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- Creators: Division of Teacher Preparation
Description
"Maybe it's hatred I spew, Maybe it's food for the spirit." "I was not born under a rhyming planet." One of the above quotes is by the famous poet William Shakespeare and the other is by famous rap artist, Eminem. In modern society, many students view the works of artists like Eminem to be understandable and even relatable, while the works of classic poets like Shakespeare are a foreign language. However, when the lines are isolated from their entirety, it is very hard to determine the author of each. This Creative Project focuses on how we can use the works of modern lyricists to help teach the works of traditional literature. Not all students are fond of poetry and many of them view literary analysis as a tedious activity. However, almost everyone enjoys listening to music. This Creative Project shows how listening and interpreting modern song lyrics can be used as a tool to teach literary analysis. One of the main reasons students have difficulty with literary analysis is that they have trouble relating to the wording and style of the literature. By analyzing works more familiar to them (i.e. Kendrick Lamar, The Beatles, or Bob Dylan) the skills will be more easily transferable to analyzing traditional literature. The idea that songwriters can be comparable to famous poets has been picking up traction in recent years. In fact, in 2016, Bob Dylan, American singer and songwriter, was awarded the Nobel Prize for Literature breaking a trend of novels being awarded. This project's goal is to create a class unit for high school English students that teaches analytical skills for contemporary texts (i.e. modern song lyrics). In addition, a unit was created that used the analysis of contemporary lyrics in a middle school Social Studies course. This differentiation shows that development of literary analysis skills are applicable to subjects other than English Literature.
ContributorsCramer, Philip (Co-author) / Weinstein, Julian (Co-author) / Bjork, Robert (Thesis director) / Green, Randell (Committee member) / W. P. Carey School of Business (Contributor) / Department of Supply Chain Management (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05
Description
Current funding for education is largely dependent on property taxes and as a result, there is an inequitable access to resources from school district to school district. This paper addresses this inequity by providing an analysis on the consolidation of school districts. The analysis includes case studies from multiple states, a literature study on existing research on consolidation, and a proposal for the state of Arizona, the state where this paper originates. Overall, this paper acknowledges that consolidation is not a universal solution to educational inequity and the successful implementation of this process. Rather, it is a way to reduce the gap.
ContributorsFu, Angela (Author) / Ludlow, Carlyn (Thesis director) / Clausen, Jennifer (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
This project examined the need for Science, Technology, Engineering, and Math (STEM) activities within a specific modality (centers) and their potential influence on elementary students with a particular emphasis on gender. STEM is an interdisciplinary curriculum that seeks to seamlessly incorporate science, technology, engineering, and math. Due to the increasing demand for STEM professions and proficiency within each aspect, the education system and individual educators require lessons and modalities that motivate learning in each of these areas. Administrators and teachers need creative ways to provide effective STEM implementation. Currently, the education system as a whole lacks creative and motivating material for these four domains. Not only this, but there has been a misunderstanding in regard to what effective STEM implementation entails, as well as a dearth of classroom ready lessons for educators. As a result, this thesis project developed a way to implement STEM through the use of learning centers. Learning centers are defined as designated areas within a classroom that allow easy access to a variety of learning materials. Within these centers are activities that reinforce concepts by using inquiry-based learning. Learning centers are effective in developing additional concepts or providing students with a greater breadth of knowledge on a concept. This thesis project developed three STEM learning center activity boxes and two STEM learning center outlines. Creating effective STEM learning centers and outlines was a multistep process. The first step was to develop a 3E lesson plan for each activity. Once the lesson plans were revised and complete, the creation of the three activity boxes was next. To create the activity boxes, all the required materials and worksheets were gathered and printed. From there, the next step was to implement the learning centers in a classroom to observe the results and propose any modifications. Afterwards, a reflection detailing the results and modifications was made. In the end, the goal of this project was to develop easily implemented STEM activities for my future classroom. Coming up with a creative way to get kids curious and excited about STEM is key in building STEM awareness. Not only did my project create STEM activities I can implement, but it also allowed me the opportunity to share my activities with other teachers. As a result, influencing the spread of STEM amongst future and current teachers.
ContributorsSchott, Nicole Elizabeth (Author) / Walters, Molina (Thesis director) / Oliver, Jill (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
The levels of student-perceived anxiety and attention in the Italian language classroom were evaluated. The central evaluation focused on the differences between how students experience anxiety and attention between Italian language and non-language courses. First-year Italian language students were surveyed using a self-report measure to identify individual levels of anxiety and attention during Elementary Italian I (ITA 101) courses compared to their experiences in non-language 100-level courses. A total of 65 responses were collected from the ITA 101 students of four different professors at Arizona State University. It was hypothesized that students experience more anxiety and pay greater attention during language courses in comparison to non-language courses. However, the differences between how students experienced both attention and anxiety across language and non-language course types was not significant. Using the demographic and supplementary questions from the survey, the differing experiences of students with or without previous language experience were examined. The results suggest a significant relationship between students with language experience and how they experience attention in Italian language courses. Additionally, statistical analysis suggests that students experience anxiety differently in Italian language courses dependent on previous second language experience. Implications for language course prerequisites were identified and suggest that it is beneficial for students to have prior second language experience before enrolling in Italian courses. Suggestions for future research were made, including a suggestion for additional research to explore how anxiety and attention may differ in higher-level language courses in addition to a suggestion for creating a more reliable and valid survey for testing classroom anxiety and attention levels.
ContributorsHoren, Sophia Louise (Author) / Dal Martello, Chiara (Thesis director) / Dell'Anna, Antonella (Committee member) / School of Social Work (Contributor) / Division of Teacher Preparation (Contributor) / School of International Letters and Cultures (Contributor) / School of Public Affairs (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
DescriptionDisability Resource and Counseling centers were interviewed across universities and high schools regarding how they accommodate twice exceptional students in giftedness and emotional behavioral disorders. This study highlights the services available to 2e students and provides effective accommodations and support solutions.
ContributorsGraham, Abigail Rose (Author) / Cocchiarella, Martha (Thesis director) / Harris, Pamela (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
Description
In recent education trends, an emphasis has been placed on teaching students in STEM (Science, Technology, Engineering, and Mathematics) disciplines. Many researchers have advocated for integrating Arts education as well, changing STEM education to STEAM (STEM + Arts) education. This paper describes an original 8th Grade physics curriculum integrating Science, Technology, Engineering, Arts, and Mathematics (STEAM). The curriculum was designed to teach core science concepts through inquiry and dance activities. The curriculum uses the 5E inquiry format, specifically using dance and movement activities to elaborate on the learned science content. The unit curriculum is designed to be implemented in an 8th Grade science classroom based on best practices in Science Instruction and Dance Education. The curriculum was not implemented as a research study this year, but is designed to support research in the future. The curriculum was however presented to Term 6 Pre-service Teachers in Mary Lou Fulton Teacher's College at ASU, whom evaluated the effectiveness of the lessons and offered feedback. This paper includes a review of current literature on STEAM education and dance integration, rationale for the curriculum's 5E Format and dance integration, the entire physics unit curriculum in 5E format, Pre-service Teacher feedback, and implications for a future research study with the unit curriculum.
ContributorsHarris, Carson Donald (Author) / Chen, Ying-Chih (Thesis director) / Atkinson, Laura (Committee member) / Division of Teacher Preparation (Contributor) / School of Film, Dance and Theatre (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
Description
Clean and accessible drinking water is a crucial and limited resource. As the world's population grows and demand increases, water resources will become more limited. This project aims to educate students on water resources, drinking water, and how biomimicry can allow society to improve its water usage. The project consists of a ten day unit plan which addresses several water topics such as: the various uses of water, water distribution, where drinking water comes from, the water treatment process, and more. After establishing background knowledge on water and surrounding issues, the students will be challenged to design a water bottle using biomimicry. Biomimicry is looking at nature to draw and inspire solutions to human problems. This unit has been optimized for use by elementary teachers. The ten day unit consists of a lesson summary, objectives, standards, and recommended activities for each day. Of the ten days, three lesson plans were fully developed using the 5E format. The research supporting this project is compiled in the following report.
ContributorsSalik, Rachael (Co-author) / Burke, Aurora (Co-author) / Walters, Molina (Thesis director) / Larson, Kelli L. (Committee member) / Civil, Environmental and Sustainable Engineering Programs (Contributor) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
Description
Students with autism spectrum disorders (ASD) are increasingly included in general education and are expected to access core content, including science. Development of science content knowledge, scientific literacy, and scientific thinking are areas emphasized in legislation as well as the National Science Education Standards (NSES) as critical for all students. However, participation in science inquiry and discourse is often challenging for students with ASD given their difficulties with communication. Moreover, evidence on teaching academic content, such as science, to students with disabilities is limited. This comprehensive literature review synthesized ten studies of science intervention strategies for students with ASD. Findings suggest that students struggle with obtaining and retaining the background knowledge and strenuous vocabulary necessary to be successful with science content. Though studies related to instructional interventions in science for students with ASD are limited, these students can benefit from direct instruction through the implementation of supplementary materials such as e-texts, graphic organizers, and scripted lessons. Although there is not much research that supports inquiry-based practices, these interventions engage and assist students in the science curriculum by providing hands-on explorations with the material. Evidence-based practices for interventions in science for students with ASD have focused on direct instruction and inquiry-based practices. Direct instruction elicits explicit strategies in delivering science content concretely and directly. Many direct instruction approaches deal with the incorporation of visual supports and supplementary material to guide in student retention and access of complex ideas and terminology. Through direct instruction, the teacher facilitates and leads instruction to benefit the acquisition of science background knowledge. Contrastingly, inquiry-based practices encourage independent learning and hands-on explorations. While science is frequently inquiry-based in the general education setting, the communication challenges for students with ASD may contribute to difficulties with interactions and collaborations among peers within an inquiry lesson. Future implications include the need for additional, empirically-supported interventions in science for students with ASD and the need to target more inquiry-based science interventions for this population.
ContributorsFrankel, Ashleigh Jeanne (Author) / Barnett, Juliet (Thesis director) / Farr, Wendy (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
Description
Critical thinking has driven pedagogical development and captured the attention of educators for years and is now an important focus in classrooms today (Fahim, 2014, p. 141). Common core and STEM education are both impressive additions to the educational process and practice and exist to encourage students to ask questions, analyze information, and create their own solutions or ideas. During my time studying education at Arizona State University, I noticed that a majority of references to critical thinking were in conjunction to STEM subjects. In this study, I explore and defend the benefit of using classical literature to promote critical thinking in 21st century classrooms. Included in this study is a section of curriculum during a unit studying the novel The Great Gatsby that is centered around developing critical thinking and problem solving skills.
ContributorsSherry, Alyssa Lyn (Author) / Smudde, Christopher (Thesis director) / Esch, Mark (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
Description
The principles of transformational play challenge the assumption that learning and "real life" are inherently separate spheres, and instead, intimately connect the two spheres by integrating the often separate treatment of person, content, and context. By positioning person, content, and context in a way that traditional learning environments cannot, transformational play puts students in the role of active protagonists in their own learning and positions them to use their growing knowledge to make authentic choices that can affect problems they face in reality and thereby transform: the circumstances of their lives, the way they understand knowledge as a functional asset, and the way they see themselves as agents with the ability to act and create change. This can be especially empowering to students who have thus far been facing a feeling of hopelessness or powerlessness in their lives. Teachers can apply the concepts behind transformational play throughout the learning process to improve the consequentiality of students' learning experiences.
ContributorsCurtis, Camryn (Author) / Barab, Sasha (Thesis director) / Arici, Anna (Committee member) / School of Historical, Philosophical and Religious Studies (Contributor) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2017-12