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Description
In 1976 Florynce R. Kennedy, a United States lawyer, activist, speaker, and
author famously stated that “anybody with the brains and energy to become a teacher ought to want to become something better.” With these stigmas surrounding the teaching profession, it becomes a wonder that anybody decides to become a teacher, or even more difficult, stay in the profession. The state of Arizona, specifically, has reached landmark attrition rates and dissatisfaction surrounding lack of education funding. The stories of those leaving have been well publicized over the last year, but what about those who choose to stay? This dissertation examines the counter narrative behind the teacher attrition crisis by focusing on the stories of the teachers in the secondary English Language Arts (ELA) classroom who have decided to remain in the profession. Through narrative inquiry, this study examines how teachers narrate their experiences as teachers and how those constructs may have contributed to their retention. This study collected data from four high school English teachers through two in-depth interviews, classroom observations, a self-made teacher journey concept map, and teaching artifacts in the form of a teaching experience “time capsule.” Through this data, the participants’ stories highlighting their journey to teaching, current careers, and insights on retention were re- storied then thematically coded and analyzed. Findings are in essence the stories themselves, but also reveal how these teachers narrate their career, societal impacts, quality of life, as well as what motivating factors inspire them to stay in the classroom and teach.
author famously stated that “anybody with the brains and energy to become a teacher ought to want to become something better.” With these stigmas surrounding the teaching profession, it becomes a wonder that anybody decides to become a teacher, or even more difficult, stay in the profession. The state of Arizona, specifically, has reached landmark attrition rates and dissatisfaction surrounding lack of education funding. The stories of those leaving have been well publicized over the last year, but what about those who choose to stay? This dissertation examines the counter narrative behind the teacher attrition crisis by focusing on the stories of the teachers in the secondary English Language Arts (ELA) classroom who have decided to remain in the profession. Through narrative inquiry, this study examines how teachers narrate their experiences as teachers and how those constructs may have contributed to their retention. This study collected data from four high school English teachers through two in-depth interviews, classroom observations, a self-made teacher journey concept map, and teaching artifacts in the form of a teaching experience “time capsule.” Through this data, the participants’ stories highlighting their journey to teaching, current careers, and insights on retention were re- storied then thematically coded and analyzed. Findings are in essence the stories themselves, but also reveal how these teachers narrate their career, societal impacts, quality of life, as well as what motivating factors inspire them to stay in the classroom and teach.
ContributorsLuszeck, Amanda (Author) / Blasingame, James (Thesis advisor) / Durand, Elizabeth S (Thesis advisor) / Bickmore, Steven (Committee member) / Crowe, Christopher (Committee member) / Arizona State University (Publisher)
Created2019
Description
ABSTRACT
To remain competitive on local, state, and national levels and to achieve future economic and social goals, Imperial and Yuma County need an educated workforce. The primary industries supporting the desert region are technical, science, technology, enginnering and mathematics (STEM)-based, and require a highly skilled and educated workforce. There continue to be vast disparities in terms of numbers of students declared and enrolled in STEM transfer degree programs and the number of students completing STEM bachelor’s degrees.
Perceptions regarding post-secondary education start to develop at a young age and can prevent or enable a student’s development of post-secondary aspirations. Understanding a student’s perceptions of barriers are important because they can prevent students from completing a four-year degree. The pilot research provided in the study are the first steps in helping educators and community leaders understand what drives and form student perceived educational barriers and student perceptions of self, and then provide a better understanding of first-generation Hispanic students’ value of higher education.
As part of the study, I designed the science, technology, engineering, agriculture and mathematics (“STEAM”) College Success Program to help college students overcome the perceived barriers intervening with the completion of a bachelor’s degree. The program involved community, industry, and college students in a unique experience of incorporating a one-week camp, academic year of mentorship, STEM education, and college support. Pilot results of the “STEAM” College Success Program indicate the innovation was effective in reducing perceived barriers relating to college success and bachelor’s degree completion.and was most effective in the area of self-efficacy and personal achievement.
To remain competitive on local, state, and national levels and to achieve future economic and social goals, Imperial and Yuma County need an educated workforce. The primary industries supporting the desert region are technical, science, technology, enginnering and mathematics (STEM)-based, and require a highly skilled and educated workforce. There continue to be vast disparities in terms of numbers of students declared and enrolled in STEM transfer degree programs and the number of students completing STEM bachelor’s degrees.
Perceptions regarding post-secondary education start to develop at a young age and can prevent or enable a student’s development of post-secondary aspirations. Understanding a student’s perceptions of barriers are important because they can prevent students from completing a four-year degree. The pilot research provided in the study are the first steps in helping educators and community leaders understand what drives and form student perceived educational barriers and student perceptions of self, and then provide a better understanding of first-generation Hispanic students’ value of higher education.
As part of the study, I designed the science, technology, engineering, agriculture and mathematics (“STEAM”) College Success Program to help college students overcome the perceived barriers intervening with the completion of a bachelor’s degree. The program involved community, industry, and college students in a unique experience of incorporating a one-week camp, academic year of mentorship, STEM education, and college support. Pilot results of the “STEAM” College Success Program indicate the innovation was effective in reducing perceived barriers relating to college success and bachelor’s degree completion.and was most effective in the area of self-efficacy and personal achievement.
ContributorsHodges, Tanya Marie (Author) / Bernstein, Katie (Thesis advisor) / Dyer, Penny (Committee member) / Montopoli, George (Committee member) / Schaal, Mary (Committee member) / Arizona State University (Publisher)
Created2019
Description
The traditional access control system suffers from the problem of separation of data ownership and management. It poses data security issues in application scenarios such as cloud computing and blockchain where the data owners either do not trust the data storage provider or even do not know who would have access to their data once they are appended to the chain. In these scenarios, the data owner actually loses control of the data once they are uploaded to the outside storage. Encryption-before-uploading is the way to solve this issue, however traditional encryption schemes such as AES, RSA, ECC, bring about great overheads in key management on the data owner end and could not provide fine-grained access control as well.
Attribute-Based Encryption (ABE) is a cryptographic way to implement attribute-based access control, which is a fine-grained access control model, thus solving all aforementioned issues. With ABE, the data owner would encrypt the data by a self-defined access control policy before uploading the data. The access control policy is an AND-OR boolean formula over attributes. Only users with attributes that satisfy the access control policy could decrypt the ciphertext. However the existing ABE schemes do not provide some important features in practical applications, e.g., user revocation and attribute expiration. Furthermore, most existing work focus on how to use ABE to protect cloud stored data, while not the blockchain applications.
The main objective of this thesis is to provide solutions to add two important features of the ABE schemes, i.e., user revocation and attribute expiration, and also provide a practical trust framework for using ABE to protect blockchain data. To add the feature of user revocation, I propose to add user's hierarchical identity into the private attribute key. In this way, only users whose identity is not revoked and attributes satisfy the access control policy could decrypt the ciphertext. To add the feature of attribute expiration, I propose to add the attribute valid time period into the private attribute key. The data would be encrypted by access control policy where all attributes have a temporal value. In this way, only users whose attributes both satisfy the access policy and at the same time these attributes do not expire,
are allowed to decrypt the ciphertext. To use ABE in the blockchain applications, I propose an ABE-enabled trust framework in a very popular blockchain platform, Hyperledger Fabric. Based on the design, I implement a light-weight attribute certificate authority for attribute distribution and validation; I implement the proposed ABE schemes and provide a toolkit which supports system setup, key generation,
data encryption and data decryption. All these modules were integrated into a demo system for protecting sensitive les in a blockchain application.
Attribute-Based Encryption (ABE) is a cryptographic way to implement attribute-based access control, which is a fine-grained access control model, thus solving all aforementioned issues. With ABE, the data owner would encrypt the data by a self-defined access control policy before uploading the data. The access control policy is an AND-OR boolean formula over attributes. Only users with attributes that satisfy the access control policy could decrypt the ciphertext. However the existing ABE schemes do not provide some important features in practical applications, e.g., user revocation and attribute expiration. Furthermore, most existing work focus on how to use ABE to protect cloud stored data, while not the blockchain applications.
The main objective of this thesis is to provide solutions to add two important features of the ABE schemes, i.e., user revocation and attribute expiration, and also provide a practical trust framework for using ABE to protect blockchain data. To add the feature of user revocation, I propose to add user's hierarchical identity into the private attribute key. In this way, only users whose identity is not revoked and attributes satisfy the access control policy could decrypt the ciphertext. To add the feature of attribute expiration, I propose to add the attribute valid time period into the private attribute key. The data would be encrypted by access control policy where all attributes have a temporal value. In this way, only users whose attributes both satisfy the access policy and at the same time these attributes do not expire,
are allowed to decrypt the ciphertext. To use ABE in the blockchain applications, I propose an ABE-enabled trust framework in a very popular blockchain platform, Hyperledger Fabric. Based on the design, I implement a light-weight attribute certificate authority for attribute distribution and validation; I implement the proposed ABE schemes and provide a toolkit which supports system setup, key generation,
data encryption and data decryption. All these modules were integrated into a demo system for protecting sensitive les in a blockchain application.
ContributorsDong, Qiuxiang (Author) / Huang, Dijiang (Thesis advisor) / Sen, Arunabha (Committee member) / Doupe, Adam (Committee member) / Arizona State University (Publisher)
Created2020
Description
The goal of any solar photovoltaic (PV) system is to generate maximum energy throughout its lifetime. The parameters that can affect PV module power output include: solar irradiance, temperature, soil accumulation, shading, encapsulant browning, encapsulant delamination, series resistance increase due to solder bond degradation and corrosion and shunt resistance decrease due to potential induced degradation, etc. Several PV modules together in series makes up a string, and in a power plant there are a number of these strings in parallel which can be referred to as an array. Ideally, PV modules in a string should be identically matched to attain maximum power output from the entire string. Any underperforming module or mismatch among modules within a string can reduce the power output. The goal of this project is to quickly identify and quantitatively determine the underperforming module(s) in an operating string without the use of an I-V curve tracer, irradiance sensor or temperature sensor. This goal was achieved by utilizing Radiovoltmeters (RVM). In this project, it is demonstrated that the voltages at maximum power point (Vmax) of all the individual modules in a string can be simultaneously and quantitatively obtained using RVMs at a single irradiance, single module operating temperature, single spectrum and single angle of incidence. By combining these individual module voltages (Vmax) with the string current (Imax) using a Hall sensor, the power output of individual modules can be obtained, quickly and quantitatively.
ContributorsTahghighi, Arash (Author) / Tamizhmani, Govindasamy (Thesis advisor) / Rogers, Bradley (Committee member) / Srinivasan, Devarajan (Committee member) / Arizona State University (Publisher)
Created2019
Description
Research findings have shown that many computerized maintenance management systems (CMMS) are largely underutilized, often leading to the loss of efficiencies in the organization’s maintenance program. A literature review is presented of the available research in CMMS and of operations and management roles in a maintenance program. In addition, research was conducted around CMMS users to identify if any misalignments exist between management and operations. The articles selected for review offer a variety of perspectives, considerations, instructions, and noted failures involved with implementation, day to day use and reporting expectations. Through conducting a survey of both management and operations this paper will show how management and operations conceptions of CMMS vary, even greatly in some areas. The objective of this research is to gain an in-depth perspective from CMMS in all roles and analyze where utilizations vary. This information will then be utilized to understand possible misconceptions between roles, leading to inaccuracies and sub-par outcomes of proposed CMMS implementations.
ContributorsRennert, Andrew William (Author) / Sullivan, Kenneth (Thesis advisor) / Stone, Brian (Committee member) / Smithwick, Jake (Committee member) / Arizona State University (Publisher)
Created2019
Description
This work introduces self-organizing techniques to reduce the complexity and burden of coordinating distributed energy resources (DERs) and microgrids that are rapidly increasing in scale globally. Technical and financial evaluations completed for power customers and for utilities identify how disruptions are occurring in conventional energy business models. Analyses completed for Chicago, Seattle, and Phoenix demonstrate site-specific and generalizable findings. Results indicate that net metering had a significant effect on the optimal amount of solar photovoltaics (PV) for households to install and how utilities could recover lost revenue through increasing energy rates or monthly fees. System-wide ramp rate requirements also increased as solar PV penetration increased. These issues are resolved using a generalizable, scalable transactive energy framework for microgrids to enable coordination and automation of DERs and microgrids to ensure cost effective use of energy for all stakeholders. This technique is demonstrated on a 3-node and 9-node network of microgrid nodes with various amounts of load, solar, and storage. Results found that enabling trading could achieve cost savings for all individual nodes and for the network up to 5.4%. Trading behaviors are expressed using an exponential valuation curve that quantifies the reputation of trading partners using historical interactions between nodes for compatibility, familiarity, and acceptance of trades. The same 9-node network configuration is used with varying levels of connectivity, resulting in up to 71% cost savings for individual nodes and up to 13% cost savings for the network as a whole. The effect of a trading fee is also explored to understand how electricity utilities may gain revenue from electricity traded directly between customers. If a utility imposed a trading fee to recoup lost revenue then trading is financially infeasible for agents, but could be feasible if only trying to recoup cost of distribution charges. These scientific findings conclude with a brief discussion of physical deployment opportunities.
ContributorsJanko, Samantha Ariel (Author) / Johnson, Nathan (Thesis advisor) / Zhang, Wenlong (Committee member) / Herche, Wesley (Committee member) / Arizona State University (Publisher)
Created2019
Description
The purpose of this mixed-methods action research study was to discover the hindrances and apply new innovative ideas to the problematic stages of student acclimatization and acculturation to an American education and Taiwanese host culture. The goal was to improve academic success during the initial first year, improve the acclimatization process, and stimulate the acculturation process.
The study applied a mixed-methods approach. Four new foreign students participated in a 12-week innovation. This innovation consisted of establishing a protocol for school staff, creating and implementing a student-led Welcoming Committee, training at the beginning of the school year, establishing guidelines and expectations for participating Welcoming Committee members, assigning peer mentors to new students, and providing opportunities for socializing and meeting people. The participants took pre and post cultural self-efficacy tests. In addition, qualitative data was collected from the interviews of the four participants.
The new foreign students showed an increase in cultural self-efficacy from the beginning of the innovation to the conclusion of it. Findings of this study found that students used past experiences in creating initial perceptions, these perceptions changed after interactions with the Welcoming Committee, ample assistance was given to the new foreign students throughout the innovation, and Welcoming Committee members were relied on to make initial contact with others due to initial difficulties in this area.
The study applied a mixed-methods approach. Four new foreign students participated in a 12-week innovation. This innovation consisted of establishing a protocol for school staff, creating and implementing a student-led Welcoming Committee, training at the beginning of the school year, establishing guidelines and expectations for participating Welcoming Committee members, assigning peer mentors to new students, and providing opportunities for socializing and meeting people. The participants took pre and post cultural self-efficacy tests. In addition, qualitative data was collected from the interviews of the four participants.
The new foreign students showed an increase in cultural self-efficacy from the beginning of the innovation to the conclusion of it. Findings of this study found that students used past experiences in creating initial perceptions, these perceptions changed after interactions with the Welcoming Committee, ample assistance was given to the new foreign students throughout the innovation, and Welcoming Committee members were relied on to make initial contact with others due to initial difficulties in this area.
ContributorsAyers, Aaron (Author) / Bernstein, Katie (Thesis advisor) / Koro-Ljungberg, Mirka (Committee member) / McGrath, John (Committee member) / Arizona State University (Publisher)
Created2019
Description
This research summarizes the characterization of the constituent materials of a unidirectional composite for use in a finite element model. Specifically the T800s-F3900 composite from Toray Composites, Seattle, WA. Testing was carried out on cured polymer matrix provided by the manufacturer and single fiber specimen. The material model chosen for the polymer matrix was MAT 187 (Semi-Analytical Model for Polymers) which allowed for input of the tension, compression, and shear load responses.
The matrix was tested in tension, compression, and shear and was assumed to be isotropic. Ultimate strengths of the matrix were found to be 10 580 psi in tension, 25 900 psi in compression, and 5 940 in shear. The material properties calculated suggest the resin as being an isotropic material with the moduli in tension and compression being approximately equal (3% difference between the experimental values) and the shear modulus following typical isotropic relations. Single fiber properties were obtained for the T800s fiber in tension only with the modulus being approximately 40 500 ksi and the peak stress value being approximately 309 ksi.
The material model predicts the behavior of the multi-element testing simulations in both deformation and failure in the direction of loading.
The matrix was tested in tension, compression, and shear and was assumed to be isotropic. Ultimate strengths of the matrix were found to be 10 580 psi in tension, 25 900 psi in compression, and 5 940 in shear. The material properties calculated suggest the resin as being an isotropic material with the moduli in tension and compression being approximately equal (3% difference between the experimental values) and the shear modulus following typical isotropic relations. Single fiber properties were obtained for the T800s fiber in tension only with the modulus being approximately 40 500 ksi and the peak stress value being approximately 309 ksi.
The material model predicts the behavior of the multi-element testing simulations in both deformation and failure in the direction of loading.
ContributorsRobbins, Joshua (Author) / Rajan, Subramaniam D. (Thesis advisor) / Mobasher, Barzin (Committee member) / Hoover, Christian (Committee member) / Arizona State University (Publisher)
Created2019
Description
The problem of practice addressed in this mixed methods action research study is the underachievement of fifth-grade students in mathematics. This study explores the effects of an innovation designed to help students develop a growth mindset by utilizing self-regulation strategies to improve academic growth in mathematics. Students’ underachievement in mathematics has been illustrated by both state and international assessments. Throughout the decades, mathematics instruction and reforms have varied, but overall students’ psychological needs have been neglected. This innovation was designed to develop students’ psychological characteristics regarding facing challenges in mathematics. For this purpose, two guiding theories were utilized to frame this research study, Dweck’s mindset theory and self-regulation theory. To address the research questions of this study, pre- and post-questionnaire data, observational data and student work was analyzed. Results of the qualitative data indicated that the innovation positively impacted students’ mindsets and use of self-regulation strategies. However, quantitative data indicated the innovation had no effect on students’ use of self-regulation strategies or academic growth, and a negative impact on students’ mindsets.
ContributorsManchester, Sarah (Author) / Judson, Eugene (Thesis advisor) / Moses, Lindsey (Committee member) / Ellis, Raquel (Committee member) / Arizona State University (Publisher)
Created2020
Description
This study explores the impact of a professional development (PD) activity conducted for teachers of the Next Generation Science Standards (NGSS) at 15 American-curriculum international schools. The intervention involved teachers utilizing the 3D-PAST screening tool to systematically evaluate the alignment of teacher-designed assessments with the constructs of the NGSS and best practices in science instruction. Data about the way the intervention enhanced or challenged teachers’ understanding of the NGSS were collected via a multiple methods approach. The New Framework of Science Education Survey of Teacher Understanding (NFSE-STU) was used in a retrospective pretest-posttest fashion to assess changes in teachers’ understanding of NGSS constructs. Subsequently, interviews were conducted with participants which provided data that expanded upon the NFSE-STU findings. The Refined Consensus Model of Pedagogical Content Knowledge (RCM-PCK) was used to interpret the findings and situate the study within the extant literature on teacher PCK. The intervention was found to have a statistically significant effect on teachers’ understanding of the NGSS in all areas measured by the NFSE-STU. Additionally, data suggest that the intervention elicited changes in teachers’ classroom practices and improved collaborative professional practices. Also highlighted in the analysis was the significance of the relationship between the intervention moderator and the participants as a strong predictor of the way the intervention was perceived by teachers. The findings strongly support the suggestion that international school administrators seeking to maximize the impact of science teacher professional development should consider PD activities that train teachers in the use of aids to align NGSS assessments, because doing so simultaneously enhances teacher understanding of the NGSS while encouraging meaningful changes to professional practice. The study contributes to the nascent body of literature utilizing the RCM-PCK to situate understanding of science-teacher PCK, and fills a void in literature examining PD in American curriculum international schools, and highlights issues with potential to serve as foci for additional cycles of action research in the areas of international schools, science teacher and NGSS-related professional development, and the use of tools similar to 3D-PAST within other teaching disciplines.
ContributorsWilcox, Wyatt (Author) / Fischman, Gustavo (Thesis advisor) / Graves Wolf, Leigh (Committee member) / Droese, Shirley (Committee member) / Arizona State University (Publisher)
Created2020