Matching Items (11)
Filtering by
Description
Education is a very sensitive topic when it comes to implementing the right policies. From professionals well-versed in the topic, to the very students who are being taught, feedback for reform is constantly being addressed. Nonetheless, there remains a large gap between the performance of some of the most advanced countries in the world and the United States of America. As it stands today, USA is arguably the most technologically advanced country and the outright leader of the free market. For over a century this nation has been exceeding expectations in nearly every industry known to man and aiding the rest of the world in their endeavors for a higher standard of living. Yet, there seems to be something critically wrong with the way a large majority of the younger generation are growing up. How can a country so respected in the world fall so far behind in what is considered the basics of human education: math and science? The Trends in International Mathematics and Science Study (TIMSS) is a series of assessments taken by countries all around the world to determine the strength of their youth's knowledge. Since its inception in 1995, TIMSS has been conducted every four years with an increasing number of participating countries and students each time. In 1999 U.S. eighth-graders placed #19 in the world for mathematics and #18 for science (Appendix Fig. 1). In the years following, and further detailed in the thesis, the U.S. managed to improve the overall performance by a small margin but still remained a leg behind countries like Singapore, Hong Kong, Japan, Russia, and more. Clearly these countries were doing something right as they consistently managed to rank in the top tier. Over the course of this paper we will observe and analyze why and how Singapore has topped the TIMSS list for both math and science nearly every time it has been administered over the last two decades. What is it that they are teaching their youth that enables them to perform exceptionally above the norm? Why is it that we cannot use their techniques as a guideline to increase the capabilities of our future generations? We look to uncover the teaching methods of what is known as Singapore Math and how it has helped students all over the world. By researching current U.S. schools that have already implemented the system and learning about their success stories, we hope to not only educate but also persuade the local school districts on why integrating Singapore Math into their curriculum will lead to the betterment of the lives of thousands of children and the educational threshold of this great nation.
ContributorsKichloo, Parth (Co-author) / Leverenz, Michael (Co-author) / Kashiwagi, Dean (Thesis director) / Kashiwagi, Jacob (Committee member) / Rivera, Alfredo (Committee member) / Department of Management (Contributor) / Department of Marketing (Contributor) / Department of Finance (Contributor) / Department of Information Systems (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
This thesis aims to enhance K-6 Education in the United States by developing recommendations for how technology is utilized in the classroom as a means to teach collaborative skills. By applying the technological capabilities we have today to the Common Core State Standards that are gradually being adopted and implemented, officials can improve the quality of education across the country and create classroom environments conducive to knowledge acquisition and skill development.
The research begins with the history of standards, starting with traditional outcome-based standards. It then delves into the Partnership for 21st Century Skills (P21), which highlights the type of skills 21st century students are expected to develop and master by the time they enter college and careers. Next, it explores the hot topic of Education to this date: Common Core State Standards. In the midst of educational reform, these standards seek to add consistency across the nation in regards to what students should know at each grade level and also encourage teaching of the 21st century skills. This section briefly details the content of Common Core English Language Arts and Mathematics standards.
After summarizing P21 and Common Core, this report shifts into its focused 21st century skill: collaboration. As one of the 4 C’s that P21 and Common Core emphasize in their standards, it is imperative to research critical elements of collaboration as they relate to groups and teams of all ages. Even more specifically, collaboration is a practice that is becoming more and more standard in business across all industries, so it is a skill that is highly in demand for students to acquire. In regards to collaboration, Executive Vice President of Verizon, Bob Mudge, states, “companies are able to innovate much more quickly and even create solutions to problems that may not be prevalent issues yet” (Mudge 1). The standards expect that students will be prepared to collaborate in college and careers, so key elements of collaboration in those settings—in-person or virtual—need apply or be simplified to K-6 collaborative environments. This section also analyzes a case study experiment on young children about how technology functionality and design enables, encourages, or enforces collaboration.
Next, this thesis reviews three case studies that represent evolution in our understanding of technology’s role as a support system in teaching and learning collaboration. The first case study shows how simple handheld devices assisted in correcting weaknesses in a variety of collaborative and organizational skills. The second study utilizes interactive tabletop technology to realize the idea of tracking collaborative ability in real time through synchronized audio and touch recording. Finally, researchers assess the effectiveness of one student to one device (1:1) initiatives by gathering student-reported data before and after the program’s implementation, which largely speak to the direction of many schools’ technology strategies.
To supplement all of the secondary research above, the researcher of this thesis conducted interviews with nine K-6 teachers to gather their insights on collaboration and how they facilitate it. They explain how they use technology in their classroom to enhance the learning environment. Additionally, they give opinions on what could be done to make collaboration more easily taught and facilitated, as well as what would better develop their students’ collaborative skills.
The compilation of this information then leads to implications of what needs to be present, from a technology standpoint, to more effectively teach collaborative skills to our schoolchildren. This includes a brief industry analysis of a program that already exists, as well as recommendations for new technology that considers the research conducted throughout the paper. Another implication addressed centers on the instruction and facilitation of technology and the digital divide that can result from varying competency among teachers, which brings to light the need for proper technology development programs for educators.
The research begins with the history of standards, starting with traditional outcome-based standards. It then delves into the Partnership for 21st Century Skills (P21), which highlights the type of skills 21st century students are expected to develop and master by the time they enter college and careers. Next, it explores the hot topic of Education to this date: Common Core State Standards. In the midst of educational reform, these standards seek to add consistency across the nation in regards to what students should know at each grade level and also encourage teaching of the 21st century skills. This section briefly details the content of Common Core English Language Arts and Mathematics standards.
After summarizing P21 and Common Core, this report shifts into its focused 21st century skill: collaboration. As one of the 4 C’s that P21 and Common Core emphasize in their standards, it is imperative to research critical elements of collaboration as they relate to groups and teams of all ages. Even more specifically, collaboration is a practice that is becoming more and more standard in business across all industries, so it is a skill that is highly in demand for students to acquire. In regards to collaboration, Executive Vice President of Verizon, Bob Mudge, states, “companies are able to innovate much more quickly and even create solutions to problems that may not be prevalent issues yet” (Mudge 1). The standards expect that students will be prepared to collaborate in college and careers, so key elements of collaboration in those settings—in-person or virtual—need apply or be simplified to K-6 collaborative environments. This section also analyzes a case study experiment on young children about how technology functionality and design enables, encourages, or enforces collaboration.
Next, this thesis reviews three case studies that represent evolution in our understanding of technology’s role as a support system in teaching and learning collaboration. The first case study shows how simple handheld devices assisted in correcting weaknesses in a variety of collaborative and organizational skills. The second study utilizes interactive tabletop technology to realize the idea of tracking collaborative ability in real time through synchronized audio and touch recording. Finally, researchers assess the effectiveness of one student to one device (1:1) initiatives by gathering student-reported data before and after the program’s implementation, which largely speak to the direction of many schools’ technology strategies.
To supplement all of the secondary research above, the researcher of this thesis conducted interviews with nine K-6 teachers to gather their insights on collaboration and how they facilitate it. They explain how they use technology in their classroom to enhance the learning environment. Additionally, they give opinions on what could be done to make collaboration more easily taught and facilitated, as well as what would better develop their students’ collaborative skills.
The compilation of this information then leads to implications of what needs to be present, from a technology standpoint, to more effectively teach collaborative skills to our schoolchildren. This includes a brief industry analysis of a program that already exists, as well as recommendations for new technology that considers the research conducted throughout the paper. Another implication addressed centers on the instruction and facilitation of technology and the digital divide that can result from varying competency among teachers, which brings to light the need for proper technology development programs for educators.
ContributorsPetrovich, Nicholas Hugh (Author) / Ostrom, Amy (Thesis director) / Ostrom, Lonnie (Committee member) / Barrett, The Honors College (Contributor) / Department of Marketing (Contributor) / Department of Management (Contributor) / School of Film, Dance and Theatre (Contributor)
Created2014-05
Description
This paper outlines the process of designing, creating, and implementing a supply chain management outreach program to benefit high schools students in areas surrounding Intel campuses. The program—which spreads awareness of supply chain management and STEM (Science, Technology, Engineering, Math) and how they work together in businesses today—was created and tested by me, with the help of the following committee members: James Kellso – Director, Cheryl Dalsin – 2nd Reader, and Jack Berg – 3rd Reader. The end goal is for this program to become sustainable, and for it to spread as far and wide as possible. Supply chain management and STEM are becoming crucial to understand in businesses today and will only become more imperative in future years.
Keywords: supply chain management (SCM), Science Technology Engineering Math (STEM)
Keywords: supply chain management (SCM), Science Technology Engineering Math (STEM)
ContributorsHughes, Kelsey Ellen (Author) / Kellso, James (Thesis director) / Dalsin, Cheryl (Committee member) / Berg, Jack (Committee member) / Barrett, The Honors College (Contributor) / Department of Marketing (Contributor) / Department of Supply Chain Management (Contributor) / W. P. Carey School of Business (Contributor)
Created2014-05
Description
According to the 2010 census, 40 million people living in the United States were foreign-born, meaning they were not U.S. citizens at birth (2). The Harvard Business Review also said that "In 2017, strong growth across most of the world propelled the DHL Global Connectedness Index to a record high. The proportions of trade, capital, information, and people flow crossing national borders all increased significantly" (7). With the U.S. being a cultural "mixing pot" and the world being more globalized than ever before, we must incorporate global citizenship education in our school systems. Growing Global is a creative project thesis that explores the idea of a global citizenship after-school program for youth in the Tempe Public School District. The outcomes of this project will be a proposal for the program, a curriculum outline including three examples of lesson plans [see Exhibit 1], student surveys for measuring curriculum effectiveness [see Exhibit 3], and an educator training guide and preparedness assessment [see Exhibits 2 and 4]. The Growing Global project proposal will cover the need for the program, a program timeline and explanation, the impact it will hold and how to measure it, potential barriers, the capacity of the team and its resources, and the budget for piloting the program.
ContributorsCompton, Karrissa (Author) / Burns, Kevin (Thesis director) / Larson, Elizabeth (Committee member) / Department of Management and Entrepreneurship (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
This section acts as a guide for newly established nonprofits in creating a marketing plan. Through extensive research on what strategic marketing looks like in the nonprofit sector, we have developed a guide for nonprofits that are attempting to establish their brand and expand their marketing techniques.
First, we created two separate surveys, taking responses from over 1000 individuals at Arizona State University. These surveys focused on building trust in nonprofits, preferred marketing strategies as a consumer, and general awareness for various social issues that affect local and national nonprofits. Second, we conducted professional interviews with marketing leaders at nonprofits. These ranged from smaller, local nonprofits to nonprofits that operate on a national level. Their missions were all geared toward different causes, meaning they offered a diverse set of skills and advice on nonprofit marketing.
After obtaining this data, we created a guide for nonprofit marketing. Because there is a lack of information available on building marketing techniques in the nonprofit sector, we aimed to create a general guideline that could be applied to a variety of nonprofits and develop their marketing strategy. This includes details on how to create an executive summary, conduct a SWOT analysis, and the different strategies a nonprofit organization should implement.
Further, to test this marketing plan, we partnered with a local nonprofit in Arizona, Million Dollar Teacher Project. Million Dollar Teacher Project is a relatively new nonprofit, and focuses on educational inequality in Arizona. After looking over all our research and the nonprofit marketing guide, we were able to develop a plan for increasing engagement, awareness, and trust for Million Dollar Teacher Project. We pinpointed areas of improvement, such as social media, ambassador programs, email marketing, and follow up strategy.
The nonprofit marketing plan, our survey results, interview transcripts, as well as our marketing plan for Million Dollar Teacher Project can be found below.
First, we created two separate surveys, taking responses from over 1000 individuals at Arizona State University. These surveys focused on building trust in nonprofits, preferred marketing strategies as a consumer, and general awareness for various social issues that affect local and national nonprofits. Second, we conducted professional interviews with marketing leaders at nonprofits. These ranged from smaller, local nonprofits to nonprofits that operate on a national level. Their missions were all geared toward different causes, meaning they offered a diverse set of skills and advice on nonprofit marketing.
After obtaining this data, we created a guide for nonprofit marketing. Because there is a lack of information available on building marketing techniques in the nonprofit sector, we aimed to create a general guideline that could be applied to a variety of nonprofits and develop their marketing strategy. This includes details on how to create an executive summary, conduct a SWOT analysis, and the different strategies a nonprofit organization should implement.
Further, to test this marketing plan, we partnered with a local nonprofit in Arizona, Million Dollar Teacher Project. Million Dollar Teacher Project is a relatively new nonprofit, and focuses on educational inequality in Arizona. After looking over all our research and the nonprofit marketing guide, we were able to develop a plan for increasing engagement, awareness, and trust for Million Dollar Teacher Project. We pinpointed areas of improvement, such as social media, ambassador programs, email marketing, and follow up strategy.
The nonprofit marketing plan, our survey results, interview transcripts, as well as our marketing plan for Million Dollar Teacher Project can be found below.
ContributorsMertz, Allison Michele (Co-author) / Thresher, Kaitlin (Co-author) / Eaton, John (Thesis director) / Mokwa, Michael (Committee member) / Sanford School of Social and Family Dynamics (Contributor) / Department of Marketing (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
This section acts as a guide for newly established nonprofits in creating a marketing plan. Through extensive research on what strategic marketing looks like in the nonprofit sector, we have developed a guide for nonprofits that are attempting to establish their brand and expand their marketing techniques.
First, we created two separate surveys, taking responses from over 1000 individuals at Arizona State University. These surveys focused on building trust in nonprofits, preferred marketing strategies as a consumer, and general awareness for various social issues that affect local and national nonprofits. Second, we conducted professional interviews with marketing leaders at nonprofits. These ranged from smaller, local nonprofits to nonprofits that operate on a national level. Their missions were all geared toward different causes, meaning they offered a diverse set of skills and advice on nonprofit marketing.
After obtaining this data, we created a guide for nonprofit marketing. Because there is a lack of information available on building marketing techniques in the nonprofit sector, we aimed to create a general guideline that could be applied to a variety of nonprofits and develop their marketing strategy. This includes details on how to create an executive summary, conduct a SWOT analysis, and the different strategies a nonprofit organization should implement.
Further, to test this marketing plan, we partnered with a local nonprofit in Arizona, Million Dollar Teacher Project. Million Dollar Teacher Project is a relatively new nonprofit, and focuses on educational inequality in Arizona. After looking over all our research and the nonprofit marketing guide, we were able to develop a plan for increasing engagement, awareness, and trust for Million Dollar Teacher Project. We pinpointed areas of improvement, such as social media, ambassador programs, email marketing, and follow up strategy.
The nonprofit marketing plan, our survey results, interview transcripts, as well as our marketing plan for Million Dollar Teacher Project can be found below.
First, we created two separate surveys, taking responses from over 1000 individuals at Arizona State University. These surveys focused on building trust in nonprofits, preferred marketing strategies as a consumer, and general awareness for various social issues that affect local and national nonprofits. Second, we conducted professional interviews with marketing leaders at nonprofits. These ranged from smaller, local nonprofits to nonprofits that operate on a national level. Their missions were all geared toward different causes, meaning they offered a diverse set of skills and advice on nonprofit marketing.
After obtaining this data, we created a guide for nonprofit marketing. Because there is a lack of information available on building marketing techniques in the nonprofit sector, we aimed to create a general guideline that could be applied to a variety of nonprofits and develop their marketing strategy. This includes details on how to create an executive summary, conduct a SWOT analysis, and the different strategies a nonprofit organization should implement.
Further, to test this marketing plan, we partnered with a local nonprofit in Arizona, Million Dollar Teacher Project. Million Dollar Teacher Project is a relatively new nonprofit, and focuses on educational inequality in Arizona. After looking over all our research and the nonprofit marketing guide, we were able to develop a plan for increasing engagement, awareness, and trust for Million Dollar Teacher Project. We pinpointed areas of improvement, such as social media, ambassador programs, email marketing, and follow up strategy.
The nonprofit marketing plan, our survey results, interview transcripts, as well as our marketing plan for Million Dollar Teacher Project can be found below.
ContributorsThresher, Kaitlin Brynn (Co-author) / Mertz, Allison (Co-author) / Eaton, John (Thesis director) / Mokwa, Michael (Committee member) / School of Film, Dance and Theatre (Contributor) / Department of Marketing (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
This study examines the intersectionality of mental health and education, with an emphasis on resources and awareness for elementary school teachers. It starts with a review of mental health awareness in society, particularly in regard to social stigma and its associated effects. I then discuss the existing resources, teaching methods, and third party interventions which address mental health awareness and care within elementary schools. Within this context, the research supports the strong influence of teachers’ behaviors and perceivable attitudes on students. However, despite the identification of teachers playing a significant role in the availability of mental health resources for students, existing studies rarely addresses the necessity of mental health awareness and care to optimize teacher capacity and counteract occupational stress. The study examines the current approach and challenges of an elementary school that has expressed interest in creating a culture of care, characterized by mental health awareness and resources that support teachers within the school environment. After identifying the key mental health concerns of the school’s stakeholders, I propose a custom program of self-care and mental health awareness to support the current work culture. The study concludes with examination of implementation strategies for the school, as well as implications for future mental health awareness in similar settings.
ContributorsGiles, Emma (Author) / Johnston, Erik W., 1977- (Thesis director) / Hinrichs, Margaret (Committee member) / Desch, Timothy (Committee member) / Dean, W.P. Carey School of Business (Contributor, Contributor) / School of Public Affairs (Contributor) / Department of Management and Entrepreneurship (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
Teacher preparation programs and how they function and educate future teachers can have large-scale impacts within the classroom, yet in the United States we see these processes operating drastically differently in various states, cities, and universities. In order to understand some of the differences in teacher preparation programs and how they differ from other programs, this study reviews the literature and shares the experiences of current students in teacher preparation programs both in the United States and Finland. Finland's education system has risen to international notoriety with the use and reporting of the country's strong ranking on the Programme for International Student Achievement or PISA. In 2001 during the inaugural publication of the PISA results, Finland was ranked in the top three of all three subject areas (science, reading, and mathematics literacy) amongst other nations in the Organisation for Economic Co-operation and Development (OECD). The small Nordic nation exceeded anyone's expectations of their performance on the PISA and gained worldwide recognition for the high caliber of their students and their education system. One of the biggest components of a strong education system is the strength and caliber of its teachers. As a part of the Finnish reforms in the 1970's, policies and oversight were put in place regarding the preparation of teachers for Finnish schools. The level of preparation and the qualifications of teachers were increased as a part of these reform efforts and as such Finnish teachers are required to hold at minimum, a Master's degree. Teacher preparation programs in Finland have been consolidated into just eight universities nationwide with rigorous programs and a research emphasis. Teaching in Finland is also a highly sought after and well-regarded career path. According to the Finnish Teacher Training Schools, "[i]n 2016, over 6600 applicants competed for the 660 available slots in primary school preparation programmes" (About us, 2017). With an admission rate of only ten percent, teacher preparation programs are extremely competitive, oftentimes rivaling admission rates of medical or law schools. As the United States seeks to strengthen its education system, it is vital that we learn from the success of other nations. Making changes to the policies and processes of teacher training has been highly successful in strengthening the Finnish education system and contains insights relevant to improving the education system here in the US. Experiences, insights, and observations of the Finnish teacher training process can be impactful in evaluating ways in which the United States could seek to improve its own teacher training. Based on the available literature and experiences shared by both Finnish and American teacher preparation students and program graduates, I will compare some of the differences between the two systems and provide recommendations as to how the United States could incorporate some of the successful components of Finnish teacher training programs into its own offerings as it works to better prepare teachers for the classroom.
ContributorsEtz, Shannon Faye (Author) / LePore, Paul (Thesis director) / Ingram-Waters, Mary (Committee member) / Division of Teacher Preparation (Contributor) / W.P. Carey School of Business (Contributor) / Department of Management and Entrepreneurship (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
Education is one of the most important factors in a person’s life - it shapes your friends as a child, your future career, and has tangible effects on a person’s earning potential, health, and more. The state government has the responsibility, and privilege, to provide every child with a K-12 education through a system of public schools as directed by the Arizona Constitution. The Arizona State Legislature expanded the public school system to include charter schools to facilitate more choices for students and parents in the delivery of education. In the late 1990s and throughout the last two decades, Arizona would form, fund, and begin to prioritize a parallel publicly-funded private education system.
Through the creation of the School Tuition Organization income tax credits, vouchers, and the Empowerment Scholarship Account program the Arizona State Legislature has systematically diverted funds from public schools to private education institutions. A report by the Center for the Future of Arizona, The Arizona We Want: The Decade Ahead, identified a range of issues, including education, that a majority of Arizonans find consensus on. Arizonans agree that a quality K-12 public education system is one of the most important issues to improving Arizona’s future and 73% agree that more money should be spent on K-12 education. Arizona leaders have shown a concerning willingness to ignore expressed public values in relation to education - these policy decisions have left our state public schools, which 88% of Arizona children attend, critically underfunded. Now is the time for all Arizonans to support the future we want by pushing for a strong, well-funded K-12 public education system.
ContributorsGerhart, Stephanie (Author) / Anderson, Derrick (Thesis director) / Francis, Sybil (Committee member) / Barrett, The Honors College (Contributor) / Department of Management and Entrepreneurship (Contributor) / School of Public Affairs (Contributor)
Created2022-05
Description
The goal of Dough is to create financial content that educates college students and young adults in areas of financial literacy. College students and young adults generally have debt from student loans, and typically don’t have much time to work as they focus on school and earn their degree. Financial literacy can make the lives of young adults much easier, however this is typically not a resource that is easily available to them. Our proposed solution to fight the lack of financial literacy is to create educational content including videos, articles, and a website that educates students and young adults on how to acquire good financial habits.
ContributorsMitchell, Zachary (Author) / Gibson, Cole (Co-author) / Clausen, Taylor (Co-author) / Rodríguez, Natalia (Co-author) / Byrne, Jared (Thesis director) / Satpathy, Asish (Committee member) / Barrett, The Honors College (Contributor) / Department of Management and Entrepreneurship (Contributor)
Created2022-05