Matching Items (4)
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- All Subjects: Collaboration
- All Subjects: College preparation programs
- Creators: Marsh, Josephine
Description
In this action research, the need for high schools to embrace a pedagogical shift to teaching 21st century computer and online literacy skills is investigated. This study explored areas of secondary and higher education, technology usage, and online pedagogies, 21st century skill frameworks, and brain function as they pertain to learning and decision-making, with the aim of comprehending the differing high school levels of preparedness for college in regards to 21st century skills. Through literature reviews, a research was designed to further explore the specific areas of a discovered gap in high school students' 21st century skills for college. Pre- and post-unit surveys, in combination with student assignment scores, were complied and examined to reveal a weakness in academic habits and computer literacy skills associated with 21st century learning. The study results support literature review findings of a breach between high school 21st century skill levels and collegiate level necessities. With these findings, it is suggested that instructors become choice architects, giving them the unique ability to nudge high school policy makers and students towards identifying the gaps between the analog and digital worlds of academia, generating more successful students as they transition to university online courses.
ContributorsHorn, Timothy (Author) / Patel, Mookesh (Thesis advisor) / Giard, Jacques (Committee member) / Marsh, Josephine (Committee member) / Arizona State University (Publisher)
Created2015
Description
Many educators believe that the path to a better future is a college education. Initiatives that promote college-going cultures are quite commonplace in many public high schools with some offering elective college-prep support programs like Advancement Via Individual Determination (AVID). Yet, certain groups of students are not taking advantage of these opportunities. In the initial AVID sections at a metropolitan high school in the American Southwest, the girls out-numbered the boys 2:1, and the Hispanic girls outnumbered the Hispanic boys by almost 3:1. The purpose of this study was to uncover some of the factors that influenced five Hispanic males' participation, or lack thereof, in AVID, and the ways in which those factors connected to their masculine identities. What the participants say about what influenced them to be involved, or not, in the program is reported. Some themes revealed in the interviews include how the participants' scholar identity is connected to their masculine identity, how they balance their "coolness" quotient with their desires to achieve academic success, how they depend on personal relationships and collaboration, and how their families and communities have influenced them. This information may lead to the development of strategies that will increase future representation of Hispanic males in similar programs.
ContributorsGlenn, Kathleen (Kathleen Denise) (Author) / Marsh, Josephine (Thesis advisor) / Barone, Thomas (Committee member) / Cohn, Sanford (Committee member) / Arizona State University (Publisher)
Created2011
Description
More Math Minutes is an action research study, set in a high school in the southwestern United States, designed to examine the effects of collaborative peer-group learning for low-performing Algebra I and low-performing Algebra II students. This study is grounded in Social Cognitive Theory and Constructivist Theory including Bandura’s self-efficacy theory and Vygotsky’s theory of proximal development. Participants are comprised of 20 low-performing Algebra I students as the peer-learners and 20 low-performing Algebra II students as the peer-teachers participating in a peer tutoring intervention. Quantitative and qualitative data was collected through pre- and post-self-efficacy questionnaires, pre- and post-mathematics knowledge assessments, semi-structured student interviews, photo-voice, and observations. A concurrent mixed methods design was used to analyze both types of data simultaneously. Results identified the experimental peer-teachers mathematical performance was impacted more than that of the peer-learners. Students were also more motivated to learn mathematics and to seek assistance from peers. The peer-teachers had a significant increase of self-efficacy for self-regulated learning and acknowledged learning occurred for both the peer-teachers and the peer-learners as a result of the peer instruction intervention.
ContributorsHerriman, Patricia Valles (Author) / Kulinna, Pamela (Thesis advisor) / Marsh, Josephine (Committee member) / Marble, Cindy (Committee member) / Arizona State University (Publisher)
Created2018
Description
The demands of the Fourth Industrial Revolution require a workforce prepared to collaborate on the creation of new products, processes, and services in a rapidly changing economy. Driven by this context, higher education is challenged to prepare graduates with the requisite transferable skills they will need to succeed in their careers. The purpose of this action research study was to better understand how co-curricular leadership educators can prepare undergraduate students with the transferable skill of group creativity. An innovation, the Creative Leadership Design Studio (CLDS), was designed using the theoretical and conceptual frameworks of play and improv comedy to introduce students to group creativity. A design studio application allowed students to collaborate to creatively address a problem in their organizations. Through a qualitative multiple case study design, the CLDS was delivered to two groups of undergraduate students. Four sources of data were used to answer the research questions including video observations, written student reflections, researcher journal, and semi-structured interviews. Major findings suggest that the innovation helped students identify and practice the skill of group creativity. Furthermore, play and improv comedy were viewed positively as a way for students to strengthen group bonds and improve creative thinking. In reflection, students indicated that the innovation held relevance to their future careers in preparing them with multiple transferable skills including collaboration, creativity, communication, confidence, and adaptability. These findings indicate that co-curricular leadership workshops using play and improv comedy can positively influence student’s transferable skills growth.
ContributorsHill, Jessica (Author) / Marsh, Josephine (Thesis advisor) / Henriksen, Danah (Committee member) / Homayoun, Sogol (Committee member) / Arizona State University (Publisher)
Created2022