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- All Subjects: Evaluation
- Creators: Accetta, Danielle
Description
The purpose of this study was to provide a foundation for a plan for evaluations of the impact of the Learning Center on elementary school children with respect to academic achievement and school-related behaviors. Exploratory pre- and posttest data were collected and analyzed and recommendations were provided for a broader evaluation plan to be used in the future. The experience from the exploratory evaluation, limitations and the recommendations in this study can be used by Chicanos Por La Causa to strengthen the Learning Center and thereby optimize the benefit to the children served within the San Marina residential community.
ContributorsLodhi, Osman Sultan (Author) / Roosa, Mark (Thesis director) / Dumka, Larry (Committee member) / Perez, Norma (Committee member) / Barrett, The Honors College (Contributor) / Department of Chemistry and Biochemistry (Contributor) / Department of Psychology (Contributor)
Created2014-05
Description
The goal of the first study was to characterize the Miocene arkosic conglomerate in the Goldfield Mountains to determine the paleocurrent direction and source of the cobbles. This conglomerate is tilted to the northeast and unconformably overlies Proterozoic basement. Imbrication measurements are scattered but suggest the direction of paleoflow was toward the northwest and northeast, which suggests the cobbles were sourced from the southeast and southwest. The abundance of Dripping Spring Quartzite and the presence of Barnes Conglomerate in the cobbles, suggests an Apache Group source. In addition, south-southeast of the map area, there are several rock units composed of the same material as cobbles within the arkosic conglomerate. The arkosic conglomerate was likely deposited during onset of mid-Cenozoic extension, where the resulting highlands could provide a nearby source for the cobbles. This nearby source is interpreted to be south-southeast of the study area. A second study examined the effectiveness of course reform conducted on an introductory undergraduate course sequence. Questions of this study included: (1) How does the curriculum cater to a student population with diverse goals? (2) How do reformed courses add educational value as perceived by the student? (3) How does the redesigned curriculum and the instructional strategies, as implemented, address the goals of the reform?
The curriculum addressed the goals of the reform by (1) creating more opportunities for students to gain the skills relevant to their future goals, (2) having students utilize big data to make observations, interpretations, and predictions, (3) engaging students in scientific collaboration through group work and discussion, (4) giving students the opportunity to utilize computer programs that apply across various subjects and fields (i.e. Excel, MS Word, ArcGIS), and (5) requiring students to conduct original research to solve a problem and present their results orally and in written form. These redesign efforts were successful in meeting the objectives, and majority of the student participants reported one or more of the reformed experiences were valuable to their education and future goals. An understanding of teaching methods and educational values held by undergraduate students within the School of Earth and Space Exploration can be adapted and applied across subjects.
ContributorsAccetta, Danielle (Author) / Reynolds, Stephen J (Thesis advisor) / Johnson, Julia K (Committee member) / Semken, Steven (Committee member) / Arizona State University (Publisher)
Created2021