Matching Items (84)
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- All Subjects: Education
- Creators: Division of Teacher Preparation
- Creators: Department of Psychology
- Creators: Walters, Molina
- Member of: Barrett, The Honors College Thesis/Creative Project Collection
- Status: Published
Description
This project was focused on creating a trade book that could be used in Kindergarten through first-grade classrooms for science lessons. I have analyzed and researched the benefits of using trade books in the classroom. Along with those benefits, best practices were also looked at. I then applied those key questions, ideas, and concepts that are used to determine the use of a trade in the classroom, and created my own trade book. The trade book was centered around a standard from Next Generation Science Standards for Kindergarten through first-grade. The focus of this book was to inform children, in an age appropriate, yet scientifically accurate and engaging format, what living organisms need in order to survive and grow. The trade book brings all the research and creativity together in order to inform and benefit students in their learning process. This creative project has allowed me to broaden my literary skills, as well as my creativity for teaching in the classroom.
ContributorsMercado, Catherine Louise (Author) / Pfister-Angulo, Mark (Thesis director) / McKee, Dianne (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
Current funding for education is largely dependent on property taxes and as a result, there is an inequitable access to resources from school district to school district. This paper addresses this inequity by providing an analysis on the consolidation of school districts. The analysis includes case studies from multiple states, a literature study on existing research on consolidation, and a proposal for the state of Arizona, the state where this paper originates. Overall, this paper acknowledges that consolidation is not a universal solution to educational inequity and the successful implementation of this process. Rather, it is a way to reduce the gap.
ContributorsFu, Angela (Author) / Ludlow, Carlyn (Thesis director) / Clausen, Jennifer (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
My thesis is a comprehensive, multi-page report highlighting the ethical concerns of Arizona’s English-only law, or Proposition 203. It will emphasize the detrimental effects the law has on bilingualism, language preservation, and educational equity. To do this, I will explore research on the benefits of bilingualism for cultural awareness, brain development, and career opportunities. The project will underscore the importance of embracing linguistic diversity in the public education system in Arizona. My report will provide some background on the topic by delving into the historical context and intentions behind the English-only law. This will essentially expose to readers the misguided attempts of the law, some of which include boosting test scores at the expense of genuine learning experiences. I will include information that supports my argument that Proposition 203 discourages bilingualism and strips impactful opportunities from students in the public education system. Additionally, anecdotes and personal opinions from educators will be included to strengthen my argument. By highlighting the ethical implications of prioritizing test outcomes over holistic education, my thesis aims to advocate for a shift towards inclusive, more immersive bilingual education models.
ContributorsErramuzpe, Sophia (Author) / Sipka, Danko (Thesis director) / Amrein-Beardsley, Audrey (Committee member) / Barrett, The Honors College (Contributor) / Department of Psychology (Contributor) / School of International Letters and Cultures (Contributor)
Created2024-05
Description
Education is highly valued in our society, and teaching is regarded as a necessary and impactful job. Students are influenced not only by the knowledge they retain, but also by the connections they build with their instructors and peers, as well as the classroom environment. Reciprocally, teachers are impacted by the classroom environment which is determined by the students within it. While all teachers have a heavy workload and may be prone to moments of exhaustion, teachers dealing with difficult students are increasingly at risk of burnout (Aloe et. al., 2014). Despite the available research on teacher burnout, there is little exploration on the factors that protect against teacher stress. While interventions have been conducted to help mitigate burnout, they have been time consuming and difficult to implement in everyday practice. In this study, elementary school teachers from a variety of schools participated in a survey that assessed their stress levels, rewarding and challenging aspects of their job, relationships with students, and their stress-management strategies. This data was used to establish the connection between stress-management/mindfulness practice, quality of student-teacher relationships, stress levels and attitudes towards teaching. Results revealed significant correlations between the practice of stress management strategies, student-teacher closeness and stress levels (both overall and relating specifically to student misbehavior). As the practice of stress management strategies increased, stress levels decreased. Similarly, the closer teachers felt to their students, the less that student misbehavior stressed them out. Teachers felt most rewarded by seeing student growth, and most stressed out by their overall workload and lack of time.
ContributorsTrefny, Erin (Author) / Kappes, Janelle (Thesis director) / Pickett, Janna (Committee member) / Barrett, The Honors College (Contributor) / Department of Psychology (Contributor) / School of International Letters and Cultures (Contributor)
Created2024-05