Matching Items (22)
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- All Subjects: Education
- Creators: Gee, Elisabeth
- Creators: Henriksen, Danah
- Member of: ASU Electronic Theses and Dissertations
Description
Unschooling is a child-centered educational philosophy that eschews teachers,
schools, curricula, grades and tests. Unschool practitioners have complete freedom to choose what they want to learn, when, to what level, and for how long. Unschooling families use the World Wide Web to provide a bespoke academic experience at home. This study compares qualitative data collected from questionnaires and semi-structured interviews conducted with 10 unschooling families with quantitative data collected from 5 children within these families using a tracking and monitoring software. The software captured the duration of use, keystrokes, mouseclicks, and screenshots for all programs and websites for 14 days. Children stated they used technology less than 6 hours a day, and parents stated children used them less than 8 hours a day. Quantitative data shows the children use technology at least 10 hours a day, suggesting usage self-reports may not be reliable. The study revealed hardware form factor was the number one determinate of application use. Almost exclusively social media was used on smartphones, internet browsing on tablets, and creative endeavors such as modding, hacking, fan fiction writing, and video game level building all took place exclusively on laptops and desktops. Concurrent use of differing hardware form factors was the norm observed. Participants stated YouTube, Wikipedia and Khan Academy were the websites most used for knowledge gathering. The tracking software verified YouTube and Wikipedia were the most used websites, however when accessed on the PC, those sites were used almost exclusively for video game related purposes. Over 90% of the total PC use was spent on video games. More traditional educational activities were done primarily on tablets and on parent smartphones with parental engagement. Khan Academy was not used by the
participants in the 14 day monitoring period. 90 day web browser logs indicated Khan Academy was used by individuals no more than 3 times in a 90 day period,
demonstrating the inherent risks in relying upon internet usage self-reports without
quantitative software for verification. Unschooling children spent between 30 and 60 hours a week using technology.
schools, curricula, grades and tests. Unschool practitioners have complete freedom to choose what they want to learn, when, to what level, and for how long. Unschooling families use the World Wide Web to provide a bespoke academic experience at home. This study compares qualitative data collected from questionnaires and semi-structured interviews conducted with 10 unschooling families with quantitative data collected from 5 children within these families using a tracking and monitoring software. The software captured the duration of use, keystrokes, mouseclicks, and screenshots for all programs and websites for 14 days. Children stated they used technology less than 6 hours a day, and parents stated children used them less than 8 hours a day. Quantitative data shows the children use technology at least 10 hours a day, suggesting usage self-reports may not be reliable. The study revealed hardware form factor was the number one determinate of application use. Almost exclusively social media was used on smartphones, internet browsing on tablets, and creative endeavors such as modding, hacking, fan fiction writing, and video game level building all took place exclusively on laptops and desktops. Concurrent use of differing hardware form factors was the norm observed. Participants stated YouTube, Wikipedia and Khan Academy were the websites most used for knowledge gathering. The tracking software verified YouTube and Wikipedia were the most used websites, however when accessed on the PC, those sites were used almost exclusively for video game related purposes. Over 90% of the total PC use was spent on video games. More traditional educational activities were done primarily on tablets and on parent smartphones with parental engagement. Khan Academy was not used by the
participants in the 14 day monitoring period. 90 day web browser logs indicated Khan Academy was used by individuals no more than 3 times in a 90 day period,
demonstrating the inherent risks in relying upon internet usage self-reports without
quantitative software for verification. Unschooling children spent between 30 and 60 hours a week using technology.
ContributorsCurtice, Brian (Author) / Gee, James (Thesis advisor) / Gee, Elisabeth (Committee member) / Savenye, Wilhelmina (Committee member) / Arizona State University (Publisher)
Created2014
Description
Artists and designers are preparing for rapidly changing and competitive careers in creative fields that require a healthy dose of resiliency to persevere. However, little is known on how students within these fields become more self-efficacious, gritty, situated toward a growth mindset, and persistent over time. This mixed-method action research study investigates how undergraduate arts and design college students approach and navigate perceptions of failure as well as incorporates an intervention course designed to increase their self-efficacy, growth mindset, and academic persistence. Participants were eighteen arts and design students representing a variety of disciplines from an eight-week, one-unit, 300-level course that utilized arts-based methods, mindfulness, and active reflection. After the course, students had significant changes in their self-efficacy and academic persistence as well as moderate significant change in their fixed mindset.
ContributorsWorkmon Larsen, Megan (Author) / Kulinna, Pamela (Thesis advisor) / Henriksen, Danah (Committee member) / Heywood, William (Committee member) / Arizona State University (Publisher)
Created2018
Description
This dissertation explored the literacy practices that developed around comics when two secondary teachers (one AP Science and one AP English) used comics in their classroom instruction for the first time. It also explored the ways the teachers and their students positioned comics within their specific classroom contexts. Historically, comics are a marginalized medium in educational circles—widely considered non-academic despite the recognition by scholars for their sophistication as a multimodal medium. Scholars, librarians, teachers, and comics authors have made the case for the inclusion of comics in educational contexts citing their ability to support the literacy development of struggling readers, engage reluctant readers, promote lifelong reading, and convey information visually. However, the roles comics can play in educational contexts are still under researched, and many gaps exist in the literature including a lack of real world contexts and clearly reported instructional strategies. This study aimed to fill these gaps by reporting the literacy practices that students and teachers develop around comics, as well as contextualizing these practices in the classroom contexts and students’ and teachers’ experiences. Drawing from a social semiotic view of multimodality and the view of literacy as a social practice, I conducted a qualitative case study using ethnographic methods for data collection which I analyzed using an interpretive framework for qualitative data analysis and constant comparative analysis. I found three literacy practices developed around comics in these contexts—Q&A, writing about comics, and drawing comics. I also found that teachers and students positioned comics in four primary ways within these contexts—as a tool, as entertainment, as a medium, and as a traditional form of literature. Based on my findings, I developed three assertions: 1) there is a disconnect between teachers’ goals for using comics in their instruction and the literacy practice that developed around the comics they selected; 2) there is a disconnect between the ways in which teachers position comics and the ways in which students position comics; and 3) traditional views of literature and literacy continue to dominate classrooms when multimodal texts are selected and utilized during instruction.
ContributorsKachorsky, Danielle Perrine (Author) / Serafini, Frank (Thesis advisor) / Gee, Elisabeth (Committee member) / Marsh, Josephine (Committee member) / Arizona State University (Publisher)
Created2018
Description
There has been growing interest among learning scientists in the design and study of out-of-school time (OST) learning environments to support equitable development of science, technology, engineering, and math (STEM) interests among youth from groups that are underrepresented in STEM fields. Most of these design studies assumed the youth came to the learning environments without well-developed STEM interests. I challenged this assumption by enacting a social design participatory study to engage youth (aged 11 to 14), from groups that are underrepresented in STEM fields, as partners in designing an OST networked club to support the youth in growing their own STEM interests. Based on longitudinal ethnographic data, I report a three-year iterative design of this networked club. I characterize the heterogeneity of STEM interests that emerged and grew across the networked club. Building on ecological theories of interest development, and leveraging the cultural assets of the nondominant community, I argue that heterogeneity of interests, resources, and practices served as a design tool and a catalyst for the development of STEM interest in the OST networked club.
ContributorsGould, Deena Lee (Author) / Barab, Sasha (Thesis advisor) / Gee, Elisabeth (Committee member) / Jimenez Silva, Margarita (Committee member) / Arizona State University (Publisher)
Created2019
Description
New teachers quit the profession at high levels, particularly in rural and urban schools. These high rates of turnover create staffing issues, particularly in high-needs areas like math and special education. High levels of stress and dissatisfaction with the profession have been cited as common reasons teachers exit the profession within the first few years. However, positive interventions from the field of positive psychology as well as mindfulness have been used in the workplace and have been found to support increasing wellbeing as well as reducing stress. This study defines workplace wellbeing as a construct of positive emotions, engagement, positive relationships, meaning/purpose, achievement and health within the workplace. In this mixed methods quasi-experimental study, 26 new teachers within a large suburban schools were sorted into experimental (n=13) and a control (n=13) groups. The experimental group was provided with a mindfulness training (in-person or virtually) as well as was asked to journal twice a week about three things that went well during the week, why those things went well, and what impact that had on students. The experimental group was invited to share their journals with their Teacher Induction and Support Program (TISP) coach in-person during their weekly confidential meetings. The control group was asked to write down any three things that occurred over the week (positive, negative, or neutral) and was also invited to share this with their TISP coach. Participants completed journals for the months of November, December, and January. All participants took a workplace wellbeing survey (developed by Peggy Kern and used with permission of Dr. Kern) at October, December, March and June. Additionally, five participants from the control group and five participants from the control group were interviewed about their experiences as new teachers and their experiences using the interventions. Participants in the control group experienced decreases in their workplace wellbeing throughout the year whereas participants in the control group experiences steady or increases to their workplace wellbeing, particularly in the areas of positive emotions, relationships, meaning, and self-efficacy. Participants in the experimental group also reported mindfulness practices increased their confidence and promoted positive emotional regulation that supported a positive classroom, despite challenging student behaviors. While this study uses a small sample size, these findings were confirmed in qualitative data, quantitative data, and are consistent with findings in related literature. While the findings are consistent with findings in related studies utilizing positive interventions and mindfulness within the workplace, these findings run counter to studies on the emotional experiences of teachers which assert that teacher’s (particularly new teachers) experience high levels of negative emotions and stress, particularly during the middle of the year. The findings from this dissertation suggest positive interventions and mindfulness may bolster new teacher’s workplace wellbeing and self-efficacy during the first year.
ContributorsHallquist, Rachel Anne (Author) / Henriksen, Danah (Thesis advisor) / Frias, Elizabeth (Committee member) / Zollinger, Rona (Committee member) / Arizona State University (Publisher)
Created2018
Description
Collegiate recovery programs (CRPs) are university-sanctioned initiatives for students in recovery from alcohol and other drug addiction. Given the ever-rising rates of alcohol and opioid use and misuse, a great need exists to understand how to provide support for those who are considering recovery or who choose a recovery lifestyle in college. The purpose of this action research study was to examine peer-to-peer support for students in recovery. The development of two training innovations, Recovery 101 and Recovery Ally, were delivered to health and wellness peer educators called the Well Devil Ambassadors (WDAs) with the goal of equipping them to better support their peers in recovery. Learning objectives for the training were to gain knowledge about addiction and recovery and to enhance positive attitudes toward students in recovery, which could thereby increase self-efficacy and behavior intention to work with their peers in recovery. Mindfulness was included in the trainings to enhance the WDAs’ experience and provide tools for a self-care skillset. Quantitative data included pre, post, and follow-up surveys for the Recovery 101 training. Qualitative data included short-answer questions following Recovery 101 training and in-depth interviews following Recovery Ally training. Findings indicated that the information provided in Recovery 101 built the WDAs’ knowledge on the topics of addiction and recovery; hearing multiple perspectives from students in recovery allowed the WDAs to increase empathy toward students in recovery; and the building of knowledge, empathy, and mindfulness allowed the WDAs to gain self-efficacy and behavior intention when supporting their peers in recovery.
ContributorsGueci, Nika (Author) / Henriksen, Danah (Thesis advisor) / Moses, Karen (Committee member) / Ruth, Alissa (Committee member) / Arizona State University (Publisher)
Created2018
Description
This study examined the influence of perceived transfer of learning on student engagement, completion rates, and attendance hours of high school equivalency (HSE) students within a Wicked Problems Framework. Local research had shown that over 30% of HSE students stopped attending HSE classes prior to completing 40 instructional hours, and many students cited a lack of relevant, “real-world” application, and the need to pursue employment as the two most common reasons that they stopped attending.
To address this issue, an innovation was developed and deployed for one semester at the Rio Salado College Avondale location. The innovation identified the individual career interests of each student in a treatment group, then worked with industry experts in those career fields to develop PowerPoint slides explaining how each HSE math lesson would directly transfer to the student’s career of interest. In addition, hiring managers from each career field that the students expressed interest in visited the class to discuss the need for HSE math skills and to answer any questions about their career and the transferability of what the students were learning.
The treatment groups’ attendance hours, completion rates, and self-reported engagement were examined and compared all other HSE math classes at Rio Salado College that took place during the same semester, as well as compared to the instructor of the innovation’s previous math classes. The results showed that students who participated in the innovation had, on average, over 38 more attendance hours than students who did not receive the innovation during the same semester and over 44 more attendance hours than the instructor’s previous classes at the same location. In addition, students who participated in the innovation reported higher engagement and enjoyment in the class than in similar HSE classes that they had previously taken.
To address this issue, an innovation was developed and deployed for one semester at the Rio Salado College Avondale location. The innovation identified the individual career interests of each student in a treatment group, then worked with industry experts in those career fields to develop PowerPoint slides explaining how each HSE math lesson would directly transfer to the student’s career of interest. In addition, hiring managers from each career field that the students expressed interest in visited the class to discuss the need for HSE math skills and to answer any questions about their career and the transferability of what the students were learning.
The treatment groups’ attendance hours, completion rates, and self-reported engagement were examined and compared all other HSE math classes at Rio Salado College that took place during the same semester, as well as compared to the instructor of the innovation’s previous math classes. The results showed that students who participated in the innovation had, on average, over 38 more attendance hours than students who did not receive the innovation during the same semester and over 44 more attendance hours than the instructor’s previous classes at the same location. In addition, students who participated in the innovation reported higher engagement and enjoyment in the class than in similar HSE classes that they had previously taken.
ContributorsPereira, Greg (Author) / Henriksen, Danah (Thesis advisor) / Gee, Betty (Committee member) / Joyce-Kennedy, Rosary (Committee member) / Arizona State University (Publisher)
Created2018
Description
International schools and international education initiatives are experiencing tremendous growth as the world’s economy continues to globalize. International schools operating outside of the traditional boundaries of state and national contexts have become havens noted for their diverse and multicultural staff, student bodies and school communities. However, the challenges facing international education have only recently begun to be studied independent from their traditional teaching counterparts. International schools, and any study associated with them, require an individual approach for identifying and solving the challenges unique to their context.
“I’m Leaving!” is an action research study which incorporates phenomenological hermeneutics, action research, and a transformational innovation to examine the social structures associated with the decision-making process of the “I’m Leaving!” phenomenon and the administrative action developed in response. Guided by Transformational Leadership Theory (TLT), this study combined the latest action research methodological perspectives with hermeneutic tradition and Professional Learning Community (PLC) theory to provide a deep and unflinching view into the real and lived experiences of the one subject often forgot about in educational research: the teacher. The study results confirm previous study findings that teacher feelings and perceptions of the leadership effectiveness, teacher-leader relationships, and teacher professional growth opportunities were all improved after teachers participated in an action research communities.
“I’m Leaving!” is an action research study which incorporates phenomenological hermeneutics, action research, and a transformational innovation to examine the social structures associated with the decision-making process of the “I’m Leaving!” phenomenon and the administrative action developed in response. Guided by Transformational Leadership Theory (TLT), this study combined the latest action research methodological perspectives with hermeneutic tradition and Professional Learning Community (PLC) theory to provide a deep and unflinching view into the real and lived experiences of the one subject often forgot about in educational research: the teacher. The study results confirm previous study findings that teacher feelings and perceptions of the leadership effectiveness, teacher-leader relationships, and teacher professional growth opportunities were all improved after teachers participated in an action research communities.
ContributorsDieterle, Bret S (Author) / Henriksen, Danah (Thesis advisor) / Cocchiarella, Martha (Committee member) / Cane, Gayle (Committee member) / Arizona State University (Publisher)
Created2018
Description
The purpose of this study was to gain a better understanding of how collaborative language learning activities affected student perceptions of their engagement and language self-efficacy in a communicative, flipped language learning classroom in higher education. The new online platforms accompanying many textbooks now allow students to prepare for classes ahead of time, allowing instructors to use more class time for student engagement in actual language practices. However, there has been little investigation of the effects of this communicative, flipped classroom model on students’ learning processes and outcomes. This mixed methods action research study revealed that the introduction of varied collaborative language learning activities had a positive impact on students’ self-efficacy and engagement as well as provides implications that will be of value to language educators interested in enhancing their use of the communicative, flipped classroom model.
ContributorsRama, Rashmi (Author) / Gee, Elisabeth (Thesis advisor) / Buss, Ray R. (Committee member) / Mayes, Eric (Committee member) / Arizona State University (Publisher)
Created2019
Description
Game design and product design are natural partners. They use similar tools. They reach the same users. They even share the same goal: to provide great user experiences.
This thesis asks, "Can game design build better product learning experiences, and if so, how?" It examines the learning situations created by and necessary for product design. It examines the principles of game learning. Then it looks for opportunities to apply game learning principles to product learning situations. The goal is to create engaging and successful product learning experiences, without turning products into games.
This study uses an auto-ethnographic evaluation of a gameplay session as well as participant observation and interviews with gamers to gather qualitative data. That data is sorted with an A(x4) framework and used to create user experience profiles.
The final outcome is a toolkit that identifies areas where game design could improve the design of product user experiences, especially for product learning.
This thesis asks, "Can game design build better product learning experiences, and if so, how?" It examines the learning situations created by and necessary for product design. It examines the principles of game learning. Then it looks for opportunities to apply game learning principles to product learning situations. The goal is to create engaging and successful product learning experiences, without turning products into games.
This study uses an auto-ethnographic evaluation of a gameplay session as well as participant observation and interviews with gamers to gather qualitative data. That data is sorted with an A(x4) framework and used to create user experience profiles.
The final outcome is a toolkit that identifies areas where game design could improve the design of product user experiences, especially for product learning.
ContributorsReeves, James Scott (Author) / Boradkar, Prasad (Thesis advisor) / Gee, Elisabeth (Committee member) / Herring, Donald (Committee member) / Arizona State University (Publisher)
Created2016