campus of Arizona State University. A commencing investigation of pre-established educational methods and practices evaluated compulsory academic values, concepts, theories, and principles. External examination of scientific studies and literature regarding the functions of nature within a scholastic setting assisted in the process of developing a novel educational paradigm. A study of game play and its relation to the learning process also proved integral to the development of a new archetype. A hypothesis was developed, asserting that a nature-centric educational model was ideal. Architectural case studies were assessed to determine applicable qualities for a new nature-architecture integration. An architectural manifestation was tested within the program of the Herberger Young Scholars Academy and through the ideal functions of nature within an academic context.
ContributorsTate, Caroline Elizabeth (Author) / Underwood, Max (Thesis director) / Hejduk, Renata (Committee member) / De Jarnett, Mitchell (Committee member) / The Design School (Contributor) / W. P. Carey School of Business (Contributor) / School of Sustainability (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
Challenging project-based learning, this 3-part thesis analyzes the current environment of business and university relationships, examines an experimental course at W.P. Carey and proposes a unique, execution-based teaching strategy. The outcome is a sustainable and mutually beneficial relationship between business and universities that allows each to operate at its maximum potential while bridging the gap for students between classroom theory and its application in the real world of business.
ContributorsMccaleb, Emily Anne (Author) / Peck, Sidnee (Thesis director) / Hillman, Amy (Committee member) / Barrett, The Honors College (Contributor) / W. P. Carey School of Business (Contributor) / Department of Management (Contributor)
Created2015-05
Description
This thesis investigates the environment of support for reclassified English Language Learners (RCELLs) in Arizona schools. Arizona English Language Learner (ELL) policy and pedagogy have been the subjects of research nationwide; many studies demonstrate that ELLs struggle before, during and after participating in Arizona ELL programs (Lillie et al. 2012; Roa 2012; Garcia, Lawton & de Figuieredo 2012; Office of Civil Rights 2012). Despite evidence that the achievement gap between RCELLs and mainstream students is not closing, little information is available about additional language support that RCELLs might receive in mainstream classrooms. This thesis addresses that void of information through: 1) A literature review of the framework of RCELL support, as outlined by the Arizona Department of Education and relevant studies, and 2) a study of teacher and principal opinion about support components for RCELLs and whether such support is adequate. Study findings present that teachers and principals generally believe RCELLs are well-supported, in terms of both the availability and quality of study-defined support components. Yet there is only weak consensus among teachers that support components are adequate. Additionally, teachers' knowledgeability related to important RCELL support components is low, undermining the reliability of teacher responses. The disconnect between participants' optimistic perceptions of support and the external evidence of low RCELL achievement is rationalized by two conjectures. The first is that teachers are not knowledgeable about RCELL support components and cannot accurately gauge the quality of such support. The second is that existing support components are effective at assisting RCELLs with English learning but are not sufficient to close RCELL academic content achievement gaps.
ContributorsKelly, Cary Shepherd (Author) / Garcia, David (Thesis director) / Garcia, Eugene (Committee member) / Seleznow, Steven (Committee member) / Barrett, The Honors College (Contributor) / Department of Economics (Contributor) / W. P. Carey School of Business (Contributor)
Created2014-12
Description
There are many factors that influence the college decision process, but rural students face a unique set of challenges because of the environment in which they make the decision. This is a qualitative study that combines a review of previous literature on the subject with a survey of twelve students from the graduating class of 2011 in a rural area of Arizona. Results from the interviews found that the rural students consider the perception of importance of a college degree, parental influence, and self-discovery as important factors in the decision making process. In addition, not all non-college-going students felt that college was necessary for a better quality of living, but did express desire for more development opportunities while in high school. The findings resulted in the following recommendations for local educators to help students better navigate the college decision process: teach parents how to have more meaningful conversations, provide step-by-step assistance to students about the college application process, and provide more opportunities for self/educational/career development to students.
ContributorsCrow, Ellyse Diann (Author) / Wang, Lili (Thesis director) / Hollin, Michelle (Committee member) / Barrett, The Honors College (Contributor) / Division of Educational Leadership and Innovation (Contributor) / School of Community Resources and Development (Contributor) / W. P. Carey School of Business (Contributor) / Department of Management (Contributor)
Created2015-05
Description
We, a team of students and faculty in the life sciences at Arizona State University (ASU), currently teach an Introduction to Biology course in a Level 5, or maximum-security unit with the support of the Arizona Department of Corrections and the Prison Education Program at ASU. This course aims to enhance current programs at the unit by offering inmates an opportunity to practice literacy and math skills, while also providing exposure to a new academic field (science, and specifically biology). Numerous studies, including a 2005 study from the Arizona Department of Corrections (ADC), have found that vocational programs, including prison education programs, reduce recidivism rates (ADC 2005, Esperian 2010, Jancic 1988, Steurer et al. 2001, Ubic 2002) and may provide additional benefits such as engagement with a world outside the justice system (Duguid 1992), the opportunity for inmates to revise personal patterns of rejecting education that they may regret, and the ability of inmate parents to deliberately set a good example for their children (Hall and Killacky 2008). Teaching in a maximum security prison unit poses special challenges, which include a prohibition on most outside materials (except paper), severe restrictions on student-teacher and student-student interactions, and the inability to perform any lab exercises except limited computer simulations. Lack of literature discussing theoretical and practical aspects of teaching science in such environment has prompted us to conduct an ongoing study to generate notes and recommendations from this class through the use of surveys, academic evaluation of students' work and ongoing feedback from both teachers and students to inform teaching practices in future science classes in high-security prison units.
ContributorsLarson, Anika Jade (Author) / Mor, Tsafrir (Thesis director) / Brownell, Sara (Committee member) / Lockard, Joe (Committee member) / Barrett, The Honors College (Contributor) / School of Politics and Global Studies (Contributor) / School of Life Sciences (Contributor)
Created2015-05
Description
The ASU Page Turners is an entrepreneurial community action program founded by Chase Fitzgerald and Hannah McAtee. In 2014, a third program partner, Chloe Holmes, replaced Hannah as co-president. The ASU Page Turners program aims to enhance opportunities for the children of the Tempe/Mesa school districts through a unique one-on-one weekly reading program that is designed to draw together engaged ASU Barrett students and similarly motivated second and third grade students at the Tempe Public Library. The ASU Page Turners empowers the youth of our community by growing reading confidence, vocalization, and public speaking that can serve as transformative skill sets both in and out of the classroom. This document serves as a description and appraisal of the work done to establish the program, expand its reach and success, reflect on the experiences of the primary collaborators, appraise the value of the work as seen by the Tempe Public library, and set it on a sustainable path of growth for its future with Barrett, The Honors College and the Tempe Public Library. The Page Turners community consists of thirty Barrett students and thirty second and third grade students from ASU's greater community who actively embrace our mission to cultivate their own intellectual growth in a safe and productive manner. We look for every opportunity to encourage academic development, hold ourselves accountable, and realize our potential through the work we are doing, regardless if you are the student or the teacher. We have learned that these roles regularly reverse themselves, as there is much to learn from an inquisitive child's mind.
ContributorsFitzgerald, Chase Matthew (Author) / Mokwa, Michael (Thesis director) / Eaton, John (Committee member) / Barrett, The Honors College (Contributor) / School of Life Sciences (Contributor) / School of Human Evolution and Social Change (Contributor)
Created2015-05
Description
In today's world, critical thinking and using a systems approach to problem solving are skills that are far too rare. In the age of information, the truth has become muddled by "fake news" and a constant barrage of exaggerations or blatant falsehoods. Without critical thinking skills, "many members of our society do not command the scientific literacy necessary to address important societal issues and concerns" (NCES 2012, p.11). Additionally, far too many people are incapable of thinking long term and understanding how their actions affect others. Because of this shortsightedness our world is facing one of its biggest ecological crises \u2014 global warming confounded by overpopulation and overconsumption. Now, more than ever, it is critical "for our young people to have a basic understanding of the relevant scientific ideas, technologies and ethical issues and powers of reasoning, to be prepared to face these issues" (Harlen et al., 2015). I believe that investigating innovative ways to teach ecology could be an important step to accomplishing this. Learning to think like a scientist forces people to rely on facts, follow similar protocols to deduce these facts, and be able to think critically about misleading events. More specifically, ecology education will allow people to develop those skills while also learning about team work, open-mindedness, and their environment. Ecology is defined as "the branch of biology that deals with the relations of organisms to one another and to their physical surroundings" (Dictionary.com, 2018). It is clear that this subcategory of science could act as a powerful introduction to the scientific world and how we relate to it. Its introduction at a young age has the potential to create a generation of conscientious and curious lifelong learners. In an attempt to support effective ways to teach ecology, I developed an educational unit and applied it in different educational contexts. My target audience was elementary aged students and I tested this unit with children in Phoenix Metropolitan Area afterschool programs. I taught core concepts of ecology \u2014 the water cycle, the sun's energy, plants and photosynthesis, and food webs \u2014in a sequence of lesson plans that build upon each other. Finally, I determined the appropriate age group and setting for these lesson plans through research and in-class observations. In this document, I explain the process I went through in developing my lesson plans, why I felt compelled to make them, and my experiences in implementing them.
ContributorsVotaw, Alexandra Lindsay (Author) / Larson, Kelli (Thesis director) / Herrmann, Lisa (Committee member) / York, Abigail (Committee member) / School of Art (Contributor) / The Design School (Contributor) / School of Life Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
News outlets frequently portray people with disabilities as either helpless victims or objects of motivation. Portrayal of people with disabilities has improved over the years, but there is still room to grow. News outlets tend to make disability the center of the story. A story about a disabled person is primarily about their disability, with their other accomplishments framed by it.
As one example of the victimhood narrative, ABC News used to run a special called My Extreme Affliction as part of 20/20 until 2012. As the name implies, the specials covered people with disabilities, specifically extreme versions. One 2008 episode on Tourette’s syndrome described Tourette’s like it was some sort of demonic possession. The narrator talked about children who were “prisoners in their own bodies” and a family that was at risk of being “torn apart by Tourette’s.” I have Tourette’s syndrome myself, which made ABC’s special especially uncomfortable to watch. When not wringing their metaphorical hands over the “victims” of disability, many news outlets fall into the “supercrip” narrative. They refer to people as “heroes” who “overcome” their disabilities to achieve something that ranges from impressive to utterly mundane. The main emphasis is on the disability rather than the person who has it. These articles then exploit that disability to make readers feel good. As a person with a disability, I am aware that it impacts my life, but it is not the center of my life. The tics from my Tourette’s syndrome made it difficult to speak to people when I was younger, but even then they did not rule me.
Disability coverage, however, is still incredibly important for promoting acceptance and giving people with disabilities a voice. A little over a fifth of adults in the United States have a disability (CDC: 53 million adults in the US live with a disability), so poor coverage means marginalizing or even excluding a large amount of people. Journalists should try to reach their entire audience. The news helps shape public opinion with the stories it features. Therefore, it should provide visibility for people with disabilities in order to increase acceptance. This is a matter of civil rights. People with disabilities deserve fair and accurate representation.
My personal experience with ABC’s Tourette’s special leads me to believe that the media, especially the news, needs to be more responsible in their reporting. Even the name “My Extreme Affliction” paints a poor picture of what to expect. A show that focuses on sensationalist portrayals in pursuit of views further ostracizes people with disabilities. The emphasis should be on a person and not their condition. The National Center for Disability Journalism tells reporters to “Focus on the person you are interviewing, not the disability” (Tips for interviewing people with disabilities). This people-first approach is the way to improve disability coverage: Treat people with disabilities with the same respect as any other minority group.
As one example of the victimhood narrative, ABC News used to run a special called My Extreme Affliction as part of 20/20 until 2012. As the name implies, the specials covered people with disabilities, specifically extreme versions. One 2008 episode on Tourette’s syndrome described Tourette’s like it was some sort of demonic possession. The narrator talked about children who were “prisoners in their own bodies” and a family that was at risk of being “torn apart by Tourette’s.” I have Tourette’s syndrome myself, which made ABC’s special especially uncomfortable to watch. When not wringing their metaphorical hands over the “victims” of disability, many news outlets fall into the “supercrip” narrative. They refer to people as “heroes” who “overcome” their disabilities to achieve something that ranges from impressive to utterly mundane. The main emphasis is on the disability rather than the person who has it. These articles then exploit that disability to make readers feel good. As a person with a disability, I am aware that it impacts my life, but it is not the center of my life. The tics from my Tourette’s syndrome made it difficult to speak to people when I was younger, but even then they did not rule me.
Disability coverage, however, is still incredibly important for promoting acceptance and giving people with disabilities a voice. A little over a fifth of adults in the United States have a disability (CDC: 53 million adults in the US live with a disability), so poor coverage means marginalizing or even excluding a large amount of people. Journalists should try to reach their entire audience. The news helps shape public opinion with the stories it features. Therefore, it should provide visibility for people with disabilities in order to increase acceptance. This is a matter of civil rights. People with disabilities deserve fair and accurate representation.
My personal experience with ABC’s Tourette’s special leads me to believe that the media, especially the news, needs to be more responsible in their reporting. Even the name “My Extreme Affliction” paints a poor picture of what to expect. A show that focuses on sensationalist portrayals in pursuit of views further ostracizes people with disabilities. The emphasis should be on a person and not their condition. The National Center for Disability Journalism tells reporters to “Focus on the person you are interviewing, not the disability” (Tips for interviewing people with disabilities). This people-first approach is the way to improve disability coverage: Treat people with disabilities with the same respect as any other minority group.
ContributorsMackrell, Marguerite (Author) / Gilger, Kristin (Thesis director) / Doig, Steve (Committee member) / Walter Cronkite School of Journalism & Mass Comm (Contributor) / School of Politics and Global Studies (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
In response to a national call within STEM to increase diversity within the sciences, there has been a growth in science education research aimed at increasing participation of underrepresented groups in science, such as women and ethnic/racial minorities. However, an underexplored underrepresented group in science are religious students. Though 82% of the United States population is religiously affiliated, only 52% of scientists are religious (Pew, 2009). Even further, only 32% of biologists are religious, with 25% identifying as Christian (Pew, 2009; Ecklund, 2007). One reason as to why Christian individuals are underrepresented in biology is because faculty may express biases that affect students' ability to persist in the field of biology. In this study, we explored how revealing a Christian student's religious identity on science graduate application would impact faculty's perception of the student during the biology graduate application process. We found that faculty were significantly more likely to perceive the student who revealed their religious identity to be less competent, hirable, likeable, and faculty would be less likely to mentor the student. Our study informs upon possible reasons as to why there is an underrepresentation of Christians in science. This further suggests that bias against Christians must be addressed in order to avoid real-world, negative treatment of Christians in science.
ContributorsTruong, Jasmine Maylee (Author) / Brownell, Sara (Thesis director) / Gaughan, Monica (Committee member) / Barnes, Liz (Committee member) / School of Life Sciences (Contributor) / W.P. Carey School of Business (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05