Matching Items (6)
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- All Subjects: Education
- Member of: Theses and Dissertations
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Description
Much research has been conducted regarding the current state of public education within the United States. Very little of that research bodes well for the system’s current circumstances or for the direction our system is headed. The debate stems around two opposing ideologies. One believes that there needs to be more accountability via high-stakes testing and the continuum of the status quo that the country has maintained for centuries, regardless of the effect it may be having on the students’ well-being. While the opposing view sees high-stakes testing as a contributing factor to the seemingly unproductive, chaotic, and even harmful conundrum of bias and hegemony that shows a positive correlation of deleterious effects to student well-being. Although this paper references the research of highly esteemed scholars, it asserts that the voices of those that are most relegated to that of undervalued and ignored are precisely the voices that need to be gleaned most relevant. This paper’s purpose is to hear what the ‘experts’ in the field of education, the students themselves, have to say.
ContributorsKhaleesi, Casey (Author) / Swadener, Elizabeth (Thesis advisor) / Bertrand, Melanie (Committee member) / Broberg, Gregory (Committee member) / Arizona State University (Publisher)
Created2018
Description
STEM education stands for science, technology, engineering and mathematics, and is necessary for students to keep up with global competition in the changing job market, technological advancements and challenges of the future. However, American students are lacking STEM achievement at the state, national and global levels. To combat this lack of achievement I propose that STEM instruction should begin in preschool, be integrated into the curriculum and be inquiry based. To support this proposal I created a month-long physics unit for preschoolers in a Head Start classroom. Students investigated the affect of incline, friction and weight on the distance of a rolling object, while developing their pre-math, pre-literacy and social emotional skills.
ContributorsGarrison, Victoria Leigh (Author) / Kelley, Michael (Thesis director) / Dahlstrom, Margo (Committee member) / Barrett, The Honors College (Contributor) / Division of Teacher Preparation (Contributor)
Created2015-05
Description
Over the past few years, the issue of childhood trauma in the United States has become significant. A growing number of children are experiencing abuse, neglect, or some other form of maltreatment each year. Considering the stressful home lives of maltreated children, the one sure sanctuary is school. However, this idea requires teachers to be actively involved in identifying and caring for the children who need it most. Traumatic childhood experiences leave lasting scars on its victims, so it is helpful if teachers learn how to identify and support children who have lived through them. It is unfortunate that teachers will most likely encounter children throughout their career who have experienced horrendous things, but it is a reality. With this being said, teachers need to develop an understanding of what traumatized children live with, and learn how to address these issues with skilled sensitivity. Schools are not just a place where children learn how to read and write; they build the foundation for a successful life. This project was designed to provide teachers with a necessary resource for helping children who have suffered traumatic experiences. The methodology of this project began with interviews with organizations specializing in working with traumatized children such as Arizonans for Children, Free Arts for Abused Children, The Sojourner Center, and UMOM. The next step was a review of the current literature on the subject of childhood trauma. The findings have all been compiled into one, convenient document for teacher use and distribution. Upon completion of this document, an interactive video presentation will be made available through an online education website, so that distribution will be made simpler. Hopefully, teachers will share the information with people in their networks and create a chain reaction. The goal is to make it available to as many teachers as possible, so that more children will receive the support they need.
ContributorsHanrahan, Katelyn Ann (Author) / Dahlstrom, Margo (Thesis director) / Kelley, Michael (Committee member) / Division of Teacher Preparation (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
Child abuse is a hard topic to talk about, and even harder to diagnose without proper training. Though there is a list of general characteristics that child abuse victim's exhibit, it could be difficult to diagnose because everyone reacts to maltreatment differently. Teachers are required by law to report any case where they believe a child is in an abusive environment. Unfortunately, teachers are given the tools to report the abuse, but they lack the knowledge of what to look for. The results are two fold; one is there is an overflow of false reporting, and two, the children who do not having obvious symptoms go unnoticed. This project aims to bridge the gap between these two extremes. It will lower the frequency of false reporting while increasing the chance that a child in need will be helped. The best way to achieve this is through education. The purpose of the study is to create an informational manual for teachers at the kindergarten and elementary level on how to identify child abuse and neglect victims. It will outline the behavioral and physical symptoms of physical abuse, sexual abuse, emotional abuse, and neglect. It will also highlight the importance of realizing that not all maltreatment victims react the same to abuse. It will then follow into advice on how to approach the situation and what questions to ask. The primary form of research was primary observation by volunteering at the Mesa Child Crisis Center (with IRB approval). Interviews were conducted with Child Crisis Center workers, child behavioral psychologists, and Special Victims Unit detectives. The goal of this research is to help teachers better identify children that are at risk of abuse
eglect, and to understand the theory behind their behavior. In the end, teachers will be more informed on the topic so they can better help their students and create a safe environment for them, and be more confident in reporting.
eglect, and to understand the theory behind their behavior. In the end, teachers will be more informed on the topic so they can better help their students and create a safe environment for them, and be more confident in reporting.
ContributorsBaker, Karen Colette (Author) / Kobojek, Kimberly (Thesis director) / Broberg, Gregory (Committee member) / Kelley, Michael (Committee member) / School of Criminology and Criminal Justice (Contributor) / School of Mathematical and Natural Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2015-12
Description
The education and criminal justice systems have developed in relation to one another, intersected through specific events, policies, practices, and discourses that have ultimately shaped the experiences and lives of children of color. Racism, white supremacy, and oppression are foundational to the United States and evident in all systems, structures, and institutions. Exploring the various contexts in which the education and criminal justice systems have developed illuminates their coalescence in contemporary United States society and more specifically, in public schools. Public schools now operate under discipline regimes that criminalize the behavior of Black and Brown children through exclusionary practices and zero-tolerance policies, surveillance and security measures, and school police. Children of color must navigate complex and interlocking systems of power in schools and the broader society that serve to criminalize, control, and incapacitate youth, effectively cementing a relationship between schools and prisons. Describing these complex and interlocking systems of power that exclude children from schools and force them into the criminal justice system as the “school-to-prison pipeline” is increasingly insufficient. The “school-prison nexus” more accurately and completely embodies the relationship between education, incarceration, and the political economy. In the United States, where capitalism reigns, the school-prison nexus serves as an economic imperative to further fuel the political economy, neoliberal globalization, and the prison-industrial complex. In both the education and criminal justice systems, Black and Brown children are commodified and exploited through the school-prison nexus as a mechanism to expand free-market capitalism.
ContributorsNunez-Eddy, Emily Nicole (Author) / Broberg, Gregory (Thesis advisor) / Swadener, Beth Blue (Committee member) / Theisen-Homer, Victoria (Committee member) / Arizona State University (Publisher)
Created2020
Description
This study aims to gain an understanding of higher education interventions taking place in refugee camps around the world that implement hybrid online and on-site models. Through an archival, database study, this uncovers the most salient characteristics of 8 international interventions (Australian Catholic University, Borderless Higher Education for Refugees, Jesuit Worldwide Learning: Higher Education at the Margins, InZone, Kepler, Mosaik, Global Border Studies, and Education for Humanity) in regard to logistics, academics, technology, and pedagogy. The study found multiple ways in which these programs seek to increase inclusion and success of refugee learners. These techniques include (1) free tuition, (2) nutrition, security, and transportation accommodations, (3) gender equity provisions, (4) course accreditation, (5) preparatory courses, (6) student support and development, (7) durable solutions related to employment, (8) tailored curricula, (9) flexibility of course structure, (10) critical thinking & reflection, (11) hybrid, adaptable, and portable course delivery, (12) on-site technology support, and (13) accommodations related to electricity and internet connectivity.
ContributorsAbuwandi, Sarah (Author) / Swadener, Elizabeth (Thesis advisor) / Broberg, Gregory (Committee member) / Solyom, Jessica (Committee member) / Arizona State University (Publisher)
Created2019