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- Creators: School of International Letters and Cultures
Description
Social-emotional learning (SEL) methods are beginning to receive global attention in primary school education, yet the dominant emphasis on implementing these curricula is in high-income, urbanized areas. Consequently, the unique features of developing and integrating such methods in middle- or low-income rural areas are unclear. Past studies suggest that students exposed to SEL programs show an increase in academic performance, improved ability to cope with stress, and better attitudes about themselves, others, and school, but these curricula are designed with an urban focus. The purpose of this study was to conduct a needs-based analysis to investigate components specific to a SEL curriculum contextualized to rural primary schools. A promising organization committed to rural educational development is Barefoot College, located in Tilonia, Rajasthan, India. In partnership with Barefoot, we designed an ethnographic study to identify and describe what teachers and school leaders consider the highest needs related to their students' social and emotional education. To do so, we interviewed 14 teachers and school leaders individually or in a focus group to explore their present understanding of “social-emotional learning” and the perception of their students’ social and emotional intelligence. Analysis of this data uncovered common themes among classroom behaviors and prevalent opportunities to address social and emotional well-being among students. These themes translated into the three overarching topics and eight sub-topics explored throughout the curriculum, and these opportunities guided the creation of the 21 modules within it. Through a design-based research methodology, we developed a 40-hour curriculum by implementing its various modules within seven Barefoot classrooms alongside continuous reiteration based on teacher feedback and participant observation. Through this process, we found that student engagement increased during contextualized SEL lessons as opposed to traditional methods. In addition, we found that teachers and students preferred and performed better with an activities-based approach. These findings suggest that rural educators must employ particular teaching strategies when addressing SEL, including localized content and an experiential-learning approach. Teachers reported that as their approach to SEL shifted, they began to unlock the potential to build self-aware, globally-minded students. This study concludes that social and emotional education cannot be treated in a generalized manner, as curriculum development is central to the teaching-learning process.
ContributorsBucker, Delaney Sue (Author) / Carrese, Susan (Thesis director) / Barab, Sasha (Committee member) / School of Life Sciences (Contributor, Contributor) / School of Civic & Economic Thought and Leadership (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
Since Dylan Roof, a white supremacist, shot and killed nine members of a black church in Charleston on June 17, 2015, Confederate symbols have stood at the center of much controversy across the United States. Although the Confederate battle flag remains the most obvious example, the debate took a particular form in Tennessee, centering on the image of General Nathan Bedford Forrest. Born in 1822 to a poor family, he left school early to work. Although his work in the slave trade made him a millionaire, his later participation in the massacre of over 300 black soldiers at Fort Pillow in 1864 during the Civil War and association with the Ku Klux Klan cemented his reputation as a violent racist. Yet, many white Tennesseans praised him as a hero and memorialized him. This thesis examines Nathan Bedford Forrest State Park in Benton County and Forrest Park, now Health Sciences Park, in Memphis to examine what characteristics denote a controversial memorial. Specifically, I focus on the physical form, the location, and the demographics of the area, investigating how these components work together to give rise to controversy or acceptance of the memorial's image. Physical representations greatly impact the ideas associated with the memorial while racial demographics affect whether or not Forrest's representation as a hero speaks true to modern interpretations and opinions.
ContributorsFish, Caroline Rose (Author) / Longley, Rodney (Thesis director) / Suk, Mina (Committee member) / School of Historical, Philosophical and Religious Studies (Contributor) / School of Politics and Global Studies (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
Although significant progress has been made in terms of LGBT rights in the United States, the topic has still remained one of the most prevalent and divisive issues in recent history. In Arizona, this prevalence and divisiveness has been illustrated through the state's civil rights and legislative history. Additionally, the importance of this issue is highlighted by the incidents of discrimination and bullying towards LGBT students in Arizona's schools. With this in mind, it was critical to conduct an exploratory historical analysis of LGBT rights in Arizona to better understand the recent history and current climate towards the LGBT community in the state. To explore this issue, the data consisted of reports on the fiscal impact of adopting LGBT-friendly policies, reports on LGBT health and well-being, reports on the school climate, court cases, pieces of legislation, opinion polls, news articles, and opinion pieces. This data on LGBT rights in Arizona was then codified, summarized, and analyzed using Axel Honneth's theory of recognition. Through the application of Honneth's theory to the data, it was possible to examine the history of recognition and misrecognition towards the LGBT community in Arizona. In total, there were six identifiable areas that emerged in which recognition and misrecognition exists: LGBT identity and well-being, marriage recognition, LGBT youth, rights and partner benefits, allies of the LGBT community, and opponents of LGBT rights. This project examined those areas through the lens of Arizona's history and provides insights into the current status of LGBT rights in Arizona.
ContributorsAhearne, Andrew Thomas (Author) / Carlson, David (Thesis director) / School of International Letters and Cultures (Contributor) / School of Politics and Global Studies (Contributor, Contributor) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
This project aims to help with the stigma and mystery surrounding mental health through the combination of art and psychology. The project was created by first interviewing individuals with different disorders and then researching the disorders further to acquire an accurate idea of the experiences of those afflicted. Then paintings were created to depict the emotions and struggles faced by individuals with psychological disorders. The project focusses on five different abnormal disorders: Major Depressive Disorder, Generalized Anxiety Disorder, Obsessive Compulsive Disorder, Bipolar Disorder, and Schizophrenia. These particular ailments were chosen because they include the main diagnoses that the average American thinks of when mental health is mentioned. My thesis contains interviews that I personally conducted, descriptions of the five disorders included, and artistic representations of those disorders in the form of oil paintings. It is my hope that this project will help unafflicted individuals to better understand others who live with abnormal psychological disorders, as well as help the afflicted see themselves represented in a way that they otherwise might not.
ContributorsSanchez Rodriguez, Wendy (Author) / Solis, Forrest (Thesis director) / Cavanaugh Toft, Carolyn (Committee member) / Barrett, The Honors College (Contributor) / Department of Psychology (Contributor) / School of International Letters and Cultures (Contributor)
Created2015-05
Description
More than 260 million people suffer from an anxiety disorder worldwide, with 40 million in the U.S. alone—18% of the American population. And that label includes everything from Social Anxiety and Posttraumatic Stress Disorder to phobias and Obsessive Compulsive Disorder. Thus, people with anxiety may not have a singular cause for their worry, but a myriad number of them that influence every aspect of their lives. And, that doesn’t include people who’ve never been formally diagnosed and don’t receive proper medication or therapy.
Unfortunately, medication has many possible side effects, and both medication and therapy are often expensive. However, there are alternatives for someone dealing with anxiety. This book proposal offers a range of solutions for anxiety management, from do it yourself techniques like guided imagery and yoga, to biofeedback devices like HeartMath, to research trials on Eye Movement Desensitization and Reprocessing, as well as Repetitive Transcranial Magnetic Stimulation. The idea was not to outline every potential solution for anxiety, but to educate people on available opportunities and empower them to take control.
Though anxiety can be managed and reduced, there is no cure. That’s because anxiety is a normal part of life, and in most cases a helpful evolutionary tool to keep people on track. But, when this anxiety becomes a burden on someone’s life, there is a plethora of alternative solutions available. Understanding anxiety and learning to manage it is not an impossible task. This thesis provides an introduction to the idea and then allows the reader to move forward on their own path as they choose.
Unfortunately, medication has many possible side effects, and both medication and therapy are often expensive. However, there are alternatives for someone dealing with anxiety. This book proposal offers a range of solutions for anxiety management, from do it yourself techniques like guided imagery and yoga, to biofeedback devices like HeartMath, to research trials on Eye Movement Desensitization and Reprocessing, as well as Repetitive Transcranial Magnetic Stimulation. The idea was not to outline every potential solution for anxiety, but to educate people on available opportunities and empower them to take control.
Though anxiety can be managed and reduced, there is no cure. That’s because anxiety is a normal part of life, and in most cases a helpful evolutionary tool to keep people on track. But, when this anxiety becomes a burden on someone’s life, there is a plethora of alternative solutions available. Understanding anxiety and learning to manage it is not an impossible task. This thesis provides an introduction to the idea and then allows the reader to move forward on their own path as they choose.
ContributorsSchneider, Sage Ann (Author) / deLusé, Stephanie (Thesis director) / Boyd, Patricia (Committee member) / School of International Letters and Cultures (Contributor) / School of Life Sciences (Contributor) / Department of English (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
The Soviet Union suffered immensely as a result of World War II. When the dust settled and Soviet citizens began to rebuild their lives, the memory of the social, economic, and human costs of the war still remained. The Soviet state sought to frame the conflict in a way that provided meaning to the chaos that so drastically shaped the lives of its citizens. Film was one such way. Film, heavily censored until the Gorbachev period, provided the state with an easily malleable and distributable means of sharing official history and official memory. However, as time went on, film began to blur the lines between official memory and real history, providing opportunities for directors to create stories that challenged the regime's official war mythology. This project examines seven Soviet war films (The Fall of Berlin (1949), The Cranes are Flying (1957), Ballad of a Soldier (1959), Ivan's Childhood (1962), Liberation (1970-1971), The Ascent (1977), and Come and See (1985)) in the context of the regimes under which they were released. I examine the themes present within these films, comparing and contrasting them across multiple generations of Soviet post-war memory.
ContributorsScribner, Quinton Donald (Author) / Benkert, Volker (Thesis director) / Von Hagen, Mark (Committee member) / Manchester, Laurie (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 Soviet Union suffered immensely as a result of World War II. When the dust settled and Soviet citizens began to rebuild their lives, the memory of the social, economic, and human costs of the war still remained. The Soviet state sought to frame the conflict in a way that provided meaning to the chaos that so drastically shaped the lives of its citizens. Film was one such way. Film, heavily censored until the Gorbachev period, provided the state with an easily malleable and distributable means of sharing official history and official memory. However, as time went on, film began to blur the lines between official memory and real history, providing opportunities for directors to create stories that challenged the regime's official war mythology. This project examines seven Soviet war films (The Fall of Berlin (1949), The Cranes are Flying (1957), Ballad of a Soldier (1959), Ivan's Childhood (1962), Liberation (1970-1971), The Ascent (1977), and Come and See (1985)) in the context of the regimes under which they were released. I examine the themes present within these films, comparing and contrasting them across multiple generations of Soviet post-war memory.
ContributorsScribner, Quinton Donald (Author) / Benkert, Volker (Thesis director) / Von Hagen, Mark (Committee member) / Manchester, Laurie (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
In this creative thesis, I traveled to India and used my month long summer vacation back home to interview people about mental health in India. I talked to a therapist and four students about depression to find out what the situation is in India, contributing factors, experiences and stigma unique to depression among students in India, what the government is doing, and possible solutions or steps that can be taken to help students struggling with mental health problems. I also went to mainstream and special schools to meet special educators who work with differently abled children, occupational therapists, parents of differently abled children, and a student with Asperger’s in Chennai, Tamil Nadu to find out about the stigma surrounding differently abled children and their education path.
My efforts have culminated in the creation of the website mentalhealthinindia.com that can be used as a resource both by people in India as well as those abroad who are curious to learn about the stigma surrounding depression and differently abled children in India.
My efforts have culminated in the creation of the website mentalhealthinindia.com that can be used as a resource both by people in India as well as those abroad who are curious to learn about the stigma surrounding depression and differently abled children in India.
ContributorsVenkatakrishnan, Ranjani (Author) / Koester, Nicole (Thesis director) / Pruitt, Rhonda (Committee member) / Walter Cronkite School of Journalism & Mass Comm (Contributor) / School of International Letters and Cultures (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
This thesis examines heritage language learning and loss, and revitalization. It stems from my initial interests in Indigenous language revitalization and sustainment, bilingual education, and specifically dual language education in the United States. In this thesis, I describe my inquiry journey through narratives of the significant experiences and people I met and the scholarship I engaged in, particularly through visiting Keres Children’s Learning Center at Cochiti Pueblo, New Mexico, and attending the La Cosecha Dual Language Education conference in Santa Fe, New Mexico. In these narratives, I also reflect on what I have learned, how I was personally impacted by what I was learning and my thoughts and ideas about particular issues. These narratives helped me gain a deeper understanding of and expand my knowledge of heritage learning, bilingual education, dual language education and critical issues of language development and promotion (or non-promotion) in our country’s schools and families. Equally important is the knowledge I gained about dual language pedagogy and its critical importance to language revitalization programs serving Indigenous children, and their families and communities. I begin my thesis with a review of literature followed by a description of my methods and then move on to my narratives of significant learning moments, chronologically, and then summarize my key findings. I end with, ironically yet crucially with the most important lesson I learned through my inquiry journey—an understanding of my linguistic self.
This thesis examines the questions of
1. To become a Dual Language Education expert, researcher, or scholar, what does it take?
2. In what ways can a non-Native help Indigenous communities engaged in indigenous language revitalization and sustainment (ILRS)? What would they need to learn or know?
Some significant findings of my thesis work include
1. The strength, versatility, and challenges of the dual language education model in a national context
2. Culturally-sustaining pedagogy and strategies for adapting lessons to local culture
3. The centrality of tribal sovereignty and tribal control over the Indigenous language in order to grow and maintain an IRLS effort
4. Ways in which a non-Native can help an ILRS initiative
5. Respect for native communities’ right to say no to research
This thesis examines the questions of
1. To become a Dual Language Education expert, researcher, or scholar, what does it take?
2. In what ways can a non-Native help Indigenous communities engaged in indigenous language revitalization and sustainment (ILRS)? What would they need to learn or know?
Some significant findings of my thesis work include
1. The strength, versatility, and challenges of the dual language education model in a national context
2. Culturally-sustaining pedagogy and strategies for adapting lessons to local culture
3. The centrality of tribal sovereignty and tribal control over the Indigenous language in order to grow and maintain an IRLS effort
4. Ways in which a non-Native can help an ILRS initiative
5. Respect for native communities’ right to say no to research
ContributorsWelsh, Jacqueline Rose (Author) / Romero-Little, Eunice (Thesis director) / Tidwell, Jacqueline Hettel (Committee member) / School of International Letters and Cultures (Contributor) / W. P. Carey School of Business (Contributor) / Department of English (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05
Description
I am AZ is the beginning of a personal book project which explores six small town museums around the state of Arizona. They include: Cave Creek Museum (Cave Creek), Rim Country Museum (Payson), Navajo Country Historical Society (Holbrook), Superstition County Museum (Apache Junction), Bisbee Mining and Historical Museum (Bisbee), and The Powell Museum (Page). The document highlights these institutions as valuable assets to the community and state as they preserve the stories and artifacts pertaining to both state and local history. This document includes photos of the institutions, local history stories, and interviews with the directors from each of these museums. There are also descriptions of products that came as a result of this project including: postcards as a mode of relaying information about these places, a digital Arizona museum map to highlight the museums I did visit and keep a list of those I have yet to visit, and the accompanying pop-up exhibition that summarizes each place through photos and stories.
ContributorsSimpson, Jessica Mary (Author) / Sweeney, Gray (Thesis director) / Freeman, Stacey (Committee member) / Looser, Devoney (Committee member) / School of International Letters and Cultures (Contributor) / Department of English (Contributor) / School of Art (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12