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Description
This qualitative study examines second language (L2) writing teachers’ identities. The study explores L2 writing teachers’ narrated identities (i.e., the teachers’ perceptions of themselves), enaction of these identities (i.e., students’ perceptions of those teachers; those teachers’ classroom behaviors), and identity enaction’s positive impacts on students. In order to investigate these issues, I conducted interviews with three L2 writing teachers of first-year composition in the United States (U.S.), along with student interviews and classroom observations. Findings showed that there were 10 narrated identities of these L2 writing teachers. All of these narrated identities were enacted except for one. The findings also indicated that there were positive impacts on students from enaction of these identities when that enaction involved certain teaching practices. Enaction of L2 writing teacher identity had a positive impact when it involved the teacher paying attention to L2 writers’ needs, showing empathy toward L2 writers, and avoiding overemphasis on L2 writers’ language issues. Enaction of writing teacher identity had a positive impact when it involved the teacher providing an enjoyable writing experience, focusing on content knowledge learning, and focusing on writing issues over language issues. Enaction of language teacher identity had a positive impact when it involved the teacher providing language help. Enaction of freedom teacher identity had a positive impact when it involved the teacher providing guided freedom. Enaction of American teacher identity had a positive impact when it involved the teacher focusing on U.S. academic experience. Enaction of general teacher identity had a positive impact when it involved the teacher displaying positive attitudes towards teaching in general. Enaction of individual coach identity had a positive impact when it involved the teacher providing individualized help.
These findings suggest that L2 writing teachers can maintain positive L2 writing teaching practices. L2 writing teachers can make their teaching practices more informed by seeking out teaching resources and insights from various disciplines as pedagogical content experts in L2 writing. They can also teach L2 writers by addressing L2 writers’ needs with positive emotions, providing guided freedom and individualized help, and understanding L2 writers’ educational backgrounds.
These findings suggest that L2 writing teachers can maintain positive L2 writing teaching practices. L2 writing teachers can make their teaching practices more informed by seeking out teaching resources and insights from various disciplines as pedagogical content experts in L2 writing. They can also teach L2 writers by addressing L2 writers’ needs with positive emotions, providing guided freedom and individualized help, and understanding L2 writers’ educational backgrounds.
ContributorsLee, Young Wha (Author) / James, Mark MJ (Thesis advisor) / Matsuda, Aya AM (Committee member) / Adams, Karen KA (Committee member) / Arizona State University (Publisher)
Created2020
Description
Cancer has a financial impact worldwide. According to a study published by the American Cancer Society, “cancer accounts for 1.5% of global gross domestic product loss per year” (John & Ross, 2010). The legal and economic costs of death are not something normally addressed with patients prior to the occurrence of death. With an integrative approach, education may help reduce financial stressors for both the patient and family, while offering cost saving benefits to the facilities involved. Studies have shown that education pertaining to advanced care planning help to reduce hospital visits and the costs associated with the last six months of life. Integrating additional education in the form of legal and financial planning prior to death will benefit patients. This may benefit hospitals concurrently, by reducing hospital visits or length of stays, saving millions in Medicare costs to the hospital. Hospitals currently focus on the emotional, spiritual and intellectual needs of the patient post diagnosis of a terminal illness. Education related to funeral planning, preparing a will, and financial preparedness need to be included in the structured patient education offered at facilities. Individuals that have a higher socioeconomic status are typically more prepared for the costs associated with death. Offering financial education will allow more individuals experiencing the terminal diagnosis to prepare for their impending death.
ContributorsSimundson, Julie Lynn (Author) / Rodríguez, Yolanda (Thesis advisor) / Scheall, Scott (Thesis advisor) / Thomas, Kathy (Committee member) / Chanley, Jesse (Committee member) / Arizona State University (Publisher)
Created2020
Description
Making significant progress on the U.N. Sustainable Development Goals (SDGs) needs change agents equipped with key competencies in sustainability. While thousands of sustainability programs have emerged at various educational levels over the past decade, there is, as of yet, no reliable way to assess if these programs successfully convey key competencies in sustainability. This dissertation contributes to addressing this gap in three ways. First, it reviews the body of work on key competencies in sustainability. Based on broad agreement around five key competencies as well as an emerging set of three, an extended framework is outlined that can be used as unified set of learning objectives across sustainability programs. The next chapter reviews the scholarly work on assessing sustainability competencies. Based on this review, a typology of assessment tools is proposed offering guidance to both educators and researchers. Finally, drawing on experience of the four-year “Educating Future Change Agents” project, the last chapter explores the results from a diverse set of competency assessments in numerous courses. The study appraises assessment practices and results to demonstrate opportunities and challenges in the current state of assessing key competencies in sustainability. The results of this doctoral thesis are expected to make a practical and scholarly contribution to the teaching and learning in sustainability programs, in particular with regards to reliably assessing key competencies in sustainability.
ContributorsRedman, Aaron (Author) / Wiek, Arnim (Thesis advisor) / Barth, Matthias (Committee member) / Basile, George (Committee member) / Fischer, Daniel (Committee member) / Mochizuki, Yoko (Committee member) / Arizona State University (Publisher)
Created2020
Description
This graduate thesis explains and discusses the background, methods, limitations, and future work of developing a low-budget, variable-length, Arduino-based robotics professional development program (PDP) for middle school or high school classrooms. This graduate thesis builds on prior undergraduate thesis work and conclusions. The main conclusions from the undergraduate thesis work focused on reaching a larger teacher population along with providing a more robust robot design and construction. The end goal of this graduate thesis is to develop a PDP that reaches multiple teachers, involves a more robust robot design, and lasts beyond this developmental year. There have been many similar research studies and PDPs that have been tested and analyzed but do not fit the requirements of this graduate thesis. These programs provide some guidance in the creation of a new PDP. The overall method of the graduate thesis comes in four main phases: 1) setup, 2) pre-PDP phase, 3) PDP phase, and 4) post PDP phase. The setup focused primarily on funding, IRB approval, research, timeline development, and research question creation. The pre-PDP phase focused primarily on the development of new tailored-to-teacher content, a more robust robot design, and recruitment of participants. The PDP phase primarily focused on how the teachers perform and participate in the PDP. Lastly, the post PDP phase involved data analysis along with a resource development plan. The last post-PDP step is to consolidate all of the findings in a clear, concise, and coherent format for future work.
Contributorslerner, jonah (Author) / Carberry, Adam (Thesis advisor) / Walters, Molina (Committee member) / Jordan, Shawn (Committee member) / Arizona State University (Publisher)
Created2020
Description
Students across the United States of America are struggling to achieve college and career readiness in reading before they graduate from high school. The phenomenon of reading comprehension in older adolescent students plagues teachers because of its complexity and the perceived need for multiple solutions. However, close inspection of the research reveals factors such as self-efficacy, motivation, and lack of skills with regards to using reading strategies all contribute to the problem. The purpose of this study was to explore the effect of sketchnoting as a reading strategy on student self-efficacy for reading, motivation for reading, and reading comprehension in a high school classroom setting. With words, symbols and pictures, sketchnoting as a reading strategy provides students with a platform to interact with their text while recording key ideas and details as well as connections they make to the text. While there are several theoretical frameworks that guide research on reading, this concurrent, mixed methods, action research study specifically focuses on Collaborative Learning Theory, Self-determination theory, and Schema Theory. These theoretical frameworks also establish a foundation for the study of methods to address the problem. This framework is rooted in the constructivist perspective in that each student brings to the learning environment their own levels of motivation and self-efficacy as well as their own perspectives on the truth to be learned. The participants of this study were juniors in a required English 11 class that I was teaching. There were six instruments used for this study: pre- and post-reading survey, Qualitative Reading Inventory (QRI), Reading Skills Assessment, general observations, sketchnote assessment, and interviews. Results of the semester-long study show that while there statistically was no evidence of a relationship between student use of sketchnoting as a reading strategy and an increase in reading motivation or self-efficacy for reading, there was evidence to show that there is a relationship between student perception of sketchnoting being meaningful to their understanding of the text and their motivation and self-efficacy. Sketchnoting as a reading strategy did not have a statistical influence on student reading comprehension; however, the students reported that they remembered the details of the text they read better when using sketchnoting and that sketchnoting helped them make connections to the text they read. This research showed that sketchnoting as a reading strategy provided students with a tool to help them identify the key ideas and details of a text and it also provided them with a platform to take them beyond the key ideas and details through making connections.
ContributorsTreptow, Jennifer (Author) / Wylie, Ruth (Thesis advisor) / Peyton Marsh, Josephine (Committee member) / Droessler Mersch, Rebecca (Committee member) / Arizona State University (Publisher)
Created2020
Description
This action research project was a concurrent mixed method case study design The purpose of this action research study was to begin to understand how an institution of higher education can best support creativity and innovation of university staff members. More specifically this study looked at the influence of a design thinking workshop on university staff perceived creative and innovative ability. Additionally, this study looked at the influence of individual attributes on staff creativity, and the influence of organizational attributes on staff innovation. Amabile and Pratt’s Dynamic Component Model of Creativity and Innovation in Organizations informed this study. Participants for this study were recruited from the Educational Outreach and Student Services division of Arizona State University at the Downtown Phoenix campus. Qualitative and quantitative data were collected using a Creativity and Innovation Survey (CIS) and individual interviews. The Creativity and Innovation Survey was distributed to staff before and after they participated in a two module design thinking workshop. Interviews with staff occurred after the conclusion of the workshops. In responses to the CIS and in interview staff had a strong belief in their ability to be creative and innovative in the workplace. A correlational analysis of CIS data indicated that a positive and significant relationship existed between creativity and individual attributes, as well as between, innovation and organizational attributes. Staff also expressed these relationships during interviews. The themes of collaboration, supervision, and resources each emerged from the interview data as important influencers of staff creativity and innovation. Although staff expressed there was a value in the design thinking workshops during interviews, a significant difference was not found in staffs’ perceived creativity and innovation after participating in the design thinking workshop. Implications for practice and for future research are discussed.
ContributorsMorgan, Chad William (Author) / Judson, Eugene (Thesis advisor) / Kim, Jeongeun (Committee member) / Anderson, Derrick (Committee member) / Arizona State University (Publisher)
Created2020
Description
The profession known as industrial design is undergoing a transformation. Design thinking and strategy are replacing form giving and styling. Critics are calling for curricular reform to meet the changing needs of practice, yet surprisingly little knowledge is available about how and why design teachers do what they do. In an effort to frame the problem of (re)designing design education, this study provides a framework for understanding the pedagogical beliefs and preferences of design students and educators utilizing Bruner’s four folk pedagogies. This study also provides evidence that the practices of industrial design teachers exhibit what Cross (2006) has described as ‘designerly ways of knowing.’
ContributorsChristensen, Tamara Fawn (Author) / Nocek, Adam (Thesis advisor) / Brooks, Kenneth (Thesis advisor) / Heywood, William (Committee member) / Henriksen, Danah (Committee member) / Mishra, Punya (Committee member) / Arizona State University (Publisher)
Created2020
Description
ABSTRACT
Parental involvement is vital to student success academically as well as socially (Jeynes, 2007; Kim & Hill, 2015). The purpose of this mixed-methods action research study was to examine the perceptions of parental involvement of parents and teachers in a Title I school. A training session intervention, Social Hour, was designed using the Heath and Heath change model (2010) to create an opportunity to learn about parental involvement and educate the school community on the Epstein’s six-types of parental involvement (Epstein, 1987). The goal of the Social Hour workshop was to address the challenges and barriers to parental involvement, previously listed in the literature. Using the lens of Critical Race theory (Blalock, 1967) ensured that the research gives a voice to those who are often marginalized while also helping parents and teachers build a relationship of trust and understanding using principles of Community of Practice (Wenger, 2009). The results of this study indicate that Social Hour-type learning events are significant in the change to perceptions of parental involvement. The participants had a lower level of confidence at the beginning of the session than at the end. Additional qualitative results also suggest a change in attitude after attending the Social Hour. Participants noted they had more energy about parental involvement and were encouraged that parental involvement does not require them to volunteer more; that it is more about being engaged in their child’s education. Overall, participants reported an increase in confidence and had a positive view of parental involvement based on attending the Social Hour workshop.
Keywords: Parental involvement, Critical Race theory, Epstein Six Types of Parental involvement
Parental involvement is vital to student success academically as well as socially (Jeynes, 2007; Kim & Hill, 2015). The purpose of this mixed-methods action research study was to examine the perceptions of parental involvement of parents and teachers in a Title I school. A training session intervention, Social Hour, was designed using the Heath and Heath change model (2010) to create an opportunity to learn about parental involvement and educate the school community on the Epstein’s six-types of parental involvement (Epstein, 1987). The goal of the Social Hour workshop was to address the challenges and barriers to parental involvement, previously listed in the literature. Using the lens of Critical Race theory (Blalock, 1967) ensured that the research gives a voice to those who are often marginalized while also helping parents and teachers build a relationship of trust and understanding using principles of Community of Practice (Wenger, 2009). The results of this study indicate that Social Hour-type learning events are significant in the change to perceptions of parental involvement. The participants had a lower level of confidence at the beginning of the session than at the end. Additional qualitative results also suggest a change in attitude after attending the Social Hour. Participants noted they had more energy about parental involvement and were encouraged that parental involvement does not require them to volunteer more; that it is more about being engaged in their child’s education. Overall, participants reported an increase in confidence and had a positive view of parental involvement based on attending the Social Hour workshop.
Keywords: Parental involvement, Critical Race theory, Epstein Six Types of Parental involvement
ContributorsDery-Chaffin, Margaret (Author) / Wylie, Ruth (Thesis advisor) / Orozco, Richard (Committee member) / Hartley, Adam (Committee member) / Arizona State University (Publisher)
Created2020
Description
This mixed methods action research study closely examines what Club Advisors need in order to be successful in their role, develops an intervention that supports Club Advisors in skill-building along with Club Advisor’s self-motivation and the development of self-efficacy in their role. The purpose of this study was to understand what skills and motivations Club Advisors had and after an intervention occurred, observing whether their self-efficacy around club advising increased. While there has been growth in the area of student affairs and focus on student involvement outside of the classroom, there is currently limited research in the field of university Club Advising as the resources exist informally. The formal literature which does exist does not agree on what skills are needed to be a Club Advisor and does not bridge the gap between theory and practice. The lack of formal research on Club Advising impacts the student experience through Club Advisors not receiving the resources they need. Ensuring the Club Advisors who do volunteer their time are set-up to develop their students successfully requires additional research. This research study used surveys, interviews, memos, and workshop interventions to understand where Club Advisors were developmentally and how to develop them further. Club Advisors in the study wanted to use the resources and connect with others, but before this study did not know how or where to connect. Future cycles of research beyond this study would expand upon the findings and create a foundation for Club Advisor development.
ContributorsO'Brien, Jennifer (Author) / Chen, Ying-Chih (Thesis advisor) / Davis, Ben (Committee member) / Vela, Alicia (Committee member) / Arizona State University (Publisher)
Created2020
Description
This research study aimed to develop, implement, and evaluate the effectiveness of a dance wellness educational curriculum administered in a university-level dance classroom. Using a mixed methods design involving a pre-test/post-test performance assessment and document analysis for qualitative data, this study asked two questions: 1) How does participation in a semester-long course on Group Fitness Instruction and dancer wellness increase participants’ comprehension of exercise science and fitness instruction concepts? 2) How does participation in a semester-long course on Group Fitness Instruction and dancer wellness impact participants’ personal approaches to teaching, training, and wellness? Results showed that the post-test scores were significantly higher than pre-test scores, and qualitative data collected from participants indicated deep levels of meaning-making and application of course content to personal approaches to training and teaching. This suggests that incorporating a dance wellness curriculum in a university-level dance program builds exercise science, wellness, and instructional literacy, while encouraging students to apply gained knowledge in both personal and professional capacities.
ContributorsDrew, Lisa (Author) / Standley, Eileen (Thesis advisor) / Dyer, Becky (Committee member) / Kulinna, Pamela (Committee member) / Arizona State University (Publisher)
Created2021