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Description
Co-teaching is one of the most popular models for supporting students with disabilities in general education classrooms. In spite of this, there is a paucity of research on student perceptions of co-teaching. The purpose of this qualitative study was to investigate student perceptions of co-teaching in a high school biology classroom. Over nine weeks, data was collected from students in a co-taught and traditional classroom through observations and focus groups. Qualitative content analysis identified three themes and eight categories which highlight student perceptions of co-teaching. Themes and categories that emerged were: 1) Environment which included the categories of availability of help, students feeling supported and normalcy of the classroom, 2) Instruction which included student engagement, lesson activity and teacher(s) role(s) and, 3) Relationships which included relationships between teacher(s) and student(s) and parity between teachers. Information from the study deepens researchers' and practitioners' understanding of how students perceive co-teaching and provide new avenues for future research and best practices.
ContributorsLersch, Matthew (Author) / Lersch, Matthew S (Thesis advisor) / Kozleski, Elizabeth B. (Committee member) / Malian, Ida (Committee member) / Swadener, Elizabeth (Committee member) / Arizona State University (Publisher)
Created2012
Description
The purpose of this dissertation was to document the teaching practices and underlying intentions of teachers in a Waldorf early childhood program in relationship to integrative movement and its connections to learning for the kindergarten through grade three learner. Current concerns about unhealthy sedentary lifestyles and the decreasing emphasis on physical activity/movement in public schools are growing. This dissertation explores current educational research related to the effects of movement on cognitive processing and the potential effects of movement on learning, particularly in a Waldorf-based early childhood program in which movement is integrated into all aspects of learning (including all academic subjects). This dissertation includes a literature review of current research and theory, and a qualitative micro-ethnographic case study of a Waldorf-based early childhood program that involved teacher observations and interviews. Key findings: the Waldorf-based early childhood program provided practical methods for (1) encouraging various modes of free play intended to enhance a child's physical, social/emotional and academic development, (2) integrating teacher-led movements into the daily curriculum, (3) utilizing movement to aid cognitive processing and prepare students for more sedentary academic work, (4) integrating remedial work into the daily classroom curriculum, and (5) utilizing intentional movement to help a child learn to embody stillness as a means of focusing attention and energy. Movements integrated into the curriculum by the teachers created observable positive effects on the students: eagerness to participate, recall, extending focus and attention, and creating social awareness and cooperation. Conclusions: (1) Waldorf-based education programs may provide practical examples and theoretical perspectives relevant to the creation of an integrated and comprehensive movement-based curriculum for the early childhood learner, and (2) The Waldorf teachers studied provide a counter-position to early childhood teaching practices that utilize movement as a break from sedentary learning. This study revealed the effects of imposing or integrating stillness into a movement-rich curriculum. Future recommendations include more comprehensive research on Waldorf-based educational programs and educational research that reaches beyond movement's potential positive or negative effect on a student's academic progress to study in more depth how and why movement impacts learning for the young child.
ContributorsDarian, Andrew (Author) / Surbeck, Elaine (Thesis advisor) / Swadener, Elizabeth (Committee member) / Christie, James (Committee member) / Arizona State University (Publisher)
Created2012
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
A growing number of jobs in the US require a college degree or technical education, and the wage difference between jobs requiring a high school diploma and a college education has increased to over $17,000 per year. Enrollment levels in postsecondary education have been rising for at least the past decade, and this paper attempts to tease out how much of the increasing enrollment is due to changes in the demand by companies for workers. A Bartik Instrument, which is a measure of local area labor demand, for each county in the US was constructed from 2007 to 2014, and using multivariate linear regression the effect of changing labor demand on local postsecondary education enrollment rates was examined. A small positive effect was found, but the effect size in relation to the total change in enrollment levels was diminutive. From the start to the end of the recession (2007 to 2010), Bartik Instrument calculated unemployment increased from 5.3% nationally to 8.2%. This level of labor demand contraction would lead to a 0.42% increase in enrollment between 2008 and 2011. The true enrollment increase over this period was 7.6%, so the model calculated 5.5% of the enrollment increase was based on the changes in labor demand.
ContributorsHerder, Daniel Steven (Author) / Dillon, Eleanor (Thesis director) / Schoellman, Todd (Committee member) / Economics Program in CLAS (Contributor) / Department of Psychology (Contributor) / Sandra Day O'Connor College of Law (Contributor) / School of Politics and Global Studies (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
This project was undertaken for the purposes of exploring the feasibility of website development for arts education information. In partnership with the Arizona Commission on the Arts, ideas for website design were collected. The original plan was to build a website that would be a "one-stop-shop" for educators to find arts education resources. Some resources deemed important to include on the website were: a search engine, calendar of events, curriculum ideas, discussion forum, feedback, ticketing, and financial support available. This website would make accessing arts education information easier, thus more appealing. It is understood that art is a fundamental part of education and it needs to be integrated into the public schools system, however, due to a lack of educational funding in Arizona it is important to bring outside organizations and resources into the education system. The following paper will examine how arts education is beneficial for children in grades K-12, what resources people want available on the website, what education administrators have to say about the website, and what aspects of the website would need to be included and addressed.
ContributorsJenner, Lindsay Ann (Author) / Phillips, Rhonda (Thesis director) / Ramella, Kelly (Committee member) / Nelson, Alex (Committee member) / Barrett, The Honors College (Contributor) / School of Dance (Contributor) / School of Community Resources and Development (Contributor) / Department of Psychology (Contributor)
Created2013-05
Description
The COVID-19 pandemic has forced educators since 2020 to shift from all in-person learning to virtual learning through applications like Zoom. Students are now part of a collage of faces including their teachers’ who often may be dealing with technical glitches, foreign-looking interfaces, and unintentionally disruptive students. On the other side, students may struggle to find a stable working environment as they learn from home. Distance learning has been explored well before 2020, but its necessity, given the nature of a virus that preys on in-person interaction, has forced itself to the top of relevant conversation. . The issues with distance learning in primary education have roots in long standing issues with the education system as a whole. Without greater public awareness of the woes in our education system, the status quo of declining academic success, teacher salaries, and increasing classroom sizes will continue in the future. The problems with distance learning specifically represent a much more everlasting issue that is lack of accountability and action of lawmakers who are able to make these reforms.
ContributorsManuel, Aditya Thomas (Author) / Martin, Thomas (Thesis director) / Weinman, Melissa (Committee member) / School of Life Sciences (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
The purpose of this study was to bring new information to the field of education research on graduation rates and school programming. Research on graduation rates and the effects of school programs exist, however there is not an abundance of research aimed specifically at Title I high schools. The goal was to find what school characteristics might impact graduation rates in this population. The thesis focused on Title I high schools in the Phoenix Union District with a graduating 2019 class of at least 250 students. This limited the effect of variability (school size, location, socioeconomic status). To research this topic, school characteristics were selected including course rigor, mentor programs, and college prep programs, as well as specific schools. To obtain the information, multiple sources were used including the Arizona Department of Education website, school websites, and school administrators/staff. The research revealed that the effect of course rigor, college prep programs, and mentorship on graduation rates in Phoenix Union High Schools is not apparent. Further research should be conducted into other possible causes for the gaps in graduation rates between the Title I high schools in this district. Future research on ELL students and programs in the Phoenix Union district and their effectiveness or lack thereof is also recommended. The research shows that this large demographic negatively correlates with the overall graduation rates at the six schools researched.
ContributorsMora, Marilyn Christina (Co-author) / Smith, Keegan (Co-author) / Kappes, Janelle (Thesis director) / Panneton, Teresa (Committee member) / Department of Psychology (Contributor) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
DescriptionAcoustic Ecology is an undervalued field of study of the relationship between the environment and sound. This project aims to educate people on this topic and show people the importance by immersing them in virtual reality scenes. The scenes were created using VR180 content as well as 360° spatial audio.
ContributorsNeel, Jordan Tanner (Author) / LiKamWa, Robert (Thesis director) / Feisst, Sabine (Committee member) / Arts, Media and Engineering Sch T (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
Previous studies have found that the detection of near-threshold stimuli is decreased immediately before movement and throughout movement production. This has been suggested to occur through the use of the internal forward model processing an efferent copy of the motor command and creating a prediction that is used to cancel out the resulting sensory feedback. Currently, there are no published accounts of the perception of tactile signals for motor tasks and contexts related to the lips during both speech planning and production. In this study, we measured the responsiveness of the somatosensory system during speech planning using light electrical stimulation below the lower lip by comparing perception during mixed speaking and silent reading conditions. Participants were asked to judge whether a constant near-threshold electrical stimulation (subject-specific intensity, 85% detected at rest) was present during different time points relative to an initial visual cue. In the speaking condition, participants overtly produced target words shown on a computer monitor. In the reading condition, participants read the same target words silently to themselves without any movement or sound. We found that detection of the stimulus was attenuated during speaking conditions while remaining at a constant level close to the perceptual threshold throughout the silent reading condition. Perceptual modulation was most intense during speech production and showed some attenuation just prior to speech production during the planning period of speech. This demonstrates that there is a significant decrease in the responsiveness of the somatosensory system during speech production as well as milliseconds before speech is even produced which has implications for speech disorders such as stuttering and schizophrenia with pronounced deficits in the somatosensory system.
ContributorsMcguffin, Brianna Jean (Author) / Daliri, Ayoub (Thesis director) / Liss, Julie (Committee member) / Department of Psychology (Contributor) / School of Life Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
DescriptionAn auto-ethnographic overview of the author's personal experiences in professional and educational stage management in Arizona. Provides a critique of ASU's stage management program and offers solutions to improve the sustainability and safety of student stage managers.
ContributorsMattson, Jordan Clare (Author) / Hunt, Kristin (Thesis director) / Kirkham, William (Committee member) / School of Music, Dance and Theatre (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2020-12