Matching Items (22)
Filtering by
- All Subjects: Education
- Creators: School of Historical, Philosophical and Religious Studies
- Member of: Barrett, The Honors College Thesis/Creative Project Collection
Description
This thesis provides recommendations to implement journalism and publishing programs into Montessori secondary education systems. This applies to students of 11 years or older that can be found in more than 210 Montessori schools across the nation, according to the American Montessori Society. Much of the foundation for this thesis is created by my own experience starting a journalism program at Desert Garden Montessori School in Phoenix, Arizona. The literature review looks at the history of Montessori education; the differences between Montessori education and traditional public schooling; the benefits of journalism programs for secondary education systems; and the observed fit between journalism and Montessori philosophies. The greater research explores my experience as a journalism adviser for Desert Garden Montessori School, and my own lessons learned through the spring 2015 semester. The final suggestions for a journalism program are split into three sections: those by the Desert Garden Montessori students, by certified members of American Montessori Society, and my own final recommendations. It then looks into areas for further research to solidify the expansion of journalism programs into other Montessori schools. The appendices contain newsroom documents and material published during my time as journalism adviser for Desert Garden Montessori School. This includes the magazines and stories created by the newsroom students.
ContributorsOtarola Alfaro, Miguel Angel (Author) / Gilger, Kristin (Thesis director) / Roschke, Kristy (Committee member) / Walter Cronkite School of Journalism and Mass Communication (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
I will be investigating the merit of participatory culture in online literary roleplaying. While looking at an affinity space within participatory culture, I will be examining the importance of narrative within a roleplay board, the value placed in writing ability and habitual participation, and the gaining of social capital within the affinity space of players through the scope of two forms of participatory culture: expressions and collaborative problem solving. I will also look at the limitations of literary roleplaying before talking about the potential of roleplaying to be used as a tool for students in the classroom. Throughout my investigation, I pool information from online roleplay forum boards as well as Tumblr blogs. Drawing from these examples, I hope to not only show the value and merit of online roleplaying as a form of literature, but also demonstrate its potential as a curriculum guide for educators.
ContributorsLacson, Therese (Author) / Lussier, Mark (Thesis director) / Daer, Alice (Committee member) / Barrett, The Honors College (Contributor) / Department of English (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor)
Created2014-05
Description
Nations have a vital interest in creating a citizenry with certain attributes and beliefs and, since education contributes to the formation of children's national identity, government authorities can influence educational curricula to construct their ideal citizen. In this thesis, I study the educational systems of Pakistan and Arizona and explore the historical and conceptual origins of these entities' manipulation of curricula to construct a particular kind of citizen. I argue that an examination of the ethnic studies debate in Tucson, Arizona, in conjunction with Pakistan's history education policy, will illustrate that the educational systems in both these sites are developed to advance the interests of governing authorities. Resource material demonstrates that both educational systems endorse specific accounts of history, omitting information, perspectives, and beliefs. Eliminating or reimagining certain narratives of history alienates some students from identifying as citizens of the state, particularly when contributions of their ethnic, cultural, or religious groups are not included in the country's textbooks.
ContributorsFritcke, Emily Anne (Author) / Saikia, Yasmin (Thesis director) / Haines, Chad (Committee member) / Barrett, The Honors College (Contributor) / Department of English (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor)
Created2014-12
Description
This project covered different components to strengthen Model United Nations organizations, especially programs in Arizona itself. The lack of strong programs in Arizona can be attributed in many ways to a lack of resources, and this project's work aims to bolster programs by providing some resources. The written component contains a write-up of a 2013 High School Model United Nations Conference at Arizona State University; a write-up of a 2014 Middle School Model United Nations Conference at Arizona State University; a guide on how to run such a conference, focused at the high school level; a university-level curriculum that integrates a Model United Nations organization into a classroom setting, including assignments and; a grade school lesson plan with seven lessons that focuses on teaches students about international relations and global affairs while preparing them for a Model United Nations conference.
ContributorsLanza, Jentry Elizabeth (Author) / Von Hagen, Mark (Thesis director) / Hutchinson, Marcie (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / School of Politics and Global Studies (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor)
Created2014-05
Description
The demographics of Arizona are changing as Hispanics children are passing through their youth and into adulthood. Yet, even with this changing population Arizona has demonstrated an unwillingness to provide adequate educational opportunities for Hispanic school children. The state has perpetuated fear throughout the Hispanic community in an attempt to marginalize and stigmatize the race. Such attempts have extended to youth in schools creating an environment of fear. This fear limits the academic potential of young Hispanics who are wary of government officials and institutions. Arizona has also failed to provide appropriate funding for programs used predominantly by Hispanic students leaving them unprepared for a workplace that desperately needs them. Finally, Arizona has refused to allow course content with a record of increasing academic achievement and graduation rates amongst Hispanics to be taught in schools. Taken as a whole Arizona's efforts are creating a cadre of unskilled and unprepared laborers who will be desperately needed to take jobs in the Arizona economy in the coming years. This blatant disregard for the educational needs of a large segment of the population will have a devastating impact on Arizona's future.
ContributorsSmith, Jason Ryan (Author) / Davis, T. J. (Thesis director) / Ovando, Carlos (Committee member) / Tsosie, Rebecca (Committee member) / Barrett, The Honors College (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor)
Created2013-12
Description
Within the vast array of classical literature, many authors still have not been thoroughly examined. Among these, Palladas of Alexandria, a prominent epigrammatist in the Palatine Anthology, seems to import Epicurean themes. Based on the content and motifs of his poetry, I argue that Palladas leaned on Epicurean philosophy as presented in Lucretius's De Rerum Natura to salvage pagan identity in the midst of Christianity's increased popularity.
ContributorsNikpour, Rodmanned Arya (Author) / Tueller, Michael (Thesis director) / Lynch, John (Committee member) / Bing, Peter (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor)
Created2014-05
Description
Interaction is key to education, as students who perform their own inquiry into a subject retain information longer. The field of interactive fiction, which emphasizes personal decision making and freedom of choice, is ripe for opportunity as it is relatively simple to develop and deploy to audiences of any size. However, few interactive fiction platforms exist with the openness and flexibility required for classroom use. My project attempted to create an interactive fiction platform that can be created for and engaged with by both teachers and students. This led to the creation of an interactive fiction platform that conforms to a variety of requirements, such as openness and compatibility across multiple platforms, and which can display meaningful content. This was accomplished by someone with a content area education background and only limited computer science experience, and shows promise for similar future endeavors.
ContributorsWilley, Kyle Allen (Author) / Bruhn, Karen (Thesis director) / Foy, Joseph (Committee member) / Viles, Rebecca (Committee member) / Barrett, The Honors College (Contributor) / Division of Teacher Preparation (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor)
Created2014-12
Description
This analysis aimed to understand how and why certain representations of fraternity and sorority life are consistently used in media texts. Throughout this thesis I analyzed various media including films, a television series, a documentary, and coverage of a news story and found that fraternity and sorority representations reinforce different social issues. Additionally, this thesis discusses how fraternities and sororities are framed in the media texts as institutions which force members to abide by larger societal norms and gender roles. Stigmas and social issues surrounding fraternity and sorority life including hazing, violence, and toxic masculinity, femininity and feminism, diversity and racism, and partying, power and misogyny are the focus of many of the media used in this study. This thesis analyzed how media use these topics to generalize representations of fraternity and sorority life members and to perpetuate normalized gender roles and dominant narratives about race and sexuality.
ContributorsLockhart, Christine (Author) / Himberg, Julia (Thesis director) / Dove-Viebahn, Aviva (Committee member) / Department of English (Contributor) / Department of Marketing (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
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
My thesis offers original research is in its direct analysis of the IRS conflict of interest regulations and their applicability to STOs, its discussion of my experience setting up an STO, and my interviews of State Legislators as a primary source. The primary goals of my investigation are to 1. Determine the regulations and standards that exist to prevent conflicts of interest in the operation of Arizona STOs. 2. Examine instances of alleged conflicts of interest encountered by STO operators. 3. Discuss the ethical implications of STO operator actions in situations of conflicts of interest. And 4. Propose legislative solutions to remove any and all conflicts of interest. From my examination of financial records and from my interviews with other state legislators, I have concluded that Arizona Christina School Tuition Organization is violating IRS regulations by operating with an objective of conferring on its director a private benefit. The STO I helped form, ------------- STO will need to carefully document its expenses and contracts to justify its overhead margin or else risk running afoul of the same IRS regulations. Even if an STO like ------------- STO, is allowed by Arizona law to have an overhead margin of 10%, those expenses must be justified, particularly if they confer a private benefit to restricted persons. Ultimately, even if an STO deliberately flouts IRS regulations regarding private benefits realized by "disqualified" persons, it is highly unlikely that the STO will face IRS scrutiny. Therefore, there exist sufficient federal regulatory safeguards to prevent financial conflicts of interest among Arizona STO board members, but such regulations are not sufficiently enforced to prevent those conflicts of interest.
ContributorsGunther, Nicholas (Author) / Koretz, Lora (Thesis director) / Bonfiglio, Thomas (Committee member) / Sandra Day O'Connor College of Law (Contributor) / W.P. Carey School of Business (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05