Matching Items (33)
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- All Subjects: Education
- Creators: School of International Letters and Cultures
Description
For as long as humans have been working, they have been looking for ways to get that work done better, faster, and more efficient. Over the course of human history, mankind has created innumerable spectacular inventions, all with the goal of making the economy and daily life more efficient. Today, innovations and technological advancements are happening at a pace like never seen before, and technology like automation and artificial intelligence are poised to once again fundamentally alter the way people live and work in society. Whether society is prepared or not, robots are coming to replace human labor, and they are coming fast. In many areas artificial intelligence has disrupted entire industries of the economy. As people continue to make advancements in artificial intelligence, more industries will be disturbed, more jobs will be lost, and entirely new industries and professions will be created in their wake. The future of the economy and society will be determined by how humans adapt to the rapid innovations that are taking place every single day. In this paper I will examine the extent to which automation will take the place of human labor in the future, project the potential effect of automation to future unemployment, and what individuals and society will need to do to adapt to keep pace with rapidly advancing technology. I will also look at the history of automation in the economy. For centuries humans have been advancing technology to make their everyday work more productive and efficient, and for centuries this has forced humans to adapt to the modern technology through things like training and education. The thesis will additionally examine the ways in which the U.S. education system will have to adapt to meet the demands of the advancing economy, and how job retraining programs must be modernized to prepare workers for the changing economy.
ContributorsCunningham, Reed P. (Author) / DeSerpa, Allan (Thesis director) / Haglin, Brett (Committee member) / School of International Letters and Cultures (Contributor) / Department of Finance (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
Social-emotional learning (SEL) methods are beginning to receive global attention in primary school education, yet the dominant emphasis on implementing these curricula is in high-income, urbanized areas. Consequently, the unique features of developing and integrating such methods in middle- or low-income rural areas are unclear. Past studies suggest that students exposed to SEL programs show an increase in academic performance, improved ability to cope with stress, and better attitudes about themselves, others, and school, but these curricula are designed with an urban focus. The purpose of this study was to conduct a needs-based analysis to investigate components specific to a SEL curriculum contextualized to rural primary schools. A promising organization committed to rural educational development is Barefoot College, located in Tilonia, Rajasthan, India. In partnership with Barefoot, we designed an ethnographic study to identify and describe what teachers and school leaders consider the highest needs related to their students' social and emotional education. To do so, we interviewed 14 teachers and school leaders individually or in a focus group to explore their present understanding of “social-emotional learning” and the perception of their students’ social and emotional intelligence. Analysis of this data uncovered common themes among classroom behaviors and prevalent opportunities to address social and emotional well-being among students. These themes translated into the three overarching topics and eight sub-topics explored throughout the curriculum, and these opportunities guided the creation of the 21 modules within it. Through a design-based research methodology, we developed a 40-hour curriculum by implementing its various modules within seven Barefoot classrooms alongside continuous reiteration based on teacher feedback and participant observation. Through this process, we found that student engagement increased during contextualized SEL lessons as opposed to traditional methods. In addition, we found that teachers and students preferred and performed better with an activities-based approach. These findings suggest that rural educators must employ particular teaching strategies when addressing SEL, including localized content and an experiential-learning approach. Teachers reported that as their approach to SEL shifted, they began to unlock the potential to build self-aware, globally-minded students. This study concludes that social and emotional education cannot be treated in a generalized manner, as curriculum development is central to the teaching-learning process.
ContributorsBucker, Delaney Sue (Author) / Carrese, Susan (Thesis director) / Barab, Sasha (Committee member) / School of Life Sciences (Contributor, Contributor) / School of Civic & Economic Thought and Leadership (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
For the past few decades, the education system in the United States has failed many students because of its inability to increase student achievement. While there are many layers to this problem that cannot be solved with one simple solution, a curriculum change that provides students with more engaging and hands on learning opportunities along with teaching them to be advocates for their own education and community betterment offers a great start to the momentum for change. Service-learning is an ideal way to accomplish this because it incorporates civic engagement and community service into lesson plans that directly align with academic standards. Through service-learning, students are given the opportunity to apply their knowledge in direct and hands on ways meanwhile witnessing the difference that they can make in their community with their knowledge and abilities. Service-learning is a type of instruction typically employed in high school or junior high grades because it requires the course content to coincide with a service project of some kind. In this essay, we look into the research behind service-learning as well as several issues within the community that could be addressed with this kind of curriculum. The aim of this research is to adapt the models of service-learning intended for more advanced grades to align with the standards of a first grade curriculum and also consider the critical thinking skills, self-examination abilities, and social awareness of students at this age when making these adaptations. We believe that service-learning can benefit young students just as much, if not more than older students because it can help them to see the value in their education from early on and demonstrates real life uses for what they are learning. The curriculum created from this research is intended for use at schools within low-income communities in order to empower the students to actively fight against the challenges they face that prevent them from succeeding. However, this curriculum can easily be used in any school setting and adapted to various different age levels.
ContributorsBayer, Kendall Rose (Author) / Oliver, Jill (Thesis director) / White-Taylor, Janel (Committee member) / Division of Teacher Preparation (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
There is a serious need for early childhood intervention practices for children who are living at or below the poverty line. Since 1965 Head Start has provided a federally funded, free preschool program for children in this population. The City of Phoenix Head Start program consists of nine delegate agencies, seven of which reside in school districts. These agencies are currently not conducting local longitudinal evaluations of their preschool graduates. The purpose of this study was to recommend initial steps the City of Phoenix grantee and the delegate agencies can take to begin a longitudinal evaluation process of their Head Start programs. Seven City of Phoenix Head Start agency directors were interviewed. These interviews provided information about the attitudes of the directors when considering longitudinal evaluations and how Head Start already evaluates their programs through internal assessments. The researcher also took notes on the Third Grade Follow-Up to the Head Start Executive Summary in order to make recommendations to the City of Phoenix Head Start programs about the best practices for longitudinal student evaluations.
ContributorsArmfield, Jessica Ann (Author) / Duggan, Mary Anne (Thesis director) / Dumka, Larry (Committee member) / Barrett, The Honors College (Contributor) / T. Denny Sanford School of Social and Family Dynamics (Contributor) / School of International Letters and Cultures (Contributor)
Created2014-05
Description
The increase of Traumatic Brain Injury (TBI) cases in recent war history has increased the urgency of research regarding how veterans are affected by TBIs. The purpose of this study was to evaluate the effects of TBI on speech recognition in noise. The AzBio Sentence Test was completed for signal-to-noise ratios (S/N) from -10 dB to +15 dB for a control group of ten participants and one US military veteran with history of service-connected TBI. All participants had normal hearing sensitivity defined as thresholds of 20 dB or better at frequencies from 250-8000 Hz in addition to having tympanograms within normal limits. Comparison of the data collected on the control group versus the veteran suggested that the veteran performed worse than the majority of the control group on the AzBio Sentence Test. Further research with more participants would be beneficial to our understanding of how veterans with TBI perform on speech recognition tests in the presence of background noise.
ContributorsCorvasce, Erica Marie (Author) / Peterson, Kathleen (Thesis director) / Williams, Erica (Committee member) / Azuma, Tamiko (Committee member) / Barrett, The Honors College (Contributor) / Department of Speech and Hearing Science (Contributor)
Created2015-05
Description
Through interviews with student participants in Barrett Summer Scholars during 2012, I uncovered how education in Arizona is failing and succeeding in meeting the needs of its high-achieving, oftentimes academically disillusioned students. Many high-achieving students feel underserved by their education and do not receive adequate challenges or one-on-one attention. Socioeconomic, ethnic, and racial limitations further contribute to the disenchantment of students and educational inequalities in the US and Arizona in particular. The Barrett Summer Scholars program itself intends to help engage these students, but it may be failing in its stated goals. Limited resources make it difficult for schools to pay as much attention to the high-achieving students as to the low-achieving, but Barrett might be able to help bridge this gap and provide students with one-on-one attention by way of student mentorship.
ContributorsManrique, Liliana (Author) / Popova, Laura (Thesis director) / Eder, James (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / School of Human Evolution and Social Change (Contributor)
Created2014-05
DescriptionA New Approach to Bullying is an anti-bullying workbook designed for middle school aged students. It is intended to accompany an anti-bullying curriculum, teaching students who are being bullied how to deal with the instances as well as educating all students about the harmful effects of bullying behavior.
ContributorsMoakley, Katherine Rose Hodge (Author) / Howard, Pamela (Thesis director) / Quinn, Paul (Committee member) / Torok, Mary Jane (Committee member) / Barrett, The Honors College (Contributor) / Department of Speech and Hearing Science (Contributor)
Created2013-05
Description
Despite the vast research and attention given to education, little is known about teacher preparation to raise the quality of education for the honors students. There is an apparent disconnect from the honors students at Arizona State University and the education major. This study uncovers the perspective of the honors students who are majoring in education. Qualitative data was collected using one-on-one interviews. Results showed that all seven interviewed subjects were not satisfied with the education they were receiving as an honors education major.
ContributorsHan, In-Hye (Author) / Jimenez-Silva, Margarita (Thesis director) / Lambson, Dawn (Committee member) / Borden, Ryen (Committee member) / Barrett, The Honors College (Contributor) / Department of Speech and Hearing Science (Contributor) / Division of Teacher Preparation (Contributor)
Created2013-05
DescriptionThis project largely focuses on the Latino population and how Hispanic parents should become more involved with their student's education in order to have them prosper in today's society.
ContributorsSanchez Ruiz, Dorian Nazaret (Author) / Walters, Molina (Thesis director) / Oliver, Jill (Committee member) / Barrett, The Honors College (Contributor) / School of Politics and Global Studies (Contributor) / School of International Letters and Cultures (Contributor)
Created2014-05
Description
This project covered different components to strengthen Model United Nations organizations, especially programs in Arizona itself. The lack of strong programs in Arizona can be attributed in many ways to a lack of resources, and this project's work aims to bolster programs by providing some resources. The written component contains a write-up of a 2013 High School Model United Nations Conference at Arizona State University; a write-up of a 2014 Middle School Model United Nations Conference at Arizona State University; a guide on how to run such a conference, focused at the high school level; a university-level curriculum that integrates a Model United Nations organization into a classroom setting, including assignments and; a grade school lesson plan with seven lessons that focuses on teaches students about international relations and global affairs while preparing them for a Model United Nations conference.
ContributorsLanza, Jentry Elizabeth (Author) / Von Hagen, Mark (Thesis director) / Hutchinson, Marcie (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / School of Politics and Global Studies (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor)
Created2014-05