Matching Items (4)
Filtering by
- All Subjects: Self-efficacy
- All Subjects: Exercise Perception
- Creators: Hightower, Guadalupe
Description
The aim of this study was to examine the effects of Assisted Cycle Therapy (ACT) on self-efficacy and exercise perception in older adults with Down syndrome (DS) after a three times a week for 8 weeks intervention. Thirteen participants were in the ACT group in which a motor assisted their cycling to be performed at least 30% faster than voluntary cycling (VC), 11 participants were in the voluntary cycling group and two participants were in the no cycling (NC) group. The results showed that both exercise groups (i.e., ACT and VC) improved in their self-efficacy after the 8 week intervention. In addition, exercise perception improved following ACT and not VC or NC. Our results are discussed with respect to their future implications for exercise in the DS population. It might be that the yielded results were due to differences in effort required by each intervention group as well as the neurotrophic factors that occur when muscle contractions create synaptic connections resulting in improvement in cognition and feelings of satisfaction. In the future, research should focus on the psychological factors such as social accountability and peer interaction as they relate to ACT and physical activity in person's with DS.
ContributorsTucker, Kori Ann (Author) / Ringenbach, Shannon (Thesis director) / Arnold, Nathaniel (Committee member) / Holzapfel, Simon (Committee member) / School of Nutrition and Health Promotion (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
Learning a second language has been shown to have many benefits, but in the
state of Arizona the teaching and learning of second languages has been restricted since the passing of Proposition 203. In the past few years, schools offering Dual Language Immersion programs have emerged, but their teachers do not have much experience, training or resources to teach language through content. Language immersion self- efficacy has been shown to be crucial for the teachers to be more effective in their instruction and for them to embrace the challenges they face.
The purpose of this action research study was to increase Spanish immersion teachers' self-efficacy through a community of practice, in which teachers performed peer observations and offered feedback, collaboratively drew from a pool of resources that were available online for all to use, and supported each other in the areas they felt could be improved.
Quantitative data included pre- and post- intervention self-efficacy surveys, as well as a retrospective survey. Qualitative data included audio recordings and field notes from the community of practice sessions, teacher observations, peer observations, and feedback meetings, as well as interviews.
Results from the analysis of data showed an increase of teachers’ self-efficacy because of the close collaboration and resource sharing that took place during the implementation of the community of practice. Teachers also reported positive changes in practice due to peer observations and collegial conversations during meetings, where teachers could acknowledge their own successes and use ideas from others to improve their practice. Finally, despite all the positive outcomes from this action research study, it was evident there were some systemic issues the community of practice could not change, such as the lack of resources and appropriate curriculum for Spanish immersion teachers.
Many parents and educators have agreed our students should have the opportunity of becoming bilingual to face global competition more effectively. Because of that, Spanish immersion schools have been growing in popularity in Arizona. Moreover, it has become clear that as we have more schools and teachers willing to adopt these programs, more resources must be made available to support immersion teachers and their instruction.
state of Arizona the teaching and learning of second languages has been restricted since the passing of Proposition 203. In the past few years, schools offering Dual Language Immersion programs have emerged, but their teachers do not have much experience, training or resources to teach language through content. Language immersion self- efficacy has been shown to be crucial for the teachers to be more effective in their instruction and for them to embrace the challenges they face.
The purpose of this action research study was to increase Spanish immersion teachers' self-efficacy through a community of practice, in which teachers performed peer observations and offered feedback, collaboratively drew from a pool of resources that were available online for all to use, and supported each other in the areas they felt could be improved.
Quantitative data included pre- and post- intervention self-efficacy surveys, as well as a retrospective survey. Qualitative data included audio recordings and field notes from the community of practice sessions, teacher observations, peer observations, and feedback meetings, as well as interviews.
Results from the analysis of data showed an increase of teachers’ self-efficacy because of the close collaboration and resource sharing that took place during the implementation of the community of practice. Teachers also reported positive changes in practice due to peer observations and collegial conversations during meetings, where teachers could acknowledge their own successes and use ideas from others to improve their practice. Finally, despite all the positive outcomes from this action research study, it was evident there were some systemic issues the community of practice could not change, such as the lack of resources and appropriate curriculum for Spanish immersion teachers.
Many parents and educators have agreed our students should have the opportunity of becoming bilingual to face global competition more effectively. Because of that, Spanish immersion schools have been growing in popularity in Arizona. Moreover, it has become clear that as we have more schools and teachers willing to adopt these programs, more resources must be made available to support immersion teachers and their instruction.
ContributorsSalas, Raquel (Author) / Bertrand, Melanie (Thesis advisor) / Buss, Ray R. (Committee member) / Hightower, Guadalupe (Committee member) / Arizona State University (Publisher)
Created2016
Description
.ABSTRACT The Arizona Department of Education (ADE) empowered a task force to design a new instructional model for English Language Development (ELD) students. The task force created a four-hour, language intensive instructional model which required ELD-indentified students to be immersed in grammar, reading, pre-writing, vocabulary and oral English conversation. This model also mandated a specific number of instructional minutes were to be assigned to each of the model's five components. Moreover, these instructional minutes were to be accounted for by ELD teachers as they developed lesson plans to teach these students. To address the substantial professional development requirements entailed by these mandates, Wenger's Community of Practice (CoP) framework was employed. A CoP was formed to assist nine ELD teachers to (a) meet mandates of the instructional model, (b) participate in professional development opportunities to gain language-based instructional strategies, (c) plan lessons together and eventually, (d) allow them to become more efficacious in their abilities to meet and implement the mandated ADE Sheltered English Instruction (SEI) instructional model developed by the ADE task force. Quantitative and qualitative data were gathered throughout the study by means of a pre- and post-questionnaire, audio taping and transcribing CoP sessions and field notes. Findings suggest the CoP served as an effective forum for increasing ELD teachers' sense of efficacy towards becoming an effective ELD teacher. Moreover, the CoP helped increase understanding of the requirements of the instructional model, participate in professional development specific to their needs and collaborate, which was largely responsible for increasing teacher efficacy.
ContributorsPederson, Susan (Author) / Buss, Ray (Thesis advisor) / Zambo, Ronald (Committee member) / Hightower, Guadalupe (Committee member) / Arizona State University (Publisher)
Created2011
Description
This study examines the effectiveness of two modes of exercise on self-efficacy (SE) and exercise perception (EP) in adults with Down syndrome (DS). Thirteen participants attended four sessions: a baseline assessment, an Assisted Cycling Therapy (ACT) session, a resistance training (RT) session, and a session of no training (NT). In the baseline assessment, 1-repetition max (1RM) measurements and voluntary pedal rate measurements were taken. In the cycling intervention, the participant completed 30 minutes of assisted cycling at 35 percent greater than their voluntary pedaling rate. In the resistance training session, 2 sets of 8-12 repetitions of the leg press, chest press, seated row, leg curl, shoulder press, and latissimus pulldown were performed. During the session of no training, participants played board games with student researchers for 35 minutes.Two subsets of the Physical Activity and Self Efficacy Survey were administered prior to each session (i.e., pretest) and after the intervention (i.e., post-test). The results were consistent with the hypothesis that ACT would lead to higher SE than RT or NT. However, ACT did not lead to higher EP than RT or NT as hypothesized. Additionally, it was hypothesized that RT would lead to higher SE and EP than NT, but the results did not support this. In conclusion, an acute session of ACT demonstrated a significant trend for improved self-efficacy in adults with DS.
ContributorsOberbillig, Nicole (Author) / Ringenbach, Shannon (Thesis director) / Ofori, Edward (Committee member) / School of International Letters and Cultures (Contributor) / College of Health Solutions (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05