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Description
This dissertation uses constructivist pedagogy to teach acting via Practical Aesthetics, a system of actor training created in the mid/&ndash1980s; by David Mamet and his college acting students. Primarily taught at the Atlantic Theatre Acting School in New York City, Practical Aesthetics has been the focus of little academic research. The same lack of research regarding constructivist pedagogy exists in academic theatre scholarship. The author takes a step toward rectifying this situation. Using an action research methodology, based on approximately thirteen years of teaching experience, the author suggests that Practical Aesthetics and his accompanying voice and movement exercises can be effective in training novice actors. The author melds theory and practice into the educational approach called Praxis to create specific detailed lesson plans which can be used to implement Practical Aesthetics. These lessons constitute primary research on this topic. Compatible voice and movement exercises are also included to provide a comprehensive semester length digest. The first chapter is an introduction, the second outlines Practical Aesthetics, the third focuses on constructivism, the fourth discusses teaching acting using Constructivist Learning Design, the fifth provides narrative lessons that can be used in the classroom, and the closure provides a review as well as suggestions for further research. An intriguing point made in the closure is a call for studies that might determine Practical Aesthetics' applicability and usability in other fields such as law, business, politics, public speaking, and even non-profit work. Although the primary audience for this dissertation is secondary school and college acting instructors, any scholar studying acting theory or constructivist pedagogy may find value in its contents.
ContributorsDobosiewicz, Troy L. (Author) / Saldana, Johnny (Thesis advisor) / Etheridge Woodson, Stephani (Committee member) / Eckard, Bonnie (Committee member) / Arizona State University (Publisher)
Created2014
Description
The purpose of this survey study was to collect data from pre-K-12 educators in the U.S. regarding their perceptions of the purpose, conceptions, use, impact, and results of educational research. The survey tool was based on existing questionnaires and case studies in the literature, as well as newly developed items. 3,908 educators in a database developed over 10+ years at the world's largest education company were sent a recruiting email; 400 elementary and secondary teachers in the final sample completed the online survey containing 48 questions over a three-week deployment period in the spring of 2013. Results indicated that overall teachers believe educational research is important, that the most important purpose of research is to increase effectiveness of classroom practice, yet research is not frequently sought out during the course of practice. Teachers perceive results in research journals as the most trustworthy yet also perceive research journals the most difficult to access (relying second-most often for research via in-service trainings). These findings have implications for teachers, administrators, policy-makers, and researchers. Educational researchers should seek to address both the theoretical and the applied aspects of learning. Professional development must make explicit links between research findings and classroom strategies and tactics, and research must be made more readily available to those who are not currently seeking additional credentialing, and therefore do not individually have access to scholarly literature. Further research is needed to expand the survey sample and refine the survey instrument. Similar research with administrators in pre-K-20 settings as well as in-depth interviews would serve to investigate the "why" of many findings.
ContributorsMahoney, Shawn (Author) / Savenye, Wilhelmina (Thesis advisor) / Nelson, Brian (Committee member) / Atkinson, Robert (Committee member) / Arizona State University (Publisher)
Created2013
Description
Public demands for accountability and educational change are at an all-time high. No Child Left Behind set the stage for public accountability of educators and the recently created Race to the Top grant raised the stakes of public school accountability even more with the creation of national standards and assessments as well as public accountability of individual teacher performance based on student test scores. This high-stakes context has placed pressure on local schools to change their instructional practices rapidly to ensure students are learning what they need to in order to perform well on looming Partnership for Assessment of Readiness for College and Careers (PARCC) exams. The purpose of this mixed methods action research study was to explore a shared leadership model and discover the impact of a change facilitation team using the Concerns Based Adoption Model tools on the speed and quality of innovation diffusion at a Title One elementary school. The nine-member change facilitation team received support for 20 weeks in the form of professional development and ongoing team coaching as a means to empower teacher-leaders to more effectively take on the challenges of change. Eight of those members participated in this research. This approach draws on the research on change, learning organizations, and coaching. Quantitative results from the Change Facilitator Stages of Concern Questionnaire were triangulated with qualitative data from interviews, field notes, and Innovation Configuration Maps. Results show the impact on instructional innovation when teacher-leadership is leveraged to support change. Further, there is an important role for change coaches when leading change initiatives. Implications from this study can be used to support other site leaders grappling with instructional innovation and calls for additional research.
ContributorsCruz, Jennifer (Author) / Zambo, Debby (Thesis advisor) / Foulger, Teresa (Committee member) / Tseunis, Paula (Committee member) / Arizona State University (Publisher)
Created2014
Description
Past experiences influence how teachers identify as teachers, writers, and teachers of writing and impacts what they do in their classrooms, including their motivation and effectiveness in teaching writing. When teachers fail to identify as writers, they tend to spend less time teaching writing and may find it difficult to model a genuine passion and love for writing. Because of this, it is important to address the writing identities of preservice teachers before they enter their own classrooms. The purpose of this mixed methods study was to investigate and address preservice teachers' identities as teachers, writers, and teachers of writing using an adaptation of a visual literacy strategy known as full circling. Quantitative data were collected through a pre- and post Teacher/Writer Identity Survey and qualitative data were collected through classroom discourse transcripts, student reflective journals, field notes, and the researcher's reflective journal. Data analysis included a t-test comparison of pre- and post survey results and open and axial coding of qualitative data to establish major themes from emerging codes. The following conclusions were derived from the data: a) past experiences in writing affected the writing identities of the preservice teachers in the study; b) the full circling process provided a means for the preservice teachers to build knowledge on the traits and skills of effective teachers, writers, and teachers of writing; and, c) through full circling the preservice teachers demonstrated shifts in their identities as teachers, writers, and teachers of writing. Findings provided evidence that using a full circling strategy assisted preservice teachers in uncovering their identities as teachers, writers, and teachers of writing.
ContributorsHodgins, Ann (Author) / Zambo, Debby (Thesis advisor) / Hansen, Cory (Committee member) / Galligan, Gayle (Committee member) / Arizona State University (Publisher)
Created2014
Description
Teacher learning in the workplace is situated within a complex context involving the individual and multiple aspects of an educational organization. The present action research study uses a socio-constructionist inquiry lens to further research the local and multifaceted nature of professional learning in schools. The goal is to re-conceptualize professional development away from reductionist approaches that assume teacher practice can be isolated, packaged, and directly transferable into the classroom. The present study examines how lesson study can structure interdisciplinary professional learning to address the current gap in the literature regarding professional development of secondary specialty teachers. Five teachers participated in two lesson study cycles for a period of 13-weeks. This study focused on how teachers co-construct pedagogical knowledge and the extent to which they make changes to their practice. Using a sequential mixed methods research design, this study collected qualitative and quantitative data in three phases. In the initial phase, participants completed a demographical survey and shared a digital ethnography of their philosophy of teaching. Phase two consisted of video recordings for two lesson study cycles. Phase three involved a second survey and semi-structured interviews. Classroom observations were conducted during the first and last phase of the study. All qualitative data was analyzed inductively using open and thematic coding. Cross-case analysis was employed at the analysis stage to integrate data tools for the purpose of complementarity. Results suggest lesson study was an effective, job-embedded model that supports active and continuous professional development that is sustained and transferrable to the classroom. The type of disposition reported and displayed by teachers changed positively over time having transformational effects in the depth of relationships among teachers, increasing co-creation of pedagogical knowledge, and increasing reflectiveness. Teachers' level of openness to learning related to higher levels of effective practices implemented during lessons. Further research is needed to examine the ways in which teacher disposition influences professional learning when secondary specialty teachers engage in lesson study.
ContributorsMesa-Lema, Liliana (Author) / Carlson, David L. (Thesis advisor) / Barnard, Wendy (Committee member) / Medrano, Juan (Committee member) / Arizona State University (Publisher)
Created2014
Description
ABSTRACT This qualitative study examines how high school art teachers conceive of being a good art teacher. Motivated by my own experiences as an art teacher, I designed this study to add teachers' voices to the conversation surrounding quality in education. My research design included a narrative strand and an arts-based strand. In the narrative strand, I interviewed and observed 12 high school art educators from a major city in the southwest. I conducted an autoethnographic reflection exploring my connection to the research topic and research process. In the arts-based strand I used fiber-arts to further understand my topic. I wrote this dissertation using a narrative approach, blending the traditional research format, voices of participants, and my autoethnographic reflection. I included the results of my arts-based approach in the final chapter. Findings suggest that the teachers in this study conceptualize being a good art teacher as a process of identity construction. Each of the teachers understood what it meant to be a good art teacher in unique ways, connected to their personal experiences and backgrounds. As the teachers engaged in identity work to become the kind of art teacher they wanted to be, they engaged in a process of identity construction that consisted of four steps. I propose a model of identity construction in which the teachers chose teaching practices, evaluated those practices, identified challenges to their identities, and selected strategies to confirm, assert, or defend their desired identities. The findings have implications for teachers to become reflective practitioners; for teacher educators to prepare teachers to engage in reflective practices; and for administrators and policy makers to take into account the cyclical and personal nature of identity construction. This study also has implications for further research including the need to examine the dispositions of art teachers, teachers' evolving conceptions of what it means to be a good art teacher, and the effect labeling teachers' quality has on their identity construction.
ContributorsAndrelchik, Hillary (Author) / Erickson, Mary (Thesis advisor) / Young, Bernard (Committee member) / Margolis, Eric (Committee member) / Arizona State University (Publisher)
Created2014
Description
Objective. Both the civic education literature and the political ambition literature leave a gap in addressing the impact of political science coursework on political ambition. I address this gap by specifying the relationships between civic education, political knowledge, and political ambition. Methods. I employ paired t tests, chi-square tests, and Fisher's exact probability tests on an original dataset of 174 paired pre- and post-test survey responses. My survey improves upon prior works in the ambition literature (Fox and Lawless 2013) by virtue of its field experiment design. Results. My findings indicate that political science coursework has a positive impact on political knowledge, but only among women, and that political science coursework has a negative impact (among women) on one of the most valid measures of political ambition—how likely one is to run for office in the future. Conclusions/Implications. The results have negative normative implications for those trying to use political education as an instrument to reduce the gender gap (see Lawless and Fox 2010, Fox and Lawless 2013) in political ambition. This suggests the need to explore further options for increasing political ambition, particularly among women.
ContributorsWiezel, Adi (Author) / Kittilson, Miki (Thesis advisor) / Fridkin, Kim (Committee member) / Woodall, Gina (Committee member) / Arizona State University (Publisher)
Created2014
Description
Most educators believe that parental involvement and parental satisfaction with their children's school are key ingredients as to how each student will learn and become academically successful. Children learn best when significant adults are involved in their learning--parents, teachers, and other family and community members. The purpose of this quantitative study was to identify the factors that influence the extent of parental involvement in their children's school, to identify parental attitudes, and to identify perceptions of barriers as to parental involvement. Eight questions with subquestions compiled in a survey were responded to by 196 parents of children in two Arizona elementary schools adjacent to the Navajo Reservation having a combined total of 586 students whose ethnicities were Native American, White non-Hispanic, and Hispanic. One school had a state letter grade of A; the other a C. The survey data inquired as to demographic characteristics, how the parents were involved in their child's school, the level of communication with their child's school, satisfaction as to the school's expectations of their child, parent participation in decision-making, parents' image of the school, parents feeling welcomed in their child's school, and barriers faced as to involvement in their child's school. Parents' reasons for non-participation in school activities were in the areas of child-care, transportation, or not receiving announcements in a timely manner. Less than half of the parents responded that their child's principal responded to their concerns. However, more than half of the parents thought they were provided with excellent communication; three-fifths of parents responded that their schools held high expectations from their children. More than half of the parents felt welcomed by the front office, felt that the principal made parents feel welcomed, that their child's teacher made them feel welcomed; that the teachers responded to parents' concerns. More than half indicated that parents were provided specific strategies and necessary material for helping their child's learning. More research needs to be conducted to obtain the perceptions of Native American parents in the surrounding school districts adjacent to the Navajo Nation.
ContributorsBegay, Jonnye Kaibah (Author) / Spencer, Dee Ann (Thesis advisor) / Appleton, Nicholas A. (Thesis advisor) / Yazzie, Lamont L. (Committee member) / Arizona State University (Publisher)
Created2013
Description
This dissertation consists of three essays that broadly deal with the international economics and development. The first chapter provides empirical evidence of the prevalence and importance of intangible capital transfer within multinational corporations (MNCs). Using a unique data set of Korean multinational foreign affiliates, I find that most of the foreign affiliates have managers transferred from their parent, while almost half are isolated from the parent in terms of physical trade. Furthermore, the transferred managers are positively associated with labor productivity, while physical trade from the parent is less so. I consider two possibilities for this productivity effect: (1) the managers transferred from the parent are simply more efficient than native managers; and (2) they provide knowledge that increases the productivity of all inputs. I find that the latter is consistent with the data. My findings provide evidence that transferring managers from the parent is a main source of benefit from foreign direct investment (FDI) to foreign affiliates because the managers transfer firm-specific knowledge. The second chapter analyzes importance role of service or other sectors for economic growth of manufacturing. Productivity in agriculture or services has long been understood as playing an important role in the growth of manufacturing. In this paper we provide an endogenous growth model in which manufacturing growth is stimulated by the non-manufacturing sector that provides goods used for both research and final consumption. The model permits to evaluatation of two policy options for stimulating manufacturing growth: (1) a country imports more non-manufacturing goods from a foreign country with a higher productivity; or (2) the country increases productivity of domestic non-manufacturing. We find that both policies increase welfare of the economy, but depending on the policy the manufacturing sector responses differently. Specifically, employment and value added in manufacturing rise with policy (1), but contract with policy (2). Therefore, specialization through importing non-manufacturing goods explains how some Asian economies experience fast growth in the manufacturing sector without progress in the other sectors. The third chapter tests for the importance of composition effects in affecting levels and changes of education wage premiums. In this paper I revisit composition effects in the context of Korea. Korea's large and rapid expansion of education makes it an ideal place to look for composition effects. A large, policy-induced increase in attainment in the 1980s offers additional scope for identifying composition effects. I find strong evidence that the policy-induced expansion of education lowered education wage premiums for the affected cohorts, but only weak evidence that the trend expansion of education lowered education wage premiums.
ContributorsCho, Jaehan (Author) / Silverman, Daniel (Thesis advisor) / Prescott, Edward C. (Committee member) / Schoellman, Todd (Committee member) / Arizona State University (Publisher)
Created2014
Description
ABSTRACT Education policymakers at the national level have initiated reforms in K-12 education for that past several years that have focused on teacher quality and teacher evaluation. More recently, reforms have included legislation that focuses on administrator quality as well. Included in far-reaching recent legislation in Arizona is a requirement that administrators be evaluated on a standards-based evaluation system that is linked to student outcomes. The end result is an annual summative measure of administrator effectiveness that impacts job retention. Because of this, Arizona administrators have become concerned about rapidly becoming proficient in the new evaluation systems. Administrators rarely have the explicit professional development opportunities they need to collaborate on a shared understanding of these new evaluation systems. This action research study focused on a group of eight administrators in a small urban district grappling with a new, complex, and high-stakes administrator evaluation that is a component of an all-encompassing Teacher Incentive Fund Grant. An existing professional learning time was engaged to assist administrators in lessening their concerns and increasing their understanding and use of the evaluation instrument. Activities were designed to engage the administrators in dynamic, contextualized learning. Participants interacted in a group to interpret the meaning of the evaluation instrument share practical knowledge and support each other's acquisition understanding. Data were gathered with mixed methods. Administrators were given pre-and post-surveys prior to and immediately after this six-week innovation. Formal and informal interviews were conduct throughout the innovation. Additionally, detailed records in the form of meeting records and a researcher journal were kept. Qualitative and quantitative data were triangulated to validate findings. Results identified concerns and understanding of administrators as they attempted to come to a shared understanding of the new evaluation instrument. As a result of learning together, their concerns about the use of the instrument lessened. Other concerns however, remained or increased. Administrators found the process of the Administrator Learning Community valuable and felt their understanding and use of the instrument had increased. Intense concerns about the competing priorities and initiatives led to the administrators to consider a reevaluation of the competing initiatives. Implications from this study can be used to help other administrators and professional development facilitators grappling with common concerns.
ContributorsEsmont, Leah W (Author) / Wetzel, Keith (Thesis advisor) / Ewbank, Ann (Thesis advisor) / McNeil, David (Committee member) / Arizona State University (Publisher)
Created2014