Matching Items (22)
Filtering by
- All Subjects: Education
- Creators: Rotheram-Fuller, Erin
- Resource Type: Text
Description
Due to government initiatives, education in the classroom has focused on high stakes test scores measuring student achievement on basic skills. The purpose of this action research study was to augment fourth grade students' knowledge of basic content by teaching greater meaning and depth of understanding--to teach critical thinking using Socratic circles. Using a constructivist approach, a comprehensive plan was designed and implemented that included an age-appropriate platform for argument and inquiry, a process that required critical thinking skills, and allowed the intellectual standards for critical thinking to be developed and measured. Ten students representing the academic levels of the whole class were selected and participated in seven Socratic circles. Over a period of 15 weeks, a mixed methods approach was employed to determine how students were able to apply the intellectual standards to reasoning during Socratic circles, how this innovation provoked participation in student-centered dialogue, and how Socratic circles improved students' evaluation of competing ideas during their reasoned discourse. Results suggested that Comprehensive Socratic Circles increased participation in reasoned discourse. Students' ability to evaluate competing ideas improved, and their application of the intellectual standards for critical thinking to their reasoning increased. Students also increased their use of student-centered dialogue across the sessions. These findings suggest that Socratic circles is a flexible and effective teaching strategy that fosters critical thinking in fourth graders.
ContributorsCleveland, Julie (Author) / Rotheram-Fuller, Erin (Thesis advisor) / Dinn-You Liou, Daniel (Committee member) / Lansdowne, Kimberly (Committee member) / Arizona State University (Publisher)
Created2015
Description
Indigenous students have not been achieving their educational goals similar to other racial and ethnic groups. In 2008 Native American students completed a bachelor's degree at a rate of 38.3% the lowest rate of all racial and ethnic groups and lower than the national average of 57.2%. The high attrition rate of Native students in post-secondary education, nationally, suggests that on-going colonization may be to blame. Much of the research exploring retention strategies found culturally sensitive institutions, family and peer support, supportive relationships with faculty and staff, skill development, and financial aid knowledge were consistent factors for student retention. No studies have examined the effects of cultural workshops as decolonizing practices, however. This action research examined the influence of a series of cultural workshops to address Native student and college community needs. Employing a mixed-methods design, this project framed the cultural workshops within decolonization and historical trauma. Five student participants attended five cultural workshops and completed questionnaires to offer insight into their college behaviors while journals were used to learn about their experiences within the workshops. The results of this study are consistent with the literature. There was no change in relationships as a result of the intervention, but relationships with faculty and staff that mimicked family were reported as important for student success. Participating students were at early stages in the decolonization process but were further along when they had experiences in college with American Indian Studies or faculty. Students felt that colonizing practices at the college must be challenged and Indigenous traditional practices must be integrated to create a culturally competent institution. Additional sessions are recommended to increase data collection and allow participants to develop and share their rich feedback with the college.
ContributorsScott, Mona (Mona C.) (Author) / Rotheram-Fuller, Erin (Thesis advisor) / Vicenti Carpio, Myla (Committee member) / Harper-Marinick, Maria (Committee member) / Arizona State University (Publisher)
Created2018
Description
The purpose of the Inclusive Instruction Program (IIP) action research study was to explore the potential relationship between a new professional development cluster and general education teacher self-efficacy in supporting students with special needs. The IIP was designed to address teacher areas of needs as identified in a prior cycle of action research. During the needs assessment cycle, teachers suggested that they needed help with differentiation, behavior management, collaboration, and progress monitoring. As a result of this information, the IIP study workshops were developed around these topics. The study was grounded in a constructivist framework with aspects of self-efficacy and sensemaking theories being explored. The literature review includes studies centered on professional development for teachers in special education related topics. The IIP study participants included 11 fourth through sixth grade general education teachers. Participants completed a presurvey, attended four workshops over the course of six weeks, and completed a postsurvey. Before each workshop participants wrote journal reflections, and after each of the workshops participants completed feedback forms. Six of the 11 study participants were randomly selected to complete 30-minute individual interviews. The results of the study indicated that providing participants with professional development in special education related topics did increase their self-efficacy. Additionally, study findings revealed that participants made sense of their professional learning with individual reflection and collaboration with peers and administration to further discuss and integrate into their individual practice.
ContributorsOchonogor, Emerald (Author) / McArthur Harris, Lauren (Thesis advisor) / Rotheram-Fuller, Erin (Committee member) / Teyechea McNeil, Nicole (Committee member) / Arizona State University (Publisher)
Created2019
Description
“If you treat an individual as he is, he will stay as he is,
but if you treat him as if he were what he ought to be
and could be, he will become what he ought and could be.”
Johann Wolfgang von Goethe (1749-1832)
Teacher leaders in public education have a great amount of responsibility on their shoulders in today’s political climate. They are responsible for evaluating instruction, improving the teaching force, and raising student achievement. These responsibilities coupled with the day-to-day demands of effectively running a school have caused many teacher leaders to disengage from the true purpose of their work and have lead to retention rates that are less than desirable. This mixed methods action research study was conducted to investigate how participation in L.E.A.D. (Learn. Engage. Act. Discuss.) groups, influenced the self-perceptions teacher leaders have of their ability to engage in the change process at their schools. The innovation was a series of three action-driven sessions aimed at providing the participating teacher leaders with a space to discuss their roles in the change process at their school, their perceived engagement in those processes, and their perceived ability to navigate the technical, normative, and political dimensions of change. The greater purpose behind the design of this innovation was to provide teacher leaders with tools they could utilize that would support them in the realization that their level of engagement was not totally dependent on those around them. Through the L.E.A.D. groups, it became evident that the participating teacher leaders were resilient and optimistic individuals that, despite factors outside of their control demanding their time and energy, were still dedicated to the change process at their schools.
but if you treat him as if he were what he ought to be
and could be, he will become what he ought and could be.”
Johann Wolfgang von Goethe (1749-1832)
Teacher leaders in public education have a great amount of responsibility on their shoulders in today’s political climate. They are responsible for evaluating instruction, improving the teaching force, and raising student achievement. These responsibilities coupled with the day-to-day demands of effectively running a school have caused many teacher leaders to disengage from the true purpose of their work and have lead to retention rates that are less than desirable. This mixed methods action research study was conducted to investigate how participation in L.E.A.D. (Learn. Engage. Act. Discuss.) groups, influenced the self-perceptions teacher leaders have of their ability to engage in the change process at their schools. The innovation was a series of three action-driven sessions aimed at providing the participating teacher leaders with a space to discuss their roles in the change process at their school, their perceived engagement in those processes, and their perceived ability to navigate the technical, normative, and political dimensions of change. The greater purpose behind the design of this innovation was to provide teacher leaders with tools they could utilize that would support them in the realization that their level of engagement was not totally dependent on those around them. Through the L.E.A.D. groups, it became evident that the participating teacher leaders were resilient and optimistic individuals that, despite factors outside of their control demanding their time and energy, were still dedicated to the change process at their schools.
ContributorsSaltmarsh, Sarah Schmaltz (Author) / Liou, Daniel D (Thesis advisor) / Rotheram-Fuller, Erin (Committee member) / Shaw, Ann (Committee member) / Arizona State University (Publisher)
Created2016
Description
Adolescence comes with a multitude of challenges that students must face, while still positively engaging with other students and teachers within the school environment. Eighth grade students, in particular, face issues pertaining to behavior control and behavior problems, which in turn impacts their ability to be successful in a school setting. Cross-Age Mentoring Programs (CAMPs) have been shown to improve youth behavior when youth are matched with individuals who act as positive role models over an extended period of time. The primary function of CAMPs is to assist mentors and mentees in building a strong relationship that consists of trust and empathy, which in turn leads to the ability for mentors to lead mentees towards the achievement of goals.
The purpose of this action research study was to introduce an innovation aimed at helping eighth grade students improve their behavior control and behavior problems. The innovation consisted of a nine-week CAMP that paired eight eighth graders with eight eleventh graders at a charter school in Phoenix, Arizona. Mentors and mentees met twice a week before school with the purpose of addressing the behavior control and behavior problem goals that they co-created. Mixed-method data were collected: the quantitative data collection tools were pre- and post-intervention mentee surveys and teacher weekly behavior reports, and the qualitative data collection tools included mentee and mentor journal entries, researcher observations, and mentoring conversation checklists.
Results showed that mentors and mentees were able to develop positive close personal relationships with one another, as seen in the researcher observations. In addition to the development of positive relationships, researcher observations, and journal prompt entries provided data to support mentees meeting their goals and mentee self-identification of positive improvement in behavior problems and control. Conversely, there were no significant changes in behavior control and behavior problems as reported on the survey and teacher weekly behavior reports. Attendance and retention of students created challenges in accurately assessing the results of this program; however, consistent with the literature, this study suggests that CAMPs should be sustained longer and with consistent attendance to achieve goals.
The purpose of this action research study was to introduce an innovation aimed at helping eighth grade students improve their behavior control and behavior problems. The innovation consisted of a nine-week CAMP that paired eight eighth graders with eight eleventh graders at a charter school in Phoenix, Arizona. Mentors and mentees met twice a week before school with the purpose of addressing the behavior control and behavior problem goals that they co-created. Mixed-method data were collected: the quantitative data collection tools were pre- and post-intervention mentee surveys and teacher weekly behavior reports, and the qualitative data collection tools included mentee and mentor journal entries, researcher observations, and mentoring conversation checklists.
Results showed that mentors and mentees were able to develop positive close personal relationships with one another, as seen in the researcher observations. In addition to the development of positive relationships, researcher observations, and journal prompt entries provided data to support mentees meeting their goals and mentee self-identification of positive improvement in behavior problems and control. Conversely, there were no significant changes in behavior control and behavior problems as reported on the survey and teacher weekly behavior reports. Attendance and retention of students created challenges in accurately assessing the results of this program; however, consistent with the literature, this study suggests that CAMPs should be sustained longer and with consistent attendance to achieve goals.
ContributorsLarson, Melanie (Author) / Rotheram-Fuller, Erin (Thesis advisor) / Zucker, Stanley H. (Committee member) / Bartanen, Peter A. (Committee member) / Arizona State University (Publisher)
Created2017
Description
Many high school students demonstrate an overall lack of interest in science. Traditional teaching methodologies seem to be unsuccessful at engaging students \u2014 one explanation is that students often interpret what they learn in school as irrelevant to their personal lives. Active learning and case based learning methodologies seem to be more effective at promoting interest and understanding of scientific principles. The purpose of our research was to implement a lab with updated teaching methodologies that included an active learning and case based curriculum. The lab was implemented in two high school honors biology classes with the specific goals of: significantly increasing students' interest in science and its related fields; increasing students' self-efficacy in their ability to understand and interpret the traditional process of the scientific method; and increasing this traditional process of objectively understanding the scientific method. Our results indicated that interest in science and its related fields (p = .011), students' self-efficacy in understanding the scientific method (p = .000), and students' objective understanding of the scientific method (p = .000) statistically significantly increased after the lab was administered; however, our results may not be as meaningful as the p-values imply due to the scale of our assessment.
ContributorsCotten, Kathryn (Author) / Hoffner, Kristin (Thesis director) / Stout, Valerie (Committee member) / Lynskey, Jim (Committee member) / Barrett, The Honors College (Contributor) / College of Health Solutions (Contributor)
Created2012-12
Description
Building on research on family communication and forgiveness, this study seeks to understand how families communicate the value and practice of forgiveness. Through semi-structured interviews, the study asks participants to recall their formative conversations and experiences about forgiveness with their family members and to discuss how those conversations influenced their current perspectives on forgiveness. Interviews from five female undergraduate students yielded seven main themes from where individuals learn how to forgive: 1) Sibling conflicts, 2) Family conversations about friendship conflicts, 3) Conversations with Mom, 4) Living by example, 5) Take the high road, 6) “Life’s too short”, and 7) Messages rooted in faith and morality.
ContributorsPrivatsky, Madysen Mae (Author) / Edson, Belle (Thesis director) / Kloeber, Dayna (Committee member) / Hugh Downs School of Human Communication (Contributor) / Watts College of Public Service & Community Solut (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
Stress and anxiety are on the rise in children and adolescents, which may adversely impact their social and emotional development, learning, mental health, level of functioning, and educational success. Compounding this issue is that teachers often lack the preparation to best meet their students’ mental health needs. These associated factors constitute the problem of practice that prompted this action research study, whose purpose is to examine the effectiveness of Stress on Students (SOS)—a series of professional development modules designed to educate teachers on student stress and anxiety. SOS was developed with input from teachers through previous cycles of action research. The modules focus on identifying stress and anxiety among students and intervention strategies to increase teachers’ knowledge and perceived levels of self-efficacy. This study was grounded in the theoretical frameworks of andragogy and self-efficacy theory and employed a concurrent, mixed-methods design. Data were collected through a quantitative pre- and post-test survey instrument and qualitative semi-structured individual interviews. Analytic strategies included paired samples t-tests, descriptive statistics of the pre- and post-test, and multiple coding cycles of the individual interviews. Triangulation of the quantitative and qualitative data confirmed SOS’ effectiveness on teacher participants (n = 6) and provided complementary evidence. Teachers showed an increase in their actual and perceived knowledge about student stress and anxiety post-SOS with similar results pertaining to their perceived levels of self-efficacy in working with students who exhibit stress and anxiety. Additionally, teachers fully participated in SOS and deemed the topic and content to be relevant and valuable.
ContributorsJukins, Brian (Author) / Gee, Elisabeth (Thesis advisor) / Oakes, Wendy P (Committee member) / Rotheram-Fuller, Erin (Committee member) / Arizona State University (Publisher)
Created2021
ContributorsAkanbi, Favour (Author) / Cayetano, Catalina (Thesis director) / Becker, Cynthia (Committee member) / College of Health Solutions (Contributor) / Barrett, The Honors College (Contributor)
Created2021-12
ContributorsAkanbi, Favour (Author) / Cayetano, Catalina (Thesis director) / Becker, Cynthia (Committee member) / College of Health Solutions (Contributor) / Barrett, The Honors College (Contributor)
Created2021-12