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This qualitative, action research study examines how teacher-writers' identities are constructed through the practice of revision in an extra-curriculum writing group. The writing group was designed to support the teacher-writers as they revised classroom research projects for submission for a scholarly journal. Using discourse analysis, the researcher explores how the

This qualitative, action research study examines how teacher-writers' identities are constructed through the practice of revision in an extra-curriculum writing group. The writing group was designed to support the teacher-writers as they revised classroom research projects for submission for a scholarly journal. Using discourse analysis, the researcher explores how the teacher-writers' identities are constructed in the contested spaces of revision. This exploration focuses on contested issues that invariably emerge in a dynamic binary of reader/writer, issues of authority, ownership, and unstable reader and writer identities. By negotiating these contested spaces--these contact zones--the teacher-writers construct opportunities to flex their rhetorical agency. Through rhetorical agency, the teacher-writers shift their discoursal identities by discarding and acquiring a variety of discourses. As a result, the practice of revision constructs the teacher-writers identities as hybrid, as consisting of self and other.
ContributorsClark-Oates, Angela (Author) / Smith, Karen (Thesis advisor) / Roen, Duane (Thesis advisor) / Fischman, Gustavo (Committee member) / Early, Jessica (Committee member) / Arizona State University (Publisher)
Created2013
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Description
A simple passion for reading compels many to enter the university literature classroom. What happens once they arrive may fuel that passion, or possibly destroy it. A romanticized relationship with literature proves to be an obstacle that hinders a deeper and richer engagement with texts. Primary research consisting of personal

A simple passion for reading compels many to enter the university literature classroom. What happens once they arrive may fuel that passion, or possibly destroy it. A romanticized relationship with literature proves to be an obstacle that hinders a deeper and richer engagement with texts. Primary research consisting of personal interviews, observations, and surveys, form the source of data for this dissertation project which was designed to examine how literature teachers engage their students with texts, discussion, and assignments in the university setting. Traditionally text centered and resolute, literature courses will need refashioning if they are to advance beyond erstwhile conventions. The goal of this study is to create space for a dialogue about the need for a pedagogy of literature.
ContributorsSanchez, Shillana (Author) / Goggin, Maureen (Thesis advisor) / Tobin, Beth (Thesis advisor) / Rose, Shirley (Committee member) / Arizona State University (Publisher)
Created2013
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This study compares some sites, structures, theories and praxis of transnational feminisms in India and the U.S., simultaneously guided by and interrogating contemporary academic feminist theoretical and methodological trends. The goal is twofold: to understand similarities and differences in feminist praxis of two geo-epistemological spaces; and to interrogate the notion

This study compares some sites, structures, theories and praxis of transnational feminisms in India and the U.S., simultaneously guided by and interrogating contemporary academic feminist theoretical and methodological trends. The goal is twofold: to understand similarities and differences in feminist praxis of two geo-epistemological spaces; and to interrogate the notion and currency of the "transnational" within feminist knowledge-creation. The phenomenon of transnational feminist knowledge-making is interrogated from a philosophical/theoretical and phenomenological/experiential standpoint. The philosophical inquiry is concentrated on the theoretical texts produced on transnational/global/postcolonial feminisms. This inquiry also focuses on some unpublished, uncirculated archival materials that trace the history of academic feminisms and their transnationalization. The phenomenological side focuses on interview and survey data on transnational feminism, gathered from feminist practitioners working in the U.S. and India, as well as being "transmigrant," or "traveling scholars." Digital/institutional ethnography is used to ground the findings in operational spaces of knowledge-making, including cyberspace. This research shows that the global logic of circulation and visibility organize the flow of knowledge as data, narratives and reports from the global south, which are analyzed, clarified and theorized in the global north. Perhaps responding to many critiques on "speaking of" and "speaking for" the "other," the trend to represent third world women as perpetual victims has given way to newer representations and accounts of resistance, collaboration, and activism. However, this creates a fresh "theory-here-activism-there" model of transnational feminism that preserves unequal feminist division of labor. This comparative and critical study focuses not just on feminist discourses in two countries but also their relationships, suggests some viable models of transnational feminism that can preserve epistemic justice, and aims to contribute to the theoretical corpus of transnational feminism.
ContributorsChakravarty, Debjani (Author) / Kitch, Sally L (Thesis advisor) / Fonow, Mary M (Committee member) / Koblitz, Ann H (Committee member) / Arizona State University (Publisher)
Created2013
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Description
This dissertation provides a critical analysis of public administration's understanding of the relationship between rational thought and action in its discourse on ethics. It argues that rationalist ethics assume a particular relationship between thought and action: that good knowledge leads to good, proper action. While there have been many critiques

This dissertation provides a critical analysis of public administration's understanding of the relationship between rational thought and action in its discourse on ethics. It argues that rationalist ethics assume a particular relationship between thought and action: that good knowledge leads to good, proper action. While there have been many critiques of rationalist administrative ethics, scholars have not examined the way in which rationalism persists in the way in which the teaching of ethics is conducted. The use of the case study figures prominently in this. Thus, the dissertation explores the historical and theoretical intersection of rationalism, ethics, and teaching through the lens of the case study. It begins with a history of the pedagogical use of the case study and the institutional transformations of the university. While conventional accounts of the field locate its founding in the United States in the municipal reform movement, here the founding of the field of public administration is recast through connections to reforms in the university including changes in epistemic assumptions, pedagogical methods, and curricular changes in ethics in which the case study is central and remains so as the field develops. The dissertation then considers scholarship in public administration that raises questions about rationalist ethics. Three critical approaches are explored: recognition of the uncertainty and complexity of administrative practice, critique as unmasking of power relationships, and the shift of ethics from an epistemological to an ontological inquiry. The dissertation builds on the work in this third approach and shows how it attempts to articulate a non-rationalist, or immanent, ethics. This ethics is concerned with exploring the conditions that make possible mutually beneficial relationships and meaningful lives from which categorical norms of the good life could emerge. Drawing on the philosophy of Gilles Deleuze and Felix Guattari, it is argued that the distinction Deleuze and Guattari make between "arborescent" and "rhizomatic" knowledge gets to the root of the tension between thought and action and offers an innovative and useful way to advance an immanent, non-rational ethics. The challenge digital technologies and the information society present to the field is considered to illustrate the need to rethink administrative ethics and also the particular usefulness of Deleuze and Guattari in doing so. The dissertation concludes with a discussion of pedagogical practices and classroom examples that encourage a rhizomatic understanding of the theory and practice of public administration.
ContributorsCallen, Jeffrey Craig (Author) / Catlaw, Thomas J (Thesis advisor) / Corley, Elizabeth (Committee member) / Kim, Yushim (Committee member) / Arizona State University (Publisher)
Created2013
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Description
The teaching of singing remained remarkably stable until, at the end of the twentieth century, advances in the understanding of voice science stimulated dramatic changes in approach to vocal pedagogy. Previously, the technology needed to accurately measure physiologic change within the larynx and breath-support musculature during the process of singing

The teaching of singing remained remarkably stable until, at the end of the twentieth century, advances in the understanding of voice science stimulated dramatic changes in approach to vocal pedagogy. Previously, the technology needed to accurately measure physiologic change within the larynx and breath-support musculature during the process of singing simply did not exist. Any prior application of scientific study to the voice was based primarily upon auditory evaluation, rather than objective data accumulation and assessment. After a centuries-long history, within a span of twenty years, vocal pedagogy evolved from an approach solely derived from subjective, auditory evidence to an application grounded in scientific data. By means of analysis of significant publications by Richard Miller, Robert Sataloff, and Ingo Titze, as well as articles from The Journal of Singing and The Journal of Voice, I establish a baseline of scientific knowledge and pedagogic practice ca. 1980. Analysis and comparison of a timeline of advancement in scientific insight and the discussion of science in pedagogical texts, 1980-2000, reveal the extent to which voice teachers have dramatically changed their method of instruction. I posit that voice pedagogy has undergone a fundamental change, from telling the student only what to do, via auditory demonstration and visual imagery, to validating with scientific data how and why students should change their vocal approach. The consequence of this dramatic pedagogic evolution has produced singers who comprehend more fully the science of their art.
ContributorsVelarde, Rachel (Author) / Doan, Jerry (Thesis advisor) / Campbell, Andrew (Committee member) / Solis, Theodore (Committee member) / Elgar Kopta, Anne (Committee member) / Britton, David (Committee member) / Arizona State University (Publisher)
Created2013
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Description
This study examines the multiple and complicated ways that Native American students engage, accept, and/or reject the teachings of a Native American literature course, as they navigate complex cultural landscapes in a state that has banned the teaching of ethnic studies. This is the only classroom of its kind in

This study examines the multiple and complicated ways that Native American students engage, accept, and/or reject the teachings of a Native American literature course, as they navigate complex cultural landscapes in a state that has banned the teaching of ethnic studies. This is the only classroom of its kind in this major metropolitan area, despite a large Native American population. Like many other marginalized youth, these students move through "borderlands" on a daily basis from reservation to city and back again; from classrooms that validate their knowledges to those that deny, invalidate and silence their knowledges, histories and identities. I am examining how their knowledges are shared or denied in these spaces. Using ethnographic, participatory action and grounded research methods, and drawing from Safety Zone Theory (Lomawaima and McCarty, 2006) and Bakhtin's (1981) dialogism, I focus on students' counter-storytelling to discover how they are generating meanings from a curriculum that focuses on the comprehension of their complicated and often times contradicting realities. This study discusses the need for schools to draw upon students' cultural knowledges and offers implications for developing and implementing a socio-culturally sustaining curriculum.
ContributorsSan Pedro, Timothy Jose (Author) / Paris, Django (Thesis advisor) / Romero-Little, Mary Eunice (Thesis advisor) / Mccarty, Teresa (Committee member) / Ortiz, Simon (Committee member) / Chin, Beverly A (Committee member) / Arizona State University (Publisher)
Created2013
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Description
Medical students acquire and enhance their clinical skills using various available techniques and resources. As the health care profession has move towards team-based practice, students and trainees need to practice team-based procedures that involve timely management of clinical tasks and adequate communication with other members of the team. Such team-based

Medical students acquire and enhance their clinical skills using various available techniques and resources. As the health care profession has move towards team-based practice, students and trainees need to practice team-based procedures that involve timely management of clinical tasks and adequate communication with other members of the team. Such team-based procedures include surgical and clinical procedures, some of which are protocol-driven. Cost and time required for individual team-based training sessions, along with other factors, contribute to making the training complex and challenging. A great deal of research has been done on medically-focused collaborative virtual reality (VR)-based training for protocol-driven procedures as a cost-effective as well as time-efficient solution. Most VR-based simulators focus on training of individual personnel. The ones which focus on providing team training provide an interactive simulation for only a few scenarios in a collaborative virtual environment (CVE). These simulators are suited for didactic training for cognitive skills development. The training sessions in the simulators require the physical presence of mentors. The problem with this kind of system is that the mentor must be present at the training location (either physically or virtually) to evaluate the performance of the team (or an individual). Another issue is that there is no efficient methodology that exists to provide feedback to the trainees during the training session itself (formative feedback). Furthermore, they lack the ability to provide training in acquisition or improvement of psychomotor skills for the tasks that require force or touch feedback such as cardiopulmonary resuscitation (CPR). To find a potential solution to overcome some of these concerns, a novel training system was designed and developed that utilizes the integration of sensors into a CVE for time-critical medical procedures. The system allows the participants to simultaneously access the CVE and receive training from geographically diverse locations. The system is also able to provide real-time feedback and is also able to store important data during each training/testing session. Finally, this study also presents a generalizable collaborative team-training system that can be used across various team-based procedures in medical as well as non-medical domains.
ContributorsKhanal, Prabal (Author) / Greenes, Robert (Thesis advisor) / Patel, Vimla (Thesis advisor) / Smith, Marshall (Committee member) / Gupta, Ashish (Committee member) / Kaufman, David (Committee member) / Arizona State University (Publisher)
Created2014
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Teacher learning in the workplace is situated within a complex context involving the individual and multiple aspects of an educational organization. The present action research study uses a socio-constructionist inquiry lens to further research the local and multifaceted nature of professional learning in schools. The goal is to re-conceptualize professional

Teacher learning in the workplace is situated within a complex context involving the individual and multiple aspects of an educational organization. The present action research study uses a socio-constructionist inquiry lens to further research the local and multifaceted nature of professional learning in schools. The goal is to re-conceptualize professional development away from reductionist approaches that assume teacher practice can be isolated, packaged, and directly transferable into the classroom. The present study examines how lesson study can structure interdisciplinary professional learning to address the current gap in the literature regarding professional development of secondary specialty teachers. Five teachers participated in two lesson study cycles for a period of 13-weeks. This study focused on how teachers co-construct pedagogical knowledge and the extent to which they make changes to their practice. Using a sequential mixed methods research design, this study collected qualitative and quantitative data in three phases. In the initial phase, participants completed a demographical survey and shared a digital ethnography of their philosophy of teaching. Phase two consisted of video recordings for two lesson study cycles. Phase three involved a second survey and semi-structured interviews. Classroom observations were conducted during the first and last phase of the study. All qualitative data was analyzed inductively using open and thematic coding. Cross-case analysis was employed at the analysis stage to integrate data tools for the purpose of complementarity. Results suggest lesson study was an effective, job-embedded model that supports active and continuous professional development that is sustained and transferrable to the classroom. The type of disposition reported and displayed by teachers changed positively over time having transformational effects in the depth of relationships among teachers, increasing co-creation of pedagogical knowledge, and increasing reflectiveness. Teachers' level of openness to learning related to higher levels of effective practices implemented during lessons. Further research is needed to examine the ways in which teacher disposition influences professional learning when secondary specialty teachers engage in lesson study.
ContributorsMesa-Lema, Liliana (Author) / Carlson, David L. (Thesis advisor) / Barnard, Wendy (Committee member) / Medrano, Juan (Committee member) / Arizona State University (Publisher)
Created2014
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Description
An intervention study was conducted with elementary physical education teachers and their use of a newly developed series of fitness segments called Knowledge in Action (KIA). This study was designed to enable teachers to teach healthy behavior knowledge (HBK) in their classes without sacrificing physical activity levels. This study has

An intervention study was conducted with elementary physical education teachers and their use of a newly developed series of fitness segments called Knowledge in Action (KIA). This study was designed to enable teachers to teach healthy behavior knowledge (HBK) in their classes without sacrificing physical activity levels. This study has two phases. First, the intervention was conducted to determine the effectiveness of the KIA fitness segment intervention. Second, teachers' perceptions of both teaching HBK and the KIA fitness segments were investigated. Ten teacher participants were randomly assigned to the intervention or control group. Intervention teachers participated in professional development, provided with all teaching materials, and YouTube videos that modeled the teaching of the KIA fitness segments. Teacher fidelity was measured through observations. Student physical activity patterns were measured in randomly selected teachers' classes (both intervention and control) to determine potential physical activity pattern differences between groups. Teachers were interviewed from one to three times across the project in order to determine perceptions of teaching HBK and the KIA fitness segments. Researchers used constant comparison method to uncover possible common themes. Student knowledge was assessed pre/post using PE Metrics Standard 3 cognitive test to determine HBK changes. Data analysis included General liner models (GLM) at the student level (gender) and Hierarchical linear models (HLM) at the school level (treatment, school). There was a moderate mean teacher fidelity score (77.9%) found among the intervention teachers. HLM results showed students in the intervention group had a 3.4(20%) greater improvement in HBK scores when compared with their control counterparts (p<0.001). Student activity levels were found to be similar in both groups with 871.33 and 822.22 steps in the intervention and control groups, respectively. Although all of the teachers thought it was important to teach HBK they were not spending time on it during classes at pretest. Three common themes were discovered: (a) Effective Teacher Training of the Segments, (b), Teachers Learned a Novel Strategy, and (c) Teachers Recommended Modifications. In summary, the KIA fitness segments received favorable views and gave teachers a way to teach HBK without reducing physical activity time.
ContributorsHodges, Michael (Author) / Kulinna, Pamela (Thesis advisor) / Van Der Mars, Hans (Committee member) / Lee, Chong (Committee member) / Arizona State University (Publisher)
Created2013
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Description
Recent advances in geo-visualization technologies, such as Google Earth, have the potential to enhance spatial thinking. Google Earth is especially suited to teaching landforms and geomorphological processes in traditional, online, or hybrid college classroom settings. The excitement for the technology as a learning tool, however, must be tempered

Recent advances in geo-visualization technologies, such as Google Earth, have the potential to enhance spatial thinking. Google Earth is especially suited to teaching landforms and geomorphological processes in traditional, online, or hybrid college classroom settings. The excitement for the technology as a learning tool, however, must be tempered by the need to develop sound and supportive pedagogies. A fundamental gap in the geoscience education literature exists because learning experiences with Google Earth, from the perspective of the student, are not completely understood. This dissertation analyzes three case studies in college introductory physical geography (Chapters 2 and 4) and teacher education (Chapter 3) courses at Arizona State University where students completed an online (Chapter 2 and 3) laboratory that used Google Earth as the main tool for landform identification and interpretation, and a hardcopy laboratory and in-field exercise (Chapter 4) that compared Google Earth oblique with traditional stereopair air photo and planimetric perspectives. Gauging student performance in these tasks, along with their formative and summative opinions for `what it was like to learn this way', provide information as part of a feedback loop to develop and improve instructional scaffolding and best practices so that the focus remains on the content-to-be-learned and not the tool. These case studies show that, in general, prior use of Google Earth is usually not a limiting factor; multiple perspectives and supplemental visualizations of landforms with Google Earth's may enhance the learning experience; the hands-on nature of structured Google Earth exploration in these labs are virtual field trips that increase enjoyment and fit within a learner-centered curriculum; scaffolding landform-learning exercises for aspiring elementary school teachers linked to children's literature assists the development of content knowledge for teaching physical geography and spatial thinking; and, finally, despite a virtual globe's high-quality visualizations and promising potential for learning, there is still a role for stereopair images in the geomorphology classroom.
ContributorsPalmer, Ronald Evan (Author) / Dorn, Ronald I. (Thesis advisor) / Harris, Lauren M (Committee member) / Cerveny, Niccole V (Committee member) / Arizona State University (Publisher)
Created2014