Matching Items (3)
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- All Subjects: Evaluation
- All Subjects: constructivist
- Creators: Barnard, Wendy
- Creators: Armfield, Jessica Ann
Description
The State of Arizona mandates that students with superior intellect or abilities, or identified gifted students, receive appropriate gifted education and services in order to achieve at levels commensurate with their intellect and abilities. Additionally, the State of Arizona adopted the Arizona College and Career Ready Standards (AZCCRS) initiative. This investigation explores if, according to the perceptions of gifted educators, the AZCCRS support a gifted mathematic curriculum and pedagogy at the elementary level which is commensurate with academic abilities, potential, and intellect of these mathematically gifted students, what the relationships are between exemplary gifted curriculum and pedagogy and the AZCCRS, and exactly how the gifted education specialists charged with meeting the academic and intellectual needs and potential of their gifted students interpret, negotiate, and implement the AZCCRS.
This study utilized a qualitative approach and a variety of instruments to gather data, including: profile questionnaires, semi-structured pre-interviews, reflective journals, three group discussion sessions, and semi-structured post interviews. The pre- and post interviews as well as the group discussion sessions were audiotape recorded and transcribed. A three stage coding process was utilized on the questionnaires, interviews, discussion sessions, and journal entries.
The results and findings demonstrated that AZCCRS clearly support exemplary gifted mathematic curriculum and practices at the elementary level, that there are at least nine distinct relationships between the AZCCRS and gifted pedagogy, and that the gifted education specialists interpret, negotiate, and implement the AZCCRS uniquely in at least four distinct ways, in their mathematically gifted pullout classes.
This study utilized a qualitative approach and a variety of instruments to gather data, including: profile questionnaires, semi-structured pre-interviews, reflective journals, three group discussion sessions, and semi-structured post interviews. The pre- and post interviews as well as the group discussion sessions were audiotape recorded and transcribed. A three stage coding process was utilized on the questionnaires, interviews, discussion sessions, and journal entries.
The results and findings demonstrated that AZCCRS clearly support exemplary gifted mathematic curriculum and practices at the elementary level, that there are at least nine distinct relationships between the AZCCRS and gifted pedagogy, and that the gifted education specialists interpret, negotiate, and implement the AZCCRS uniquely in at least four distinct ways, in their mathematically gifted pullout classes.
ContributorsDohm, Dianna (Author) / Carlson, David L. (Thesis advisor) / Barnard, Wendy (Committee member) / Moses, Lindsey (Committee member) / Arizona State University (Publisher)
Created2014
Description
There is a serious need for early childhood intervention practices for children who are living at or below the poverty line. Since 1965 Head Start has provided a federally funded, free preschool program for children in this population. The City of Phoenix Head Start program consists of nine delegate agencies, seven of which reside in school districts. These agencies are currently not conducting local longitudinal evaluations of their preschool graduates. The purpose of this study was to recommend initial steps the City of Phoenix grantee and the delegate agencies can take to begin a longitudinal evaluation process of their Head Start programs. Seven City of Phoenix Head Start agency directors were interviewed. These interviews provided information about the attitudes of the directors when considering longitudinal evaluations and how Head Start already evaluates their programs through internal assessments. The researcher also took notes on the Third Grade Follow-Up to the Head Start Executive Summary in order to make recommendations to the City of Phoenix Head Start programs about the best practices for longitudinal student evaluations.
ContributorsArmfield, Jessica Ann (Author) / Duggan, Mary Anne (Thesis director) / Dumka, Larry (Committee member) / Barrett, The Honors College (Contributor) / T. Denny Sanford School of Social and Family Dynamics (Contributor) / School of International Letters and Cultures (Contributor)
Created2014-05
Description
This is an evaluation of the Sandra Day O'Connor College of Law learning environment project which involved 120 participants (32 faculty and 88 students). In 2016, the Sandra Day O'Connor College of Law moved their main building to the newly built Beus Center for Law and Society building at the downtown Phoenix campus in order to bring the law students and faculty closer to the legal community that is present in downtown Phoenix. Prior to this move surveys regarding the Tempe campus were administered to the law students and faculty along with classroom observations and focus groups in order to conduct an evaluation of the environment. This evaluation examines the following six areas about the Tempe campus: the physical classroom environment; the instructional strategies used by instructors in the classroom; technology utilized in the classroom; frequency of technical difficulties by the instructor; and interactions between faculty, students, and the legal community. This evaluation only analyzed the quantitative data that was provided from the survey questions and not the qualitative data from classroom observations and focus groups. Within this evaluation is an explanation of the project that was conducted in part with the Sandra Day O'Connor College of Law and an overview of the participants involved in this evaluation. Additionally, this report will describe the methodology that was used to conduct the evaluation. Lastly, this evaluation includes the findings based off of the survey given to the evaluation participants and the recommendation for the new Beus Center for Law and Society based on the findings of the evaluation.
ContributorsLippincott, Megan Marie (Author) / Barnard, Wendy (Thesis director) / O'Donnell, Megan (Committee member) / Department of Information Systems (Contributor) / Department of Marketing (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12