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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

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
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Description
This educational case study looked at student engagement and motivation in a collaborative environment, one that provided students the freedom to be critical thinkers and problem solvers. In order to create this collaborative environment, students in a third-grade elementary classroom participated in a Project-Based Learning unit. The unit culminated in

This educational case study looked at student engagement and motivation in a collaborative environment, one that provided students the freedom to be critical thinkers and problem solvers. In order to create this collaborative environment, students in a third-grade elementary classroom participated in a Project-Based Learning unit. The unit culminated in hands-on projects. Sociocultural theory and Self Determination theory were used to guide the development of the innovation and the formulation of the research design. The qualitative data collection tools that were used in this study consisted of observations through video and audio recordings, researcher's field notes, student interviews, and artifacts. The artifacts gathered consisted of student journal entries reflecting on their experiences within the innovation and their learning process throughout. Data were collected, transcribed, and analyzed using multiple rounds of both deductive and inductive coding. This research suggests that a Project-Based Learning environment positively impacts student participation both within a single lesson and throughout the unit by increasing students’ background and competence. Additionally, within a Project-Based Learning environment, students co-construct new meaning through goal-oriented group work designed by the teacher. The teacher also supports student thinking through clarifying and questioning statements designed to support students’ learning and development of ideas. Finally, this educational case study suggests that students demonstrate an increase in intrinsic motivation over time as demonstrated by an eagerness to apply their new learning beyond the Project-Based Learning lessons. Students applied the learning within their classroom, school, and even their homes.
ContributorsLund, Stephanie (Author) / Bertrand, Melanie (Thesis advisor) / Imel, Breck (Committee member) / Moses, Lindsey (Committee member) / Arizona State University (Publisher)
Created2016
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Description
The purpose of this action research study was to implement and study a systematic

framework for using data inquiry and collaborative teams to improve practices that affect the post-school outcomes of students with disabilities. Teams at six high schools in a large public school district participated in a multi-level intervention involving

The purpose of this action research study was to implement and study a systematic

framework for using data inquiry and collaborative teams to improve practices that affect the post-school outcomes of students with disabilities. Teams at six high schools in a large public school district participated in a multi-level intervention involving work within their teams, collaboration with other schools, use of a web-based tool to examine data, and support from district leaders. Ultimately, teams used data to identify change targets, linked those to evidence-based predictors of post-school success, and designed action plans to change practices and programs related to post-secondary transition at their schools.

The researcher used a mixed methods concurrent design to explore how participants engaged in situated learning and a process of collaborative meaning- making to reflect on and change their practices. The researcher used a collaborative team survey and observations to collect data from all teams, as well as an in-depth case study of one team to collect further data through a focus group, semi-structured interviews, artifact analysis, and observations. Qualitative data analysis incorporated both inductive and deductive approaches through initial coding, focused coding, and mind mapping.

Results suggested the data inquiry process enabled school teams to construct meaning about their practices, and through collaboration, they were able to develop deeper understanding of problems and solutions. A comparison of means and standard deviations of five survey constructs indicated teams placed high levels of value on collaboration within their school teams and with other school teams. Furthermore,results suggested establishing a continuous improvement process to address post- secondary transition provided structure and sustainability for examining data and making changes in practices. This work resulted in the implementation of an ongoing continuous improvement process for special education practices in a large public school district.
ContributorsCawthorne, Janine (Author) / Bertrand, Melanie (Thesis advisor) / Puckett, Kathleen (Committee member) / Alverson, Charlotte (Committee member) / Arizona State University (Publisher)
Created2016
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Description
Learning a second language has been shown to have many benefits, but in the

state of Arizona the teaching and learning of second languages has been restricted since the passing of Proposition 203. In the past few years, schools offering Dual Language Immersion programs have emerged, but their teachers do not

Learning a second language has been shown to have many benefits, but in the

state of Arizona the teaching and learning of second languages has been restricted since the passing of Proposition 203. In the past few years, schools offering Dual Language Immersion programs have emerged, but their teachers do not have much experience, training or resources to teach language through content. Language immersion self- efficacy has been shown to be crucial for the teachers to be more effective in their instruction and for them to embrace the challenges they face.

The purpose of this action research study was to increase Spanish immersion teachers' self-efficacy through a community of practice, in which teachers performed peer observations and offered feedback, collaboratively drew from a pool of resources that were available online for all to use, and supported each other in the areas they felt could be improved.

Quantitative data included pre- and post- intervention self-efficacy surveys, as well as a retrospective survey. Qualitative data included audio recordings and field notes from the community of practice sessions, teacher observations, peer observations, and feedback meetings, as well as interviews.

Results from the analysis of data showed an increase of teachers’ self-efficacy because of the close collaboration and resource sharing that took place during the implementation of the community of practice. Teachers also reported positive changes in practice due to peer observations and collegial conversations during meetings, where teachers could acknowledge their own successes and use ideas from others to improve their practice. Finally, despite all the positive outcomes from this action research study, it was evident there were some systemic issues the community of practice could not change, such as the lack of resources and appropriate curriculum for Spanish immersion teachers.

Many parents and educators have agreed our students should have the opportunity of becoming bilingual to face global competition more effectively. Because of that, Spanish immersion schools have been growing in popularity in Arizona. Moreover, it has become clear that as we have more schools and teachers willing to adopt these programs, more resources must be made available to support immersion teachers and their instruction.
ContributorsSalas, Raquel (Author) / Bertrand, Melanie (Thesis advisor) / Buss, Ray R. (Committee member) / Hightower, Guadalupe (Committee member) / Arizona State University (Publisher)
Created2016
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Description
The United States is facing an unprecedented teacher shortage. With many studies estimating that 17-33% of teachers leave the profession within their first five years of starting a career, something needs to change to keep new teachers in the classroom. This study evaluates the effectiveness of peer observation as a

The United States is facing an unprecedented teacher shortage. With many studies estimating that 17-33% of teachers leave the profession within their first five years of starting a career, something needs to change to keep new teachers in the classroom. This study evaluates the effectiveness of peer observation as a learning tool to supplement the training of preservice teachers on an elementary campus. Observational learning theory and adult learning theory created the lens through which peer observations were implemented and evaluated in this study. Specifically, this study aimed to answer the following research questions: (a) How do conversations about teaching practices evolve over time between the preservice teacher participant and the researcher within the context of discussions following peer observations? and (b) How do peer observations influence the teaching practices of preservice teachers?

This study found that the preservice teachers who participated in the peer observation intervention improved in their teaching practices over the course of the semester, valued the experience of peer observation visits, and increased their ability to talk about teaching and learning in more sophisticated and complex terms.
ContributorsSchenk, Matthew D (Author) / Bertrand, Melanie (Thesis advisor) / Buss, Ray R (Committee member) / Hacker, Stacie C (Committee member) / Arizona State University (Publisher)
Created2016
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Description
This seven-month critical performance ethnographic study explores the livedexperiences of Latinx youth artivist-researchers. The data collected through participant observations, arts-based elicitation and semi-structured interviews, artifacts, and analytic memos reveal how Latinx youth utilize artmaking towards transformational resistance. Their participation in an arts-based youth participatory action research project and intergenerational theatre

This seven-month critical performance ethnographic study explores the livedexperiences of Latinx youth artivist-researchers. The data collected through participant observations, arts-based elicitation and semi-structured interviews, artifacts, and analytic memos reveal how Latinx youth utilize artmaking towards transformational resistance. Their participation in an arts-based youth participatory action research project and intergenerational theatre ensemble I call Estrella Theatre (ET) company indicates how art and social justice-driven inquiry produce powerful benefits towards positive youth development; a transformational pedagogy that fosters critical consciousness, civic engagement, and identity construction. To illustrate these distinct yet intertwined processes, I composed an ethnodrama to show how Latinx youth in the U.S. embody transformational resistance in their lives as they traverse school, home, and community spaces. The purpose of the play is to utilize the experiences of the participants to spark critical dialogue and generate knowledge to help society understand the experiences of Latinx youth in K-12 schooling and challenge majoritarian narratives by showcasing how they combine art, research, and social justice towards educational leadership.
ContributorsDominguez, Ashley (Author) / Sampson, Carrie (Thesis advisor) / Bertrand, Melanie (Thesis advisor) / Caldas Chumbes, Blanca (Committee member) / Cammarota, Julio (Committee member) / Etheridge Woodson, Stephani (Committee member) / Arizona State University (Publisher)
Created2022
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Description
The purpose of this action research study was to implement and analyze an intervention designed to improve perceptions of working with others as well as practice and improve emotional tools related to such interactions through the systematic development of ability emotional intelligence (EI) related skills. The present study sought to:

The purpose of this action research study was to implement and analyze an intervention designed to improve perceptions of working with others as well as practice and improve emotional tools related to such interactions through the systematic development of ability emotional intelligence (EI) related skills. The present study sought to: (1) explore high school students’ perceptions of their role as part of a team during teamwork; (1a) investigate how perceptions differed by EI level; (2) examine how students’ perceptions of their role in teamwork were influenced by being paired with more advanced (ability EI) peers or less advanced peers, based on ability emotional intelligence test scores; (3) determine if ability emotional intelligence related skills could be developed over the course of a 7-week intervention.

The intervention took place in a 12th grade US Government & Economics classroom with 34 participants for examination of general trends, and 11 focal participants for focused and in-depth analysis. Students were taught about emotion theory and engaged in two weeks of ability emotional intelligence skills training, followed by a five-week project cycle in which students were required to work together to achieve a common goal. The research design was mixed methods convergent parallel. Quantitative data were collected from post- and retrospective pre-intervention surveys regarding student perceptions about working with others and their ability EI related skills. Qualitative data were collected through on-going student reflective journal entries, observational field notes, and interviews with the focal group of participants.

Results suggested the intervention had a significant effect on students’ perceptions of working with others and perceived ability emotional intelligence related skills. Significant positive change was found through quantitative data analysis, revealing students’ perceptions about working with others in teams had improved as a result of the intervention as had their perceptions about their ability EI related skills. Qualitative analysis revealed rich, thick descriptions exploring this shift in perception among the 11 focal students, providing the evidence necessary to support the effectiveness of the intervention. Results suggested the possibilities for improved teamwork in the classroom.
ContributorsZuniga, Alison Kara (Author) / Bertrand, Melanie (Thesis advisor) / Buss, Ray (Committee member) / Caruso, David (Committee member) / Arizona State University (Publisher)
Created2019
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Description
This dissertation examines the first impressions that occur between Deaf consumers and American Sign Language (ASL)/English interpreters prior to a healthcare appointment. Negative first impressions can lead to a disconnect or loss of trust between Deaf consumers and interpreters and increase the risk for Deaf consumers to receive inadequate healthcare.

This dissertation examines the first impressions that occur between Deaf consumers and American Sign Language (ASL)/English interpreters prior to a healthcare appointment. Negative first impressions can lead to a disconnect or loss of trust between Deaf consumers and interpreters and increase the risk for Deaf consumers to receive inadequate healthcare. The recognition of this risk led to an action research study to look at barriers to successful interactions between ASL/English interpreters and Deaf consumers. The mixed methods research design and associated research questions discovered factors and perceptions that contributed to the disconnect and subsequently informed a 10-week intervention with a small group of ASL/English interpreters and Deaf consumers. The factors that influence connection are system related and a lack of a standardized approach to using name badges, missing or incorrect appointment details, and an inconsistent protocol for interpreter behavior when a healthcare provider leaves the room. The intervention allowed the interpreter participants to generate solutions to mitigate these barriers to connection and apply them during the 10 weeks. Deaf consumer feedback was gathered during the intervention period and was used to modify the generated solutions. The generated solutions included re-design of an interpreter referral agency’s name badge, using small talk as a way to learn information about the nature of the healthcare appointment and proactively discuss procedures when a healthcare provider leaves the exam room. These solutions resulted in a positive influence for both interpreters and Deaf consumers and an increase of trust and connection. The findings of this study show new approaches that create a connection between interpreters and Deaf consumers and may lead to more satisfactory healthcare interactions for Deaf consumers.
ContributorsCovey von Pingel, Teddi Lynn (Author) / Bertrand, Melanie (Thesis advisor) / Bernstein, Katie A (Committee member) / Roberson, Len (Committee member) / Arizona State University (Publisher)
Created2019
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Description
Since the genesis of the long experimental project known as the United States of America, the country has invested in the creation, implementation and maintenance of exclusionary policies and practices which have effectually denied whole and equitable access to educational spaces for Black children. These conventions have presented in a

Since the genesis of the long experimental project known as the United States of America, the country has invested in the creation, implementation and maintenance of exclusionary policies and practices which have effectually denied whole and equitable access to educational spaces for Black children. These conventions have presented in a myriad of ways from: ignorance compulsory laws, segregation, disparate rates of school suspensions and expulsions, school closures, school funding inequities, denial of access to rigorous classes, burdensome school admissions policies and the disproportionate funneling of Black children into disabled and low-track class designations. Throughout this constant contortion of approaches to educational exclusion, Black mothers have had to guide, cover and encourage their children as they navigate these barriers and dodge the pitfalls of educational removal. This critical ethnographic oral history seeks to investigate the ways that a grassroots community organizing group led by a cadre of Black othermothers, known as the Aurora Coalition of Black Mothers, strategize to challenge the educational structures that support pushout and the continued exclusion of Black children from schools. Employing the frames of Critical Race Theory, BlackCrit and Black Feminist Thought, this study seeks to interrogate the following overarching concerns: 1) How does the mothers’ standpoint affect their response to school system inequities. 2)What is the influence of their efforts towards school equity? What is revealed is the mothers’ ability to employ a strategic wisdom that acknowledges the limits of systems change, perseveres against the intractability of White supremacy and works towards a freer Black education future for their children.
ContributorsDemps, Dawn M. (Author) / McGuire, Keon (Thesis advisor) / Nakagawa, Kathryn (Thesis advisor) / Bertrand, Melanie (Committee member) / Sampson, Carrie (Committee member) / Stovall, David (Committee member) / Arizona State University (Publisher)
Created2021