Matching Items (13)
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- All Subjects: Elementary Education
- Creators: Division of Teacher Preparation
- Member of: Barrett, The Honors College Thesis/Creative Project Collection
Description
This creative project created and implemented a seven-day STEM curriculum that ultimately encouraged engagement in STEM subjects in students ages 5 through 11. The activities were incorporated into Arizona State University's Kids' Camp over the summer of 2017, every Tuesday afternoon from 4 to 6 p.m. with each activity running for roughly 40 minutes. The lesson plans were created to cover a myriad of scientific topics to account for varied student interest. The topics covered were plant biology, aerodynamics, zoology, geology, chemistry, physics, and astronomy. Each lesson was scaffolded to match the learning needs of the three age groups (5-6 year olds, 7-8 year olds, 9-11 year olds) and to encourage engagement. "Engagement" was measured by pre- and post-activity surveys approved by IRB. The surveys were in the form of statements where the children would totally agree, agree, be undecided, disagree, or totally disagree with it. To more accurately test engagement, the smiley face Likert scale was incorporated with the answer choices. After implementation of the intervention, two-tailed paired t-tests showed that student engagement significantly increased for the two lesson plans of Aerodynamics and Chemistry.
ContributorsHunt, Allison Rene (Co-author) / Belko, Sara (Co-author) / Merritt, Eileen (Thesis director) / Ankeny, Casey (Committee member) / Division of Teacher Preparation (Contributor) / Harrington Bioengineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2017-12
Description
Interaction is key to education, as students who perform their own inquiry into a subject retain information longer. The field of interactive fiction, which emphasizes personal decision making and freedom of choice, is ripe for opportunity as it is relatively simple to develop and deploy to audiences of any size. However, few interactive fiction platforms exist with the openness and flexibility required for classroom use. My project attempted to create an interactive fiction platform that can be created for and engaged with by both teachers and students. This led to the creation of an interactive fiction platform that conforms to a variety of requirements, such as openness and compatibility across multiple platforms, and which can display meaningful content. This was accomplished by someone with a content area education background and only limited computer science experience, and shows promise for similar future endeavors.
ContributorsWilley, Kyle Allen (Author) / Bruhn, Karen (Thesis director) / Foy, Joseph (Committee member) / Viles, Rebecca (Committee member) / Barrett, The Honors College (Contributor) / Division of Teacher Preparation (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor)
Created2014-12
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
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
Description
The present study was conducted in order to investigate the implementation of the self-regulated learning component of goal-setting in the elementary education classroom. Essential questions posed addressed the reasoning behind why classrooms may not implement goal-setting despite the proven benefits. Also studied was the application of goal-setting within the classroom and what that may look like for educators. Finally, student preferences were observed and taken into consideration during implementation in order to help the study benefit them as much as possible. Participants included 29 fourth grade students at Rover Elementary School. The study was conducted over a six-week period by a student teacher that was completing their Senior Residency in this particular classroom. During study implementation, students were introduced to the concept of goal-setting. Using a series of goal-setting documents, students practiced goal-setting in, first, a Reader's Workshop period then, secondly, in a Writing Block. It was concluded that goal-setting may not be implemented in the classroom due to the amount of time necessary to complete the practice as well as the possibility that educators may not have the knowledge needed to properly make use of the practice. The application of the practice brings to light the need for students to include the setting of process goals in addition to product goals. Through the use of an exit survey, student preferences revealed that initially, they would rather have pre-written process goals to aim towards achieving rather than having to develop their own. In the future, it is suggested to conduct this study over a longer period of time in order to evaluate if students can develop their own goal-setting strategies.
ContributorsPavlovich, Kaitlyn Marie (Author) / Jordan, Michelle (Thesis director) / Barrus, Angela (Committee member) / Barrett, The Honors College (Contributor) / Division of Teacher Preparation (Contributor) / T. Denny Sanford School of Social and Family Dynamics (Contributor)
Created2014-05
Description
Experiential learning is the process of gaining new information by participating in some sort of experience. One way this can occur inside the classroom, as in the inquiry model or problem-based learning. It can also occur outside of the classroom, as in outdoor education or field trips. Recently, virtual experiential learning opportunities have surfaced, including virtual field trips, experiments, and manipulatives. This project aims to define experiential learning, including examples in every context. Then, it describes current elementary school teachers' perceptions of experiential learning via survey results. The final product also includes an Appendix which is made up of experiential learning lesson plans for each context.
ContributorsMccoy, Maddilyn (Author) / Walters, Molina (Thesis director) / Oliver, Jill (Committee member) / Barrett, The Honors College (Contributor) / Division of Teacher Preparation (Contributor)
Created2013-12
Description
Clean and accessible drinking water is a crucial and limited resource. As the world's population grows and demand increases, water resources will become more limited. This project aims to educate students on water resources, drinking water, and how biomimicry can allow society to improve its water usage. The project consists of a ten day unit plan which addresses several water topics such as: the various uses of water, water distribution, where drinking water comes from, the water treatment process, and more. After establishing background knowledge on water and surrounding issues, the students will be challenged to design a water bottle using biomimicry. Biomimicry is looking at nature to draw and inspire solutions to human problems. This unit has been optimized for use by elementary teachers. The ten day unit consists of a lesson summary, objectives, standards, and recommended activities for each day. Of the ten days, three lesson plans were fully developed using the 5E format. The research supporting this project is compiled in the following report.
ContributorsSalik, Rachael (Co-author) / Burke, Aurora (Co-author) / Walters, Molina (Thesis director) / Larson, Kelli L. (Committee member) / Civil, Environmental and Sustainable Engineering Programs (Contributor) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
Description
As zoos’ goals, designers’ values, and guests’ expectations change, so do the structures seen at the zoo. Exhibit history is not clear cut, and – despite what some may claim – is not inherently linear. Exhibit strategies develop as a result of tensions, both social and operational, imposed from both inside and outside of zoos. This literature review examines the history of zoo architecture by defining six design periods and considering the lenses of race, class, and nature.
ContributorsBisgrove, Daniel Jeffrey (Author) / Minteer, Ben (Thesis director) / Collins, James (Committee member) / Rojas, Christopher (Committee member) / School of Community Resources and Development (Contributor) / School of Life Sciences (Contributor, Contributor, Contributor, Contributor) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
The 5E model of instruction is most commonly used in STEM; however, this thesis explores the idea of integrating the 5E model into second-language teaching of Spanish. Furthermore, this project incorporates technology into the 5E system to create engaging lessons. The overarching question of this paper is “How can technology and the 5E model be combined to create effective 5th-grade Spanish lesson plans?” This thesis includes four complete Spanish 5E lesson plans designed for a 5th-grade class.
ContributorsPatel, Roshi (Author) / Walton-Ramirez, Anne (Thesis director) / Hjelmstad, Kara (Committee member) / Division of Teacher Preparation (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
As we count down the years remaining before a global climate catastrophe, ever increases the importance of teaching environmental history and fostering environmental stewardship from a young age. In the age of globalization, nothing exists in a vacuum, yet our traditional education system often fails to reflect the abundant connections between content areas that are prevalent outside of schools. In fact, many of the flaws of the field of education have been exacerbated by the COVID-19 pandemic and a forced transition to online schooling, with many educators reverting to outdated practices in a desperate attempt to get students through the year. The aim of this project was to design a unit curriculum with these issues in mind. This month-long environmental history unit engages students through the use of hands-on activities and promotes interdisciplinary connections. The unit can be taught in a physical, online, or hybrid American history class, and will hopefully inspire and motivate students to become environmental stewards as they look toward their futures on this planet.
ContributorsColeman, Lauren Jean (Author) / Walters, Molina (Thesis director) / Anthony, Charles (Committee member) / School of International Letters and Cultures (Contributor) / School of Mathematical and Statistical Sciences (Contributor) / Division of Teacher Preparation (Contributor, Contributor) / Barrett, The Honors College (Contributor)
Created2021-05