Matching Items (98)
Filtering by

Clear all filters

151622-Thumbnail Image.png
Description
The rise in the number of students found to have autism has been staggering over the past ten years. Accommodating these students effectively and appropriately in a public school is a challenge many teachers are deemed with, sometimes without adequate training. This study was aimed at affecting the underlying social

The rise in the number of students found to have autism has been staggering over the past ten years. Accommodating these students effectively and appropriately in a public school is a challenge many teachers are deemed with, sometimes without adequate training. This study was aimed at affecting the underlying social misunderstandings inherent to students with Autism Spectrum Disorder and an at-risk general education peer through a comprehensive intervention consisting of peer mentoring, interactive social stories and video modeling strategies. Observations, student interviews, vignettes and student and researcher journals served as data sources. Three fourth grade boys, including a student with autism, a peer with behavioral concerns and a model peer, participated in an intervention designed using a multiple baseline across behaviors. The target students, including the student with autism and the peer with behavioral concerns increased their ability to demonstrate three distinctive skills, attending to task, raising hand and academic responding. Analysis of the data also showed an overall increase in levels of engagement and motivation. Strong friendships developed among all three participants. Implications suggest that a comprehensive approach is effective in reducing unwanted social behaviors and promoting positive social skills and gives further insight into the target students' motivation.
ContributorsZamora, Roxanne N (Author) / Puckett, Kathleen (Thesis advisor) / Warren, Gina M (Committee member) / Mathur, Sarup (Committee member) / Hart, Juliet (Committee member) / Arizona State University (Publisher)
Created2013
153361-Thumbnail Image.png
Description
Arcadia Elementary School is an urban Title 1 school that serves 800 students in kindergarten through eighth grade. The school uses a commercial program called Make Your Day to manage student behavior. This program, aligned to the tenets of Positive Behavior Interventions and Supports (PBIS), meets the needs of most

Arcadia Elementary School is an urban Title 1 school that serves 800 students in kindergarten through eighth grade. The school uses a commercial program called Make Your Day to manage student behavior. This program, aligned to the tenets of Positive Behavior Interventions and Supports (PBIS), meets the needs of most students but not the most frequent classroom disruptors. This mixed methods participatory action research study explores the how an understanding of a frequently disruptive student's ecology can lead to more effective support and improved behavioral outcomes. The Behavior Intervention Team process consists of effective data tracking tools and practices and a team-based, data-driven approach to student behavior analysis and is a model for how urban schools can leverage existing resources to better support disruptive students.
ContributorsBartanen, Peter (Author) / Puckett, Kathleen (Thesis advisor) / Mathur, Sarup (Committee member) / Halpert, Michael (Committee member) / Arizona State University (Publisher)
Created2015
150300-Thumbnail Image.png
Description
Effectively educating students with autism is a necessary element in providing all students with a free and appropriate public education, and as the number of students diagnosed with an autism spectrum disorder continues to increase in both public and private educational settings, providing successful and satisfactory professional development opportunities in

Effectively educating students with autism is a necessary element in providing all students with a free and appropriate public education, and as the number of students diagnosed with an autism spectrum disorder continues to increase in both public and private educational settings, providing successful and satisfactory professional development opportunities in the area of autism is becoming increasingly essential. This study explored the experiences of twenty-three educators in a suburban southwest K-12 public school district, as they participated in a fifteen-hour professional development course in an online or face-to-face format, and collaboratively problem-solved their challenges in educating students with autism. Qualitative data was collected from participants' weekly written reflections and comments from a pre- and post-survey on attitudes, to determine quality of and satisfaction with collaboration in relation to course format. Results indicated that the online format produced higher-quality collaboration when it came to presenting one's own situation(s) to the group, finding group discussions helpful, having enough time to collaborate, providing feedback/suggestions to group members, and perceiving suggestions for one's own situation as helpful (as evidenced by the number of suggestions that participants said they would likely implement). The face-to-face format produced higher-quality collaboration when it came to in-depth problem-solving regarding a situation, implementing suggestions for one's own situation, and relating course content to collaborative activities. Participants' attitudes about using technology as a means of collaboration showed little change overall from pre- to post-survey. Though slight increases in positive attitudes concerning technology were found in various areas, many participants still thought highly of a face-to-face format for collaborative purposes, even after participating in the online professional development course. Findings may be of use to educational institutions developing online or face-to-face professional development opportunities in the area of autism.
ContributorsWozniak, Renee M (Author) / McCoy, Kathleen M. (Thesis advisor) / Puckett, Kathleen (Committee member) / Gehrke, Rebecca (Committee member) / Arizona State University (Publisher)
Created2011
157314-Thumbnail Image.png
Description
Traditionally when the topic of secondary traumatic stress (STS) is discussed, it is often in regard to medical professionals and first responders. People who have STS or compassion fatigue, as it has been renamed, have been defined as people who are dealing with traumatic stress and/or emotional burdens via

Traditionally when the topic of secondary traumatic stress (STS) is discussed, it is often in regard to medical professionals and first responders. People who have STS or compassion fatigue, as it has been renamed, have been defined as people who are dealing with traumatic stress and/or emotional burdens via their “patients.” This study, conducted at a major university in the southwest, measured educators’ perceptions of the extent of their compassion fatigue using the Professional Quality of Life Scale (ProQOL) before and after a voluntary online support training during last four weeks of the semester. Educators who were full time scored better than the educators who worked part time on the three components of the Compassion Fatigue Scale. Results from this study suggest that additional training surrounding compassion fatigue may be needed in the future.
ContributorsLank, Shannon (Author) / Puckett, Kathleen (Thesis advisor) / Shaw, Laura (Committee member) / Rhoden, Stuart (Committee member) / Arizona State University (Publisher)
Created2019
157250-Thumbnail Image.png
Description
Nursing school can be challenging for undergraduate students, largely because they do not know what to expect in terms of the demands of the rigorous academic program. Students who enter the program with unrealistic expectations of the demands, such as underestimated time needed for studying for exams or preparing for

Nursing school can be challenging for undergraduate students, largely because they do not know what to expect in terms of the demands of the rigorous academic program. Students who enter the program with unrealistic expectations of the demands, such as underestimated time needed for studying for exams or preparing for clinical and class time, as well as the emotional toll of time away from family and friends are often challenged with being adequately prepared for the day-to-day experience of nursing school. Once students have been in the program a few semesters, they begin to get the flow of the expectation as well as an understanding of how to manage their time. Unfortunately, if their adjustment period is not quick enough, they can academically or voluntarily withdraw due to the pressures of the demanding curriculum. In order to combat this phenomenon and give students a perspective that can assist them in their adjustment period, a Student Navigator Program (SNP) was implemented at a local community college. Data was collected from experimental and control groups using a mixed methods research design - comparing final grade percentage, performance on a standardized exam, and use of support services. The quantitative data suggest there is no statistical significance in participation in the SNP with the exception of a few select cohorts. The qualitative data suggest the SNP program is helpful at the beginning of the first semester of nursing school. Taken together, the data suggest the SNP can be helpful in the beginning of the semester for willing participants to assist with managing the unknown. Data from this study guides nursing programs as they aim to retain current nursing students through the first semester and progress through the program.
ContributorsBednarek, Salina (Author) / Puckett, Kathleen (Thesis advisor) / Albert, Louis (Committee member) / Hosley, Brenda (Committee member) / Arizona State University (Publisher)
Created2019
133903-Thumbnail Image.png
Description
This honors thesis outlines a method for teaching argument writing in the secondary classroom, including the elements of an argument based upon the Toulmin method, and diverse ways to help students who are all types of learners become engaged and receive the support they need. It includes all elements of

This honors thesis outlines a method for teaching argument writing in the secondary classroom, including the elements of an argument based upon the Toulmin method, and diverse ways to help students who are all types of learners become engaged and receive the support they need. It includes all elements of argument, including evidence, warrants, backing, counterargument, claims, theses, the rhetorical triangle and the rhetorical appeals, including definitions and how they fit together in an argumentative essay. The largest portion of the project is dedicated to activities and resources for teachers based upon all of those elements, along with activities for the writing process as a whole. These activities are based upon the student's individual experience as well as various scholarly resources from leading professionals in the curriculum development field for English Language Arts. This is not meant to be an end-all be-all solution for teaching argument writing, but rather one of many resources that teachers can use in their classroom. This 30-page paper, including references, are condensed into an accessible website for teachers to use more easily. Each tab on the website refers to a different element or focus of the argument writing process, with both a definition and introduction as well as one or more activities for teachers to implement into the classroom. The activities are versatile and general for the purpose of teachers being able to include them into whatever curriculum they are currently teaching. The goal is that they can add argument instruction into what they are already either willingly or being required to teach in an easy and logical way. The website is available for any secondary teachers to use as they see fit at www.teachingargumentwriting.weebly.com.
ContributorsBrooks, Jenna Nicole (Author) / Blasingame, James (Thesis director) / Barnett, Juliet (Committee member) / Division of Teacher Preparation (Contributor) / School of Film, Dance and Theatre (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
134168-Thumbnail Image.png
Description
The SolarSPELL is an offline, ruggedized, digital library, created by Dr. Laura Hosman for the U.S. Peace Corps. It has thousands of pieces of educational content that can be accessed through a self-contained Wi-Fi hotspot on the device itself. Currently, there are more than 200 deployed in several Pacific Island

The SolarSPELL is an offline, ruggedized, digital library, created by Dr. Laura Hosman for the U.S. Peace Corps. It has thousands of pieces of educational content that can be accessed through a self-contained Wi-Fi hotspot on the device itself. Currently, there are more than 200 deployed in several Pacific Island nations. After visiting one of these nations, Tonga, in December of 2016, I learned that almost all of the Peace Corps volunteers stationed around the Pacific Islands suffered from a lack of resources due to a variety of reasons. While the SolarSPELL helps to remedy that, the device is lacking classroom activities and resources for creative work and educational drama. Furthermore, for many students in these environments, schools are for learning information and producing high scores on exams, not for learning about creative strengths and identity. After researching curriculum development and the use of drama in an educational setting, I compiled over 50 pieces of content to include on the SolarSPELL involving art, drama, music, movement, and most importantly, imagination. These resources will allow Peace Corps volunteers to explore additional ways to teach English in their schools, while also creating a classroom environment that allows for creative expression. All the content is compiled into one folder as "Teaching Resources", and is then broken down into seven sub- categories. In the first sub-category, Art Projects, there is a collection of several hands-on projects, many of which involve recyclable or readily available materials. These projects will allow for a greater understanding of conservation and "green" living, concepts that are crucial to the stability of these island nations. The next 5 categories are Drama Readings, Music, Movement, and Video, Group Exercises, Creative Writing, and Worksheets. The second sub- category is a collection of beginner-level "Reader's Theater" scripts. The third sub-category involves music and video to engage students in movement activities. The fourth sub-category is a compilation of group games and activities to help students express themselves and learn social skills. The fifth sub-category includes a collection of activities such as fill-in-the-blank story worksheets and journal prompts which will aid in creative thinking and the practice of the English language. The sixth sub-category involves a collection of worksheets that mainly focus on self-reflection and identity. The seventh and final sub-category, Content Guide and Information, works to explain the benefits of using of drama and creative play in the classroom, as well as strategies teachers can implement in order to further engage their students in dramatic learning and play. Overall, these pieces of content are meant to be used as resources for the Peace Corps volunteers in order to provide alternative ways to practice reading, writing, and speaking the English language, a critical part of education in the Pacific Islands.
ContributorsTaylor, Amanda Nicole (Author) / Hosman, Laura (Thesis director) / McAvoy, Mary (Committee member) / School of Film, Dance and Theatre (Contributor) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor) / School for the Future of Innovation in Society (Contributor)
Created2017-12
134180-Thumbnail Image.png
Description
This creative project created and implemented a seven-day STEM curriculum that ultimately encouraged engagement in STEM subjects in students ages 5 through 11. The activities were incorporated into Arizona State University's Kids' Camp over the summer of 2017, every Tuesday afternoon from 4 to 6 p.m. with each activity running

This creative project created and implemented a seven-day STEM curriculum that ultimately encouraged engagement in STEM subjects in students ages 5 through 11. The activities were incorporated into Arizona State University's Kids' Camp over the summer of 2017, every Tuesday afternoon from 4 to 6 p.m. with each activity running for roughly 40 minutes. The lesson plans were created to cover a myriad of scientific topics to account for varied student interest. The topics covered were plant biology, aerodynamics, zoology, geology, chemistry, physics, and astronomy. Each lesson was scaffolded to match the learning needs of the three age groups (5-6 year olds, 7-8 year olds, 9-11 year olds) and to encourage engagement. "Engagement" was measured by pre- and post-activity surveys approved by IRB. The surveys were in the form of statements where the children would totally agree, agree, be undecided, disagree, or totally disagree with it. To more accurately test engagement, the smiley face Likert scale was incorporated with the answer choices. After implementation of the intervention, two-tailed paired t-tests showed that student engagement significantly increased for the two lesson plans of Aerodynamics and Chemistry.
ContributorsHunt, Allison Rene (Co-author) / Belko, Sara (Co-author) / Merritt, Eileen (Thesis director) / Ankeny, Casey (Committee member) / Division of Teacher Preparation (Contributor) / Harrington Bioengineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2017-12
135214-Thumbnail Image.png
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

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
136662-Thumbnail Image.png
Description
Interaction is key to education, as students who perform their own inquiry into a subject retain information longer. The field of interactive fiction, which emphasizes personal decision making and freedom of choice, is ripe for opportunity as it is relatively simple to develop and deploy to audiences of any size.

Interaction is key to education, as students who perform their own inquiry into a subject retain information longer. The field of interactive fiction, which emphasizes personal decision making and freedom of choice, is ripe for opportunity as it is relatively simple to develop and deploy to audiences of any size. However, few interactive fiction platforms exist with the openness and flexibility required for classroom use. My project attempted to create an interactive fiction platform that can be created for and engaged with by both teachers and students. This led to the creation of an interactive fiction platform that conforms to a variety of requirements, such as openness and compatibility across multiple platforms, and which can display meaningful content. This was accomplished by someone with a content area education background and only limited computer science experience, and shows promise for similar future endeavors.
ContributorsWilley, Kyle Allen (Author) / Bruhn, Karen (Thesis director) / Foy, Joseph (Committee member) / Viles, Rebecca (Committee member) / Barrett, The Honors College (Contributor) / Division of Teacher Preparation (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor)
Created2014-12