Matching Items (6)
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- All Subjects: Teacher Education
- All Subjects: Self-efficacy
- Creators: Marsh, Josephine
Description
The purpose of this study was to investigate critical literacy practices in two prehistoric exhibits in a natural history museum. Bourdieu's habitus and Bakhtin's dialogism served as theoretical frames to collect and analyze data. Data were collected and triangulated using field notes, interview transcriptions, archives, and other data sources to critically scrutinize textual meaning and participant responses. Spradley's (1979) domain analysis was used to sort and categorize data in the early stage. Glaser and Strauss's (1967) constant comparative method was used to code data. My major findings were that museum texts within this context represent embedded beliefs and values that were interwoven with curators` habitus, tastes and capital, as well as institutional policies. The texts in the two Hohokam exhibits endorse a certain viewpoint of learning. Teachers and the public were not aware of the communicative role that the museum played in the society. In addition, museum literacy/ies were still practiced in a fundamental way as current practices in the classroom, which may not support the development of critical literacy. In conclusion, the very goal for critical museum literacy is to help students and teachers develop intellectual strategies to read the word and the world in informal learning environments.
ContributorsLiang, Sheau-yann (Author) / Mccarty, Teresa (Thesis advisor) / Marsh, Josephine (Committee member) / Blumenfeld-Jones, Donald (Committee member) / Welsh, Peter (Committee member) / Arizona State University (Publisher)
Created2013
Description
Schools are in place to provide for the education of students across the nation. In trying to ensure all students have equal opportunities, both state and federal government have instituted policies which direct and influence what and how the curriculum is taught across the nation. Teachers are compliant in following these guidelines, as district adopted curriculum aligns with accountability measures. However, when teachers are encouraged to innovate instructional practices specific to the needs of their students, success follows. Further, when processes are in place to allow teachers to innovate collaboratively, collective teacher efficacy is enhanced. Research shows that collective teacher efficacy is a top indicator of student achievement. The purpose of this mixed methods action research study was to identify if teacher-initiated innovations, enacted through collaborative inquiry cycles, would increase teachers’ self- and collective efficacy and how the sources of efficacy may have contributed. While quantitative data did not show statistical significance, aggregated qualitative data indicated otherwise. Through the process of using collaborative inquiry cycles, teachers were more intentional with their instruction, were positively influenced and impacted by their peers, and they felt successful. These are behaviors that lead to higher levels of collective efficacy.
ContributorsChristy, Jacquelyn (Author) / Marsh, Josephine (Thesis advisor) / Loescher, Shawn (Committee member) / Hoogsteen, T.J. (Committee member) / Arizona State University (Publisher)
Created2022
Description
Lorenzo De Zavala is a low-income school in West Dallas, Texas, and a part of the large Dallas Independent School District. Reading achievement has been low and stagnant over the past few years at this campus due low reading levels in grades Kindergarten through 2nd grade. Additionally, there is a lack of adequate teacher development and inconsistent guided reading implementation. The purpose of my action research project was to discover the effects of Tailored Training and Support on teachers’ perceptions about guided reading, on their self-efficacy, and on their perceptions of Tailored Training and Support as a system to support future campus innovations. The data for this project was collected through pre- and post-innovation surveys, pre- and post-innovation interviews, feedback and reflection forms, and an observation checklist. TTS was framed by Social Cognitive Theory, Communities of Practice, and the ‘See It, Name It, Do It’ feedback framework. The findings of this study revealed that TTS had positive effects on teachers' perceptions of guided reading, improvement in their self-efficacy, and positive perceptions about continued implementation of guided reading and future campus innovations.
ContributorsDe La Cruz, Denisse Giovanna (Author) / Marsh, Josephine (Thesis advisor) / Hill, Elena (Committee member) / Frazier, Lori (Committee member) / Arizona State University (Publisher)
Created2023
Description
This teacher research study examined the effects of utilizing an intervention of Science Writing Heuristics (SWH) as a tool to increase learning during laboratory activities. Five of my eighth grade general science classes participated in this study. Two classes utilized SWH during their laboratory activities (the treatment group) and three classes performed and wrote up their labs in the more traditional, teacher-directed approach (the control group). The assessment scores of the students in the treatment group were compared to the assessment scores of the students in the control group. The post-assessments were analyzed utilizing a t-test. I was teacher in this study and the teacher of all five classes. Data from 41 students were analyzed in this study. A pre-assessment, six laboratory activities, instruction, and a post-assessment occurred within three weeks. The assessments were generated by myself and I performed a t-test using a two-sample analysis, assuming unequal variances (n=16 for treatment group, n=25 for control group) to compare the post-assessments from each group. Results indicated that there was no significant difference between the post-assessment scores of the treatment group with the post-assessment scores of control group (p=0.25). However, the t-test results revealed that when the pre- and post-assessments were compared, there was a significant difference (p=<0.05 for treatment group, p=<0.05 for control group). Each group showed considerable cognitive improvement between pre-assessment (mean scores: 52%-treatment group and 53%-control group) and the post-assessment (mean scores: 72%-treatment group and 80%-control group). This suggests that the presentation of the curriculum lacked a clear distinction between the treatment group and the control group yet benefited most students. Due to circumstances described in the limitations, further research is warranted.
ContributorsDrobitsky, Tamara (Author) / Luft, Julie (Thesis advisor) / Marsh, Josephine (Committee member) / Baker, Dale (Committee member) / Lyon, Edward (Committee member) / Arizona State University (Publisher)
Created2015
Description
This qualitative case study examines seven bilingual Latino boys who were motivated readers. Several theories were examined in relationship to the study: sociocultural theory, reading motivation theories, and gender schema theory. Prior studies involving reading motivation of boys and Latinos showed a gap between boys and girls in reading achievement, high school completion, and college enrollment. Studies about reading motivation included choice in books, reading amount, social context of reading, habitual reading habits, and out-of-school reading as important factors that influence reading motivation. Additionally, Latino cultural factors such as machismo and familismo were examined as factors that influence motivation to read.
The study participants attended a large, urban school in Arizona and were selected from senior English classes after completing a participant selection survey. On the participant selection survey, boys self-identified their gender, language, and ethnicity; by several questions about attitudes toward reading and reading amount rated on a 10-point Likert scale gauged reading motivation. Each participant participated in an individual interview, completed a 60-question questionnaire/survey, and either attended a group interview or a second individual interview.
Data were triangulated by using data from these three sources and was coded as it was collected using Nvivo qualitative coding software. Coding began with five, basic categories derived from the study questions: motivation, home experiences, school experiences, school performance, and attitude toward reading. As coding continued, the coding categories expanded to include categories such as location of reading materials, access to books, choices in reading, format of texts, and many others. Eventually, there were four distinct categories that stood out in the findings: reading self-perception, purposes, preferences, and practices. The findings have a correlation to previous studies about reading motivation, but also add to the growing field of literature in the area of Latino boys' reading motivation.
Keywords: reading, motivation, self-efficacy, situational interest, Latino, boys, high school, gender, types of reading, reading purposes
The study participants attended a large, urban school in Arizona and were selected from senior English classes after completing a participant selection survey. On the participant selection survey, boys self-identified their gender, language, and ethnicity; by several questions about attitudes toward reading and reading amount rated on a 10-point Likert scale gauged reading motivation. Each participant participated in an individual interview, completed a 60-question questionnaire/survey, and either attended a group interview or a second individual interview.
Data were triangulated by using data from these three sources and was coded as it was collected using Nvivo qualitative coding software. Coding began with five, basic categories derived from the study questions: motivation, home experiences, school experiences, school performance, and attitude toward reading. As coding continued, the coding categories expanded to include categories such as location of reading materials, access to books, choices in reading, format of texts, and many others. Eventually, there were four distinct categories that stood out in the findings: reading self-perception, purposes, preferences, and practices. The findings have a correlation to previous studies about reading motivation, but also add to the growing field of literature in the area of Latino boys' reading motivation.
Keywords: reading, motivation, self-efficacy, situational interest, Latino, boys, high school, gender, types of reading, reading purposes
ContributorsShaffer, Shelly (Author) / Blasingame, James (Thesis advisor) / Roen, Duane (Committee member) / Marsh, Josephine (Committee member) / Arizona State University (Publisher)
Created2015
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