Matching Items (97)
Filtering by
- All Subjects: Education
- Genre: Masters Thesis
Description
This study investigates the effectiveness of the use of Concept-Based Instruction (CBI) to facilitate the acquisition of Spanish mood distinctions by second semester second language learners of Spanish. The study focuses on the development of Spanish mood choice and the types of explanations (Rule-of-Thumb vs. Concept-based) used by five students before and after being exposed to Concept-Based Instruction regarding the choice of Spanish mood following various modalities .The students in this study were presented with a pedagogical treatment on Spanish mood choice that included general theoretical concepts based on Gal'perin's (1969, 1992) didactic models and acts of verbalization, which form part of a Concept-Based pedagogical approach. In order to ascertain the effectiveness of the use of concept-based tools to promote the ability to use Spanish mood appropriately over time, a pre and post-test was administered to the group in which students were asked to respond to prompts containing modalities that elicit the indicative and subjunctive moods, indicate their level of confidence in their response, and verbalize in writing a reason for their choice. The development of these abilities in learners exposed to CBI was assessed by comparing pre and post-test scores examining both forms and explanations for the indicative and subjunctive modality prompts given. Results showed that students continued to rely on Rule-of-Thumb explanations of mood choice but they did expand their use of conceptually-based reasoning. Although the quantitative and qualitative analyses of the results indicate that most students did improve their ability to make appropriate mood choices (forms and explanations) after the CBI treatment, the increased use of conceptually-based explanations for their mood choices led to both correct and incorrect responses.
ContributorsBeus, Eric (Author) / Lafford, Barbara (Thesis advisor) / Beas, Omar (Committee member) / Cerron-Palomino, Alvaro (Committee member) / Arizona State University (Publisher)
Created2013
Description
Time adolescents spend in organized or informal skill based activities after school is associated with a variety of positive developmental outcomes. Little is known about how siblings might shape adolescents' motivation to participate in after-school activities. The current study applied the expectancy value model and ecological theory to understand if sibling behaviors were related to adolescents' after-school activities for 34 Mexican origin families. Qualitative and quantitative results suggested siblings engaged in five promoting behaviors (i.e., support, provider of information, role modeling, comparison, co-participation) and three inhibiting behaviors (i.e., babysitting, transportation, and negativity) towards adolescent activity participation. Furthermore, sibling behaviors differed by adolescent characteristics (i.e., cultural orientation, familism, and neighborhood) and sibling characteristics (i.e., gender, age). The results provide evidence of the various promoting and inhibiting socialization behaviors sibling might use to influence adolescents' activity motivation.
ContributorsPrice, Chara Dale (Author) / Simpkins, Sandra (Thesis advisor) / Updegraff, Kimberly (Committee member) / Menjivar, Cecilia (Committee member) / Arizona State University (Publisher)
Created2012
Description
This study was designed to influence consumer habits, specifically those relating to purchases of fruits, vegetables, and junk food. Previous studies have clearly shown the ineffectiveness of simply describing the health benefits of eating more fruits and vegetables (F/V). In contrast, this study aimed to change the result by changing the message: providing participants with insight into the hidden agendas of food companies and grocery stores, provide useful tips on how to include children when selecting F/V, and emphasizing the importance of parental modeling in regard to food purchases. Participants of this study were separated into two groups, the tour group and the education group. The tour group was guided through a grocery store where they learned about sales tactics and manipulations used by grocery stores and food companies to influence purchases. Education group participants were provided with an education session focusing on USDA and FDA handouts displaying current educational suggestions for increasing F/V consumption. Grocery store receipts were collected and analyzed to track the progress of both groups. The goal of the study was to identify a method of informing consumers that will produce a significant change in behavior. Increasing F/V consumption, even in relatively small amounts, would be an important step forward in improving the diet and overall health of Americans. This study was the first of its kind to measure purchasing patterns objectively (through analysis of purchase receipts, rather than personal opinion/evaluation surveys) and in a wide-scope retail environment that includes all grocery store purchases by participants. Significant increases or decreases in the amount of money spent on F/V, or the amount (pounds) of F/V purchased were not seen, however a small correlation (r = 0.133) exists when comparing the weight of F/V purchased pre/post intervention. Data from Food Frequency Questionnaires shows participants consuming significantly higher amounts of F/V post intervention (p=0.043). The tour group and education group experienced an average increase of 0.7 servings per day. Future interventions might benefit by extending their scope to include cooking demonstrations, in-home interventions, and education on healthy eating outside of the home.
ContributorsKinsfather, Diana (Author) / Johnston, Carol (Thesis advisor) / Hekler, Eric (Committee member) / Tetreault, Colin (Committee member) / Arizona State University (Publisher)
Created2013
Description
This study evaluates two photovoltaic (PV) power plants based on electrical performance measurements, diode checks, visual inspections and infrared scanning. The purpose of this study is to measure degradation rates of performance parameters (Pmax, Isc, Voc, Vmax, Imax and FF) and to identify the failure modes in a "hot-dry desert" climatic condition along with quantitative determination of safety failure rates and reliability failure rates. The data obtained from this study can be used by module manufacturers in determining the warranty limits of their modules and also by banks, investors, project developers and users in determining appropriate financing or decommissioning models. In addition, the data obtained in this study will be helpful in selecting appropriate accelerated stress tests which would replicate the field failures for the new modules and would predict the lifetime for new PV modules. The study was conducted at two, single axis tracking monocrystalline silicon (c-Si) power plants, Site 3 and Site 4c of Salt River Project (SRP). The Site 3 power plant is located in Glendale, Arizona and the Site 4c power plant is located in Mesa, Arizona both considered a "hot-dry" field condition. The Site 3 power plant has 2,352 modules (named as Model-G) which was rated at 250 kW DC output. The mean and median degradation of these 12 years old modules are 0.95%/year and 0.96%/year, respectively. The major cause of degradation found in Site 3 is due to high series resistance (potentially due to solder-bond thermo-mechanical fatigue) and the failure mode is ribbon-ribbon solder bond failure/breakage. The Site 4c power plant has 1,280 modules (named as Model-H) which provide 243 kW DC output. The mean and median degradation of these 4 years old modules are 0.96%/year and 1%/year, respectively. At Site 4c, practically, none of the module failures are observed. The average soiling loss is 6.9% in Site 3 and 5.5% in Site 4c. The difference in soiling level is attributed to the rural and urban surroundings of these two power plants.
ContributorsMallineni, Jaya Krishna (Author) / Govindasamy, Tamizhmani (Thesis advisor) / Devarajan, Srinivasan (Committee member) / Narciso, Macia (Committee member) / Arizona State University (Publisher)
Created2013
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
This study evaluates two 16 year old photovoltaic power (PV) plants to ascertain degradation rates and various failure modes which occur in a "hot-dry" climate. The data obtained from this study can be used by module manufacturers in determining the warranty limits of their modules and also by banks, investors, project developers and users in determining appropriate financing or decommissioning models. In addition, the data obtained in this study will be helpful in selecting appropriate accelerated stress tests which would replicate the field failures for the new modules and would predict the lifetime for new PV modules. The two power plants referred to as Site 4A and -4B with (1512 modules each) were initially installed on a single axis tracking system in Gilbert, Arizona for the first seven years and have been operating at their current location in Mesa, Arizona for the last nine years at fixed horizontal tilt Both sites experience hot-dry desert climate. Average degradation rate is 0.85%/year for the best modules and 1.1%/year for all the modules (excluding the safety failed modules). Primary safety failure mode is the backsheet delamination though it is small (less than 1.7%). Primary degradation mode and reliability failure mode may potentially be attributed to encapsulant browning leading to transmittance/current loss and thermo-mechanical solder bond fatigue (cell-ribbon and ribbon-ribbon) leading to series resistance increase. Average soiling loss of horizontal tilt based modules is 11.1%. About 0.5-1.7% of the modules qualify for the safety returns under the typical 20/20 warranty terms, 73-76% of the modules qualify for the warranty claims under the typical 20/20 power warranty terms and 24-26% of the modules are meeting the typical 20/20 power warranty terms.
ContributorsYedidi, Karan Rao (Author) / Govindasamy, Tamizhmani (Thesis advisor) / Devarajan, Srinivasan (Committee member) / Narciso, Macia (Committee member) / Arizona State University (Publisher)
Created2013
Description
Mexican-origin adolescent females have the highest birthrate of all other ethnic groups in the U.S. Further, teen mothers are at significant risk for poor outcomes, including low educational attainment. Therefore, examining predictors of Mexican-origin teen mothers' educational attainment was the main goal of the current study. Future-oriented beliefs such as educational aspirations and expectations are suggested to have positive implications for adolescents' educational attainment in general. Therefore, guided by bioecological, social capital, status attainment, social learning, and collective socialization of neighborhood theories, the current study examined neighborhood, maternal, and cultural predictors of 190 Mexican-origin parenting adolescents' educational aspirations, expectations, and attainment. With respect to maternal predictors, the study examined mother figures' (i.e., grandmothers') educational attainment, and aspirations and expectations for the adolescent as predictors of adolescents' educational attainment. Using a multi-informant, longitudinal analytic model, results suggest that adolescents' educational expectations, rather than aspirations, significantly predicted adolescents' attainment one year later. Additionally, grandmothers' educational attainment was indirectly associated with adolescents' educational attainment via the educational expectations of both the grandmother and the adolescent. Further, the neighborhood context indirectly informed adolescents' educational attainment via both grandmothers and adolescents' educational expectations. Finally, adolescents' ethnic identity affirmation was significantly associated with adolescents' educational attainment two years later. Implications regarding the importance of educational expectations and ethnic identity affirmation for at-risk parenting adolescents' educational attainment will be discussed.
ContributorsHarvey-Mendoza, Elizabeth C (Author) / Umaña-Taylor, Adriana J. (Thesis advisor) / Updegraff, Kimberly A. (Committee member) / White, Rebecca (Committee member) / Arizona State University (Publisher)
Created2014
Description
Guided by Belsky's Determinants of Parenting Process Model, the goal of the present study was to examine how mothers' personality (i.e., Conscientiousness) and behaviors (i.e., sensitivity, structure, and negative control) relate to children's developmental outcomes, such as internalization (i.e., committed compliance and effortful control) and academic adaptation. A multi-method, longitudinal model included five waves of data to examine the processes of the relations among variables. Mothers' Conscientiousness was measured via self-reported data when children were 18 months of age (N = 256), mothers' parenting behaviors were measured through observational laboratory tasks when children were 30 months (N = 230), children's internalization was measured using mothers' and caregivers' reports as well as observational data at 42 months (N = 210), and children's school adaptation was measured when children were 72 and 84 months (Ns = 169 and 144) using mothers' and teachers' reports. Through a series of regression analyses, the results supported the mediated effect of effortful control in the relation between mothers' behaviors and children's school adaptation. As hypothesized, mothers' Conscientiousness marginally predicted children's internalization. Contrary to hypotheses, mothers' Conscientiousness was unrelated to parenting behaviors and children's academic adaptation. Mothers' sensitivity interacted with maternal structure to predict children's effortful control. Socioeconomic status and child sex interacted with mothers' behaviors in predicting the child's committed compliance. The discussion focuses on the unique role of parenting practices and personality on children's internalization and academic adaptation and on the existing literature. Implications of the study for clinicians and intervention researchers are offered.
ContributorsKopystynska, Olena (Author) / Spinrad, Tracy L. (Thesis advisor) / Eisenberg, Nancy (Committee member) / Valiente, Carlos (Committee member) / Arizona State University (Publisher)
Created2014
Description
This study intended to identify what children's perceptions and experiences are with contact improvisation and how these experiences relate to their education; their understanding of being an individual within a community; and their physical, social, and intellectual development. An interpretive phenomenological research model was used, because this study aimed to understand and interpret the children's experience with contact improvisation in order to find meaning relating to the form's possible benefits. The research was conducted over the course of ten weeks, which included classes, interviews, discussions, questionnaires, and journals. This study showed that contact improvisation empowered the children, opened the children's awareness, developed critical thinking, and created a deeper understanding and trust of the self and relationships formed within the class. The experiences found through teaching contact improvisation to these children showed that there are benefits to teaching children the form.
ContributorsCrissman, Angel (Author) / Schupp, Karen (Thesis advisor) / Dyer, Becky (Committee member) / O'Donnell, Timothy (Committee member) / Arizona State University (Publisher)
Created2014
Description
Teaching evolution has been shown to be a challenge for faculty, in both K-12 and postsecondary education. Many of these challenges stem from perceived conflicts not only between religion and evolution, but also faculty beliefs about religion, it's compatibility with evolutionary theory, and it's proper role in classroom curriculum. Studies suggest that if educators engage with students' religious beliefs and identity, this may help students have positive attitudes towards evolution. The aim of this study was to reveal attitudes and beliefs professors have about addressing religion and providing religious scientist role models to students when teaching evolution. 15 semi-structured interviews of tenured biology professors were conducted at a large Midwestern universiy regarding their beliefs, experiences, and strategies teaching evolution and particularly, their willingness to address religion in a class section on evolution. Following a qualitative analysis of transcripts, professors did not agree on whether or not it is their job to help students accept evolution (although the majority said it is not), nor did they agree on a definition of "acceptance of evolution". Professors are willing to engage in students' religious beliefs, if this would help their students accept evolution. Finally, professors perceived many challenges to engaging students' religious beliefs in a science classroom such as the appropriateness of the material for a science class, large class sizes, and time constraints. Given the results of this study, the author concludes that instructors must come to a consensus about their goals as biology educators as well as what "acceptance of evolution" means, before they can realistically apply the engagement of student's religious beliefs and identity as an educational strategy.
ContributorsBarnes, Maryann Elizabeth (Author) / Brownell, Sara E (Thesis advisor) / Brem, Sarah K. (Thesis advisor) / Lynch, John M. (Committee member) / Ellison, Karin (Committee member) / Arizona State University (Publisher)
Created2014