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The study compares the pretest and posttest results of three groups of second-grade students studying a phonics rule to determine the effect of using music as an instructional aid. For two groups in the study, the teachers used melodies to instruct students, while the third group was held to direct

The study compares the pretest and posttest results of three groups of second-grade students studying a phonics rule to determine the effect of using music as an instructional aid. For two groups in the study, the teachers used melodies to instruct students, while the third group was held to direct instruction with no music to use for assistance. The study groups were three second-grade classes at Ishikawa Elementary School, where I was serving as a student teacher. Parental consent was received for each of the students participating in the study. The duration of the study was one week. The first test group was given a familiar melody with new lyrics to reflect the content of the phonics rule "I before E except after C." The second test group was given a melody composed specifically to accompany the phonics rule and to reflect the appropriate phonics content. On the first day of the study, students were given a pretest; these scores were recorded and then compared to the posttest scores from the end of the week. The data that were collected compared groups as a whole through composite scores from pretest to posttest to determine most effective methodology. The groups that were instructed using music demonstrated greater growth and had higher posttest scores.
ContributorsFrazee, Madison Marie (Author) / Schildkret, David (Thesis director) / Stauffer, Sandy (Committee member) / Barrett, The Honors College (Contributor) / Division of Teacher Preparation (Contributor)
Created2014-12
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Description
Over the past few years, the issue of childhood trauma in the United States has become significant. A growing number of children are experiencing abuse, neglect, or some other form of maltreatment each year. Considering the stressful home lives of maltreated children, the one sure sanctuary is school. However, this

Over the past few years, the issue of childhood trauma in the United States has become significant. A growing number of children are experiencing abuse, neglect, or some other form of maltreatment each year. Considering the stressful home lives of maltreated children, the one sure sanctuary is school. However, this idea requires teachers to be actively involved in identifying and caring for the children who need it most. Traumatic childhood experiences leave lasting scars on its victims, so it is helpful if teachers learn how to identify and support children who have lived through them. It is unfortunate that teachers will most likely encounter children throughout their career who have experienced horrendous things, but it is a reality. With this being said, teachers need to develop an understanding of what traumatized children live with, and learn how to address these issues with skilled sensitivity. Schools are not just a place where children learn how to read and write; they build the foundation for a successful life. This project was designed to provide teachers with a necessary resource for helping children who have suffered traumatic experiences. The methodology of this project began with interviews with organizations specializing in working with traumatized children such as Arizonans for Children, Free Arts for Abused Children, The Sojourner Center, and UMOM. The next step was a review of the current literature on the subject of childhood trauma. The findings have all been compiled into one, convenient document for teacher use and distribution. Upon completion of this document, an interactive video presentation will be made available through an online education website, so that distribution will be made simpler. Hopefully, teachers will share the information with people in their networks and create a chain reaction. The goal is to make it available to as many teachers as possible, so that more children will receive the support they need.
ContributorsHanrahan, Katelyn Ann (Author) / Dahlstrom, Margo (Thesis director) / Kelley, Michael (Committee member) / Division of Teacher Preparation (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
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Description
Social support for Mexican-origin adolescent mothers can benefit mental health. Currently, there is little research on specific dimensions of social support and how they change during the beginning years of parenthood, and even less focusing on the influence each dimension has on adolescent mothers' mental health. This study sought to

Social support for Mexican-origin adolescent mothers can benefit mental health. Currently, there is little research on specific dimensions of social support and how they change during the beginning years of parenthood, and even less focusing on the influence each dimension has on adolescent mothers' mental health. This study sought to fill such gaps through the analysis of data from the Supporting MAMI Project at Arizona State University. First, the current study assessed perceptions of emotional, instrumental, and companionship support received from mother figures by Mexican-origin adolescent mothers (N = 204; Mean age at Wave 1 = 16.24, SD = .99) across five years through descriptive statistics and univariate latent growth models. Second, the study assessed the strength of the impact that each dimension of social support had on mental health across six years via conditional growth models. Findings indicated that each dimension of social support shifted in a bi-linear spline shape from Wave 1 to Wave 6, with growth parameters' significance varying for each dimension of support. Each dimension of support was significantly related to depressive symptoms at Wave 6, with varying degrees of influence across growth parameters. Implications for future research and practice are discussed.
ContributorsWendelberger, Bailey Joan (Author) / Umaña-Taylor, Adriana (Thesis director) / Vega, Sujey (Committee member) / School of Social Transformation (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
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Description
The specific focus of the curriculum guide is to encourage inquiry and exploration of sustainability with middle school students. Children need to be explicitly taught how to analyze findings, how to work together, and teachers need to begin to lay the foundation of finding ideal solutions that best serve all

The specific focus of the curriculum guide is to encourage inquiry and exploration of sustainability with middle school students. Children need to be explicitly taught how to analyze findings, how to work together, and teachers need to begin to lay the foundation of finding ideal solutions that best serve all people. The sooner that we introduce our students to these concepts in conjunction with science concepts the better prepared they will be to face the upcoming challenges and the better developed their scientific literacy.
ContributorsSibley, Amanda Marie (Author) / Walters, Molina (Thesis director) / Oliver, Jill (Committee member) / Kurz, Terri (Committee member) / Barrett, The Honors College (Contributor) / Division of Teacher Preparation (Contributor)
Created2014-05
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Description
This project and research intended to address how to successfully run and teach a high school level Theatre I course. The research portion of the project focused on activities to use in the classroom, how to run a drama club and put on productions, and how to create a positive

This project and research intended to address how to successfully run and teach a high school level Theatre I course. The research portion of the project focused on activities to use in the classroom, how to run a drama club and put on productions, and how to create a positive classroom environment where students feel comfortable creating art. The creation portion of the project focused on the things a teacher will need in the classroom: an introduction letter, vision statement, syllabus, and unit plans. The final product includes three unit plans: Introduction to Theatre I, Introduction to Acting, and Theatre and Social Change. The use of the materials in this thesis can help first-time Theatre teachers to become better prepared to run their classroom.
ContributorsKircher, Alyssa Elaine (Author) / Sterling, Pamela (Thesis director) / Whissen, Elaine (Committee member) / Saldana, Johnny (Committee member) / Barrett, The Honors College (Contributor) / School of Film, Dance and Theatre (Contributor) / Division of Teacher Preparation (Contributor)
Created2014-05
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Description
Continue to Teach is a project motivated by the alarming rates of teacher attrition in Arizona and across the United States. The product is in the form of a website that gives current and future teachers resources in attempts to support them. The goal of providing these virtual resources is

Continue to Teach is a project motivated by the alarming rates of teacher attrition in Arizona and across the United States. The product is in the form of a website that gives current and future teachers resources in attempts to support them. The goal of providing these virtual resources is to positively influence teachers to stay in the profession. Each of the subsections of the website were thoughtfully selected based on extensive consideration of the research literature of the factors driving teachers' decisions to remain or leave the profession. I was personally motivated to complete this project because I am studying and practicing to become a teacher. Completing this research and project has compelled me to learn a great amount about the challenges surrounding this profession, and has assisted me in determining what I can do to stay personally motivated while helping others continue to teach as well.
ContributorsMoore, Rachael Edda (Author) / Panneton, Teresa (Thesis director) / Carman-Smith, Aaron (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
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Description
Early adolescence is a pivotal stage of social and emotional development. Socialization traditionally occurs in person, but social interactions via technology (e.g., social media, video games) have grown in popularity. However, little research has been conducted on how early adolescents interact with technology and how these interactions relate to their

Early adolescence is a pivotal stage of social and emotional development. Socialization traditionally occurs in person, but social interactions via technology (e.g., social media, video games) have grown in popularity. However, little research has been conducted on how early adolescents interact with technology and how these interactions relate to their socialization as well as other factors such as reading habits or academic achievement. Seventh and eighth grade students (n = 719) completed a survey that captured information about their technology use, their academic habits and performance, and extracurricular involvement. It was hypothesized that those involved in more extracurricular activities would use the internet more socially and that internet use would be negatively correlated to both academic performance and recreational reading. Responses indicated that a majority of students have access to technology (e.g. internet, computers, television, gaming consoles, and tablets) in their homes. Social media use differed drastically between platforms. Analyses indicated a relation between amount of extracurricular activities on social television watching and social internet use, but not on social gaming. A significant negative correlation was found between recreational reading and time spent socializing online, but there was no significant effect of these factors on academic performance. Thus, hypotheses were partially supported by the relation between amount of extracurriculars and social internet use and the negative correlation between time spent socializing online and recreational reading.
ContributorsHorner, Kate Elizabeth (Author) / McNamara, Danielle (Thesis director) / McCarthy, Kathryn (Committee member) / Davis, Mary (Committee member) / Division of Teacher Preparation (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2017-12
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Description
In previous research, Luthar and Barkin (2012) found that across three different samples collected from three high-achieving schools, adolescents reported elevated rates of maladjustment behaviors, which include substance use, and internalizing and externalizing symptoms. Additionally, past research has also indicated that these maladjustment behaviors are related to parent relationships. A

In previous research, Luthar and Barkin (2012) found that across three different samples collected from three high-achieving schools, adolescents reported elevated rates of maladjustment behaviors, which include substance use, and internalizing and externalizing symptoms. Additionally, past research has also indicated that these maladjustment behaviors are related to parent relationships. A group of high-achieving adolescents that research has not yet focused on are those attending boarding schools, who may have higher-quality relationships with parents due to less daily strife. This study aimed to examine high-achieving adolescents across five samples from five high schools, two of which were boarding schools. This study hypothesized that the high-achieving adolescents attending both boarding schools would report lower rates of substance use, internalizing and externalizing symptoms, and lower rates of perceived parent criticism and expectations in comparison to those attending the day schools. Substance use, internalizing and externalizing symptoms, and parent relationships were measured using self-report measures that were completed by students attending these schools. Results showed that both boarding schools reported elevated rates of substance use in comparison to the three day schools and these rates measured above national norms. At the same time, both boarding schools reported lower rates of internalizing and externalizing symptoms when compared to rates reported by the day school students. This study also found that there were differences among parent relationship measures, such as criticism and expectations, among all school samples. Results of this study also showed that aspects of parent relationship, such as parent knowledge, were associated with rates of substance use among all school samples. In summary, boarding school students showed elevated substance use, similar parental relationship quality, and lower mental health symptoms compared to day school students. For all students, some aspects of the parental relationship were related to levels of substance use.
ContributorsTaracena, Emily Gabriella (Author) / Luthar, Suniya (Thesis director) / Infurna, Frank (Committee member) / Davis, Mary (Committee member) / Division of Teacher Preparation (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2017-12
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DescriptionDisability Resource and Counseling centers were interviewed across universities and high schools regarding how they accommodate twice exceptional students in giftedness and emotional behavioral disorders. This study highlights the services available to 2e students and provides effective accommodations and support solutions.
ContributorsGraham, Abigail Rose (Author) / Cocchiarella, Martha (Thesis director) / Harris, Pamela (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
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Description
The principles of transformational play challenge the assumption that learning and "real life" are inherently separate spheres, and instead, intimately connect the two spheres by integrating the often separate treatment of person, content, and context. By positioning person, content, and context in a way that traditional learning environments cannot, transformational

The principles of transformational play challenge the assumption that learning and "real life" are inherently separate spheres, and instead, intimately connect the two spheres by integrating the often separate treatment of person, content, and context. By positioning person, content, and context in a way that traditional learning environments cannot, transformational play puts students in the role of active protagonists in their own learning and positions them to use their growing knowledge to make authentic choices that can affect problems they face in reality and thereby transform: the circumstances of their lives, the way they understand knowledge as a functional asset, and the way they see themselves as agents with the ability to act and create change. This can be especially empowering to students who have thus far been facing a feeling of hopelessness or powerlessness in their lives. Teachers can apply the concepts behind transformational play throughout the learning process to improve the consequentiality of students' learning experiences.
ContributorsCurtis, Camryn (Author) / Barab, Sasha (Thesis director) / Arici, Anna (Committee member) / School of Historical, Philosophical and Religious Studies (Contributor) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2017-12