Matching Items (3)
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- All Subjects: Education
- Genre: Masters Thesis
- Creators: Androff, David
Description
This study investigates the effectiveness of the use of Concept-Based Instruction (CBI) to facilitate the acquisition of Spanish mood distinctions by second semester second language learners of Spanish. The study focuses on the development of Spanish mood choice and the types of explanations (Rule-of-Thumb vs. Concept-based) used by five students before and after being exposed to Concept-Based Instruction regarding the choice of Spanish mood following various modalities .The students in this study were presented with a pedagogical treatment on Spanish mood choice that included general theoretical concepts based on Gal'perin's (1969, 1992) didactic models and acts of verbalization, which form part of a Concept-Based pedagogical approach. In order to ascertain the effectiveness of the use of concept-based tools to promote the ability to use Spanish mood appropriately over time, a pre and post-test was administered to the group in which students were asked to respond to prompts containing modalities that elicit the indicative and subjunctive moods, indicate their level of confidence in their response, and verbalize in writing a reason for their choice. The development of these abilities in learners exposed to CBI was assessed by comparing pre and post-test scores examining both forms and explanations for the indicative and subjunctive modality prompts given. Results showed that students continued to rely on Rule-of-Thumb explanations of mood choice but they did expand their use of conceptually-based reasoning. Although the quantitative and qualitative analyses of the results indicate that most students did improve their ability to make appropriate mood choices (forms and explanations) after the CBI treatment, the increased use of conceptually-based explanations for their mood choices led to both correct and incorrect responses.
ContributorsBeus, Eric (Author) / Lafford, Barbara (Thesis advisor) / Beas, Omar (Committee member) / Cerron-Palomino, Alvaro (Committee member) / Arizona State University (Publisher)
Created2013
Description
The United States is currently the world's largest reception and placement country of the nearly 22 million refugees worldwide. Of the numbers of refugees resettled, almost half of them are under the age of 18 and are arriving in American schools having experienced trauma, stress, and limited education during the conflict in their home country. Teacher experiences with refugee students can have a profound effect on the way refugee children feel they are received in the school community. Drawing on previous studies that emphasize the challenges that refugee students face, this thesis looks at the training that teachers receive that prepares them to work with refugee students in public schools in Maricopa County, Arizona. Through a review of the literature and data collected from teacher and former refugee student interviews, this research explores what teachers know and need to know to teach refugee students successfully. Innovative practices that teachers employ are also highlighted, and recommendations for further research, policy, and practice are provided.
ContributorsHenderson, Joanna (Author) / Schugurensky, Daniel, 1958- (Thesis advisor) / Arzubiaga, Angela (Thesis advisor) / Androff, David (Committee member) / Arizona State University (Publisher)
Created2017
Description
The natural environment is becoming an increasing concern within the global society and within the realm of social work practice. Social work practitioners and scholars are advocating for incorporating environmental justice into social work education, but have yet to adequately develop the research and strategies to execute this task. To further develop the research behind this concept, 112 social work students’ attitudes toward the environment were analyzed using the New Environmental Paradigm Scale and questions regarding the intersection of social work and the natural environment. Analysis of the data found social work students were less pro-environment than populations within previous studies. Although, social work students reported the desire to learn more about environmental issues and felt as though it would help them become better social workers. Results also suggested social work students did not know where to find information on environmental issues and misconstrued information on environmental issues, whether or not they felt informed. It will be imperative to further develop the research on incorporating environmental justice into social work education through future pilot programs with student attitudes and cultures into consideration.
ContributorsJung, Christine B (Author) / Androff, David (Thesis advisor) / Bonifas, Robin (Committee member) / Krysik, Judy (Committee member) / Arizona State University (Publisher)
Created2016