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- All Subjects: Education
- Creators: Department of Psychology
- Resource Type: Text
Description
Studies have shown that arts programs have a positive impact on students' abilities to achieve academic success, showcase creativity, and stay focused inside and outside of the classroom. However, as school funding drops, arts programs are often the first to be cut from school curricula. Rather than drop art completely, general education teachers have the opportunity to integrate arts instruction with other content areas in their classrooms. Traditional fraction lessons and Music-infused fraction lessons were administered to two classes of fourth-grade students. The two types of lessons were presented over two separate days in each classroom. Mathematics worksheets and attitudinal surveys were administered to each student in each classroom after each lesson to gauge their understanding of the mathematics content as well as their self-perceived understanding, enjoyment and learning related to the lessons. Students in both classes were found to achieve significantly higher mean scores on the traditional fraction lesson than the music-infused fraction lesson. Lower scores in the music-infused fraction lesson may have been due to the additional component of music for students unfamiliar with music principles. Students tended to express satisfaction for both lessons. In future studies, it would be recommended to spend additional lesson instruction time on the principles of music in order help students reach deeper understanding of the music-infused fraction lesson. Other recommendations include using colorful visuals and interactive activities to establish both fraction and music concepts.
ContributorsGerrish, Julie Kathryn (Author) / Zambo, Ronald (Thesis director) / Hutchins, Catherine (Committee member) / Division of Teacher Preparation (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
A growing number of jobs in the US require a college degree or technical education, and the wage difference between jobs requiring a high school diploma and a college education has increased to over $17,000 per year. Enrollment levels in postsecondary education have been rising for at least the past decade, and this paper attempts to tease out how much of the increasing enrollment is due to changes in the demand by companies for workers. A Bartik Instrument, which is a measure of local area labor demand, for each county in the US was constructed from 2007 to 2014, and using multivariate linear regression the effect of changing labor demand on local postsecondary education enrollment rates was examined. A small positive effect was found, but the effect size in relation to the total change in enrollment levels was diminutive. From the start to the end of the recession (2007 to 2010), Bartik Instrument calculated unemployment increased from 5.3% nationally to 8.2%. This level of labor demand contraction would lead to a 0.42% increase in enrollment between 2008 and 2011. The true enrollment increase over this period was 7.6%, so the model calculated 5.5% of the enrollment increase was based on the changes in labor demand.
ContributorsHerder, Daniel Steven (Author) / Dillon, Eleanor (Thesis director) / Schoellman, Todd (Committee member) / Economics Program in CLAS (Contributor) / Department of Psychology (Contributor) / Sandra Day O'Connor College of Law (Contributor) / School of Politics and Global Studies (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
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
This project was undertaken for the purposes of exploring the feasibility of website development for arts education information. In partnership with the Arizona Commission on the Arts, ideas for website design were collected. The original plan was to build a website that would be a "one-stop-shop" for educators to find arts education resources. Some resources deemed important to include on the website were: a search engine, calendar of events, curriculum ideas, discussion forum, feedback, ticketing, and financial support available. This website would make accessing arts education information easier, thus more appealing. It is understood that art is a fundamental part of education and it needs to be integrated into the public schools system, however, due to a lack of educational funding in Arizona it is important to bring outside organizations and resources into the education system. The following paper will examine how arts education is beneficial for children in grades K-12, what resources people want available on the website, what education administrators have to say about the website, and what aspects of the website would need to be included and addressed.
ContributorsJenner, Lindsay Ann (Author) / Phillips, Rhonda (Thesis director) / Ramella, Kelly (Committee member) / Nelson, Alex (Committee member) / Barrett, The Honors College (Contributor) / School of Dance (Contributor) / School of Community Resources and Development (Contributor) / Department of Psychology (Contributor)
Created2013-05
Description
The COVID-19 pandemic has forced educators since 2020 to shift from all in-person learning to virtual learning through applications like Zoom. Students are now part of a collage of faces including their teachers’ who often may be dealing with technical glitches, foreign-looking interfaces, and unintentionally disruptive students. On the other side, students may struggle to find a stable working environment as they learn from home. Distance learning has been explored well before 2020, but its necessity, given the nature of a virus that preys on in-person interaction, has forced itself to the top of relevant conversation. . The issues with distance learning in primary education have roots in long standing issues with the education system as a whole. Without greater public awareness of the woes in our education system, the status quo of declining academic success, teacher salaries, and increasing classroom sizes will continue in the future. The problems with distance learning specifically represent a much more everlasting issue that is lack of accountability and action of lawmakers who are able to make these reforms.
ContributorsManuel, Aditya Thomas (Author) / Martin, Thomas (Thesis director) / Weinman, Melissa (Committee member) / School of Life Sciences (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
The purpose of this study was to bring new information to the field of education research on graduation rates and school programming. Research on graduation rates and the effects of school programs exist, however there is not an abundance of research aimed specifically at Title I high schools. The goal was to find what school characteristics might impact graduation rates in this population. The thesis focused on Title I high schools in the Phoenix Union District with a graduating 2019 class of at least 250 students. This limited the effect of variability (school size, location, socioeconomic status). To research this topic, school characteristics were selected including course rigor, mentor programs, and college prep programs, as well as specific schools. To obtain the information, multiple sources were used including the Arizona Department of Education website, school websites, and school administrators/staff. The research revealed that the effect of course rigor, college prep programs, and mentorship on graduation rates in Phoenix Union High Schools is not apparent. Further research should be conducted into other possible causes for the gaps in graduation rates between the Title I high schools in this district. Future research on ELL students and programs in the Phoenix Union district and their effectiveness or lack thereof is also recommended. The research shows that this large demographic negatively correlates with the overall graduation rates at the six schools researched.
ContributorsMora, Marilyn Christina (Co-author) / Smith, Keegan (Co-author) / Kappes, Janelle (Thesis director) / Panneton, Teresa (Committee member) / Department of Psychology (Contributor) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
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